Advanced Learning Technology

One of the powerful levers of fostering industriousness, desire and ability to study well is the creation of conditions that ensure the child’s success in academic work, a sense of joy on the path of advancement from ignorance to knowledge, from inability to ability, i.e. awareness of the meaning and result of their efforts.

To fight for success in learning means to teach children to learn, to help everyone to believe in their abilities, to cultivate organization, independence, responsibility, discipline. It is imperative to help children in the process of cognition in such a way that they manage their teachings so that children gradually master the self-regulation of their activities, their educational work.

Advance training is a type of training in which the brief basics of the topic are given by the teacher before the study of the program begins. Brief basics can be given as abstracts when considering related topics, and can be unobtrusive references, examples, associations. Advanced learning is thought to be effective in learning topics that are difficult to grasp. Advanced learning involves the development of students’ thinking, ahead of their age-related opportunities.

Classification Parameters:

  1. By level of application: general educational.
  2. On a philosophical basis: humanistic.
  3. According to the main development factor: sociogenic with assumptions of biogenic and psychogenic factors.
  4. According to the concept of assimilation: associative-reflexive with elements of phased interiorization.
  5. By orientation to personality structures: informational with elements of the operating room.
  6. By the nature of the content: educational, secular, technocratic, general education.
  7. By type of control: a system of small groups.
  8. By organizational forms: traditional classroom, academic, with elements of differentiation and individualization.
  9. On the approach to the child: cooperation, partnership.
  10. According to the prevailing method: explanatory and illustrative with elements of dialogue.
  11. In the direction of modernization: the effectiveness of the organization and management of the educational process.

By category of students: mass, without any segregation.

Target Orientations:

  • Assimilation of ZUN; benchmark for standards.
  • Successful training for everyone.
  • Conceptual provisions:
  • The personal approach of pedagogy of cooperation.
  • Success is the main condition for the development of children in learning.
  • Comfort in the class: friendliness, mutual assistance; a child who doesn’t succeed does not feel impaired, does not hesitate to answer, is not afraid to make a mistake.
  • Prevention of errors, not work on them.
  • Consistency, systematic content of educational material.
  • Differentiation, the availability of tasks for everyone.
  • To complete independence – gradually.
  • Through a knowledgeable student to teach an ignorant.

Features of the content: in order to reduce the objective difficulty of some questions of the program, it is necessary to outstrip their introduction into the educational process.

A difficult topic must be started not at the hours set by the program, but much earlier. For each topic, this is a different beginning. The topic is given in each lesson in small doses. The topic is then revealed slowly, sequentially, with all the necessary logical transitions. The discussion involves first strong, then middle, and only then weak students. It turns out that all the children little by little teach each other. Both the teacher and the students feel completely different in the space of time.

Thus, the assimilation of the material occurs in three stages:

The first stage is a promising preparation: a slow, consistent acquaintance with new concepts, disclosure of the topic. At this stage, there is an active development of evidence-based speech using supports. Practical work is being done with commented control. The answers take into account the children’s desire. Active at this stage, as a rule, are strong students.

The second stage – work on the textbook: clarification of concepts and generalization of the material. Pupils are already consciously guided in the generalization scheme, own the evidence, cope with independent tasks at school and at home. It is at this stage that homework is given on a difficult topic on sufficiently prepared material. It is at this stage that there are moments of advance, since in the promising period many tasks on the pages of the textbook have already been completed.

The third stage is the use of the saved time (created lead). Schemes go away, the skill of quick action is formed. It is at this stage that a new perspective is born, without already encountering any difficulties.

And most importantly, at no stage is there a tension in the work of the teacher and students. From the first to the last minute of the lesson, the children are active: with support schemes and without them, verbally and in writing, under the guidance and independently. Each student has a feasible question, an accessible task (but not lower than the requirements of the program!). And the whole lesson we observe the basic principle – to do everything reasonably, reasonably. “I prove, I remember the rule, I check,” the voice of the answering student sounds. Not a step without a thought!

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