“Using collaboration technology in elementary school lessons as a means of developing educational learning skills”
MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION "GUDERMES SECONDARY SCHOOL No. 4"
Development of students in the process of forming UUD
“Using collaboration technology in elementary school lessons as a means of developing educational learning skills”
Completed by: primary school teacher
Temirigirieva R.Kh.
Gudermes
Representatives of cooperation pedagogy Sh.A. Amonashvili, E.N. Ilyin, S.N. Ly-senkova, V.F. Shatalov define cooperation, first of all, as the idea of collective co-creation, free choice, learning with passion with pedagogical and comradely support. They characterize the educational process as a spiritual community, mutual trusting communication between teachers and students and students among themselves, promoting the development of “socially dependent independence” [1]. From this we can conclude that educational cooperation is a powerful resource in the training, education and development of a child’s personality.
The term “educational cooperation” has many synonyms: “group work”, “joint educational activity”, “jointly distributed educational activity”, “collectively distributed educational activity”, etc. I.A. Zimnyaya defines educational cooperation as multilateral interaction within the educational group and the interaction of the teacher with the group. She believes that cooperation as a joint activity, as an organizational system of activity of interacting subjects, has the following characteristics: 1) spatial and temporal co-presence; 2) unity of purpose; 3) organization and management of activities; 4) separation of functions, actions, operations; 5) the presence of positive interpersonal relationships [2].
V.Ya. Laudis gives a more extensive definition, however, not contradicting the definition we have already discussed. “Joint learning activities, that is, educational cooperation, are acts of exchange of actions, operations, as well as verbal or non-verbal signals of these actions and operations between teachers and students and between the students themselves in the process of forming the activity being mastered” [3].
The leading developer of the problem of psychology of educational cooperation is G.A. Tsukerman, who claims that “... educational cooperation begins where the emerging methods of interaction serve the solution of educational problems” [4]. In her opinion, educational cooperation
has two important characteristics: 1) relative independence from an adult (the group assumes organizational, control and evaluation functions); 2) children focus not only and not so much on the result, but on the way of their actions and the actions of their partners (decentred nature of joint actions, actions for another participant).
The following advantages of joint educational activities of students can be highlighted: the depth of understanding and the volume of educational material absorbed by students increases, the cognitive activity and creative independence of students increases; within the framework of such types of work, less time is spent on developing knowledge and skills, and there are significantly fewer difficulties with discipline due to a decrease in educational motivation; students enjoy their classes, the level of comfort at school increases; class cohesion increases, while mutual respect and self-esteem increases, along with criticality and the ability to adequately assess one’s own and others’ capabilities. In addition to the above, it should be noted that during educational cooperation, students acquire the most important social skills - responsibility, a sense of tact, the ability to build their behavior taking into account the position of other people, along with this, the teacher gets the opportunity to individualize learning, namely, to take into account sympathy when dividing into groups children to each other, their level of preparation, their typical pace of work. Within the framework of this type of activity, the educational work of the teacher becomes a necessary condition for group learning, since all groups in their development go through the stage of conflict relations, and schoolchildren themselves cannot overcome it without the intervention of the teacher.
The joint activities of students influence not only each of them, but also their work itself. Educational cooperation, representing a specific learning situation, meets the requirements of a common goal, the implementation of each participant’s own individual action, the interaction of everyone and everything, this is not a simple addition of the results of individual actions, but obtaining a common result.
A mental task is posed to a group of students, however, it can only be solved collectively [5]. Collaboration during educational activities to solve a problem has a common result, while the actions of each individual student have the same meaning for the entire group. The influence of cooperation on the personal development of students, first of all, lies in developing their ability to evaluate themselves not only from the point of view of another, but also from different points of view, depending on the student himself, his place and function in the overall joint activity.
Situations of educational cooperation with a teacher arise when a student (group of students), while solving a practical problem posed by the teacher, notices the reasons for his incompetence and forms a request to the teacher for specific help. The student’s cooperation with himself presupposes the ability to record, analyze and evaluate changes in his own point of view as a result of acquiring new knowledge. In order to teach a child to determine the boundaries of the known and the unknown, it is necessary to develop his ability to determine the boundaries of his own capabilities. The student must clearly understand what he knows and can do, and what he does not know or cannot do.
Instructional collaboration fundamentally changes the teacher's role in the classroom. For a large period of time, the teacher coordinates, stimulates and directs the educational and cognitive activities of his students. The status of students also changes: they are involved in active interaction (with the teacher, with each other, with themselves) aimed at solving educational and cognitive problems. All this corresponds to the principles of the system-activity approach and is promising for the formation of universal educational actions of younger schoolchildren, for them to achieve not only subject, but also personal and meta-subject educational results.
We consider universal learning activities (ULAs) as the main structural component of learning activities in the context of the modern educational system. UUDs provide junior schoolchildren with full opportunity to independently
It is important to carry out the leading activity of this age stage - the activity of learning. By forming a learning educational system, the teacher teaches the student to set educational goals, search for and use the means and methods required to achieve them, the student learns to control and evaluate learning activities, and independently monitor its results over time. In addition, UUDs allow individuals to constantly realize themselves, collaborate with peers and adults, and create conditions for the formation of a picture of the world. The formation of learning skills in primary school is a guarantee of the future ability to learn in adulthood, and therefore readiness for constant continuous self-education, mobility and flexibility in any life situation [5].
The following types of UUD are distinguished: personal, regulatory, cognitive and communicative. Educational cooperation contributes to the formation of regulatory learning activities, as it provides students with the opportunity to manage cognitive and educational activities by setting a common goal, planning, monitoring, adjusting their actions, as well as assessing the success of mastering educational material. At each lesson, children themselves predict the purpose and objectives of the lesson. They determine control over the execution of each task. When completing individual tasks, children perform these actions independently. After reading the task, the guys analyze it and compare it with the sample. During the lesson, students independently control their work on the worksheets using symbols. At the end of the lesson, they can use them to assess the level of their knowledge and skills on the topic of the lesson. All this contributes to the formation of regulatory universal educational actions.
Educational cooperation also contributes to the formation of communicative learning skills: the ability to hear, listen and understand a partner, plan and coordinately carry out joint activities, distribute roles, mutually control each other’s actions, be able to negotiate, conduct a discussion, correctly express one’s thoughts, provide support to each other and effectively collaborate with both the teacher and peers [6]. Group support for you
creates a feeling of security, and even the most timid and anxious children overcome fear.
Cognitive UUDs include the actions of research, search, selection and structuring of necessary information, and modeling of the content being studied. A modern schoolchild must be able to navigate the flow of educational information, process and assimilate it, comprehend texts; choose the most effective ways to solve problems depending on specific conditions; carry out reflection on the methods and conditions of action, control and evaluation of the process and results of activity; pose and formulate problems. All these skills are formed much more effectively during educational cooperation.
With the correct pedagogical organization of students’ joint activities, various spheres of the student’s personality are included in the work, which leads to his more harmonious and prosperous development. The educational process, during which a person develops as an individual and a subject of activity, necessarily includes: the development of intelligence, the development of the emotional and personal sphere, the formation of the ability to be resistant to stress, the development of self-confidence and self-acceptance, the development of a positive attitude towards the world and acceptance of others, development of independence, autonomy, development of self-actualization, self-improvement. This also includes the development of learning motivation as the most important element of self-development motivation [7]. This determines the role of educational cooperation in the formation of personal universal educational actions of primary schoolchildren.
Educational cooperation provides each child with the emotional support that a junior schoolchild, and especially a first-grader, needs in order to take on a risky business: try something new, express his thoughts about something unknown; cooperation with peers is the source of motivation that a significant number of first-graders need in order to get involved in the educational process and not drop out of it. Learning collaboration is a powerful learning resource: proven
that communication and cooperation with peers is the area of activity where unfamiliar actions are most successfully mastered. During educational cooperation, children acquire social skills and socio-psychological competencies. When organizing cooperation with peers, social skills are organically present in every lesson, are not allocated to a special academic subject and do not require separate lessons, cooperation in a group of peers is the source of a unique ability to understand the point of view of another and act from the position of another person, both intellectually and emotional and personal sphere.
The pedagogical possibilities of educational cooperation lie in the fact that it allows each individual student to advance in the educational process according to their individual capabilities; promotes the development of communicative and personal universal learning activities; ensures the formation of the need for independent learning activities and the ability to highly effectively perceive, assimilate and transmit information; increases the general intellectual level of development and communication culture of students; contributes to the development of the ability to self-govern and plan one’s activities and the formation of social and business communication skills. Educational cooperation makes it possible to create the necessary conditions for the natural cognitive and creative development of students; develops basic life skills and ensures the emotional well-being of students.
One of the most important pedagogical conditions necessary for the organization of educational cooperation that contributes to the formation of educational skills of younger schoolchildren is its psychological and pedagogical support, since children of this age do not yet represent a fully formed personality. The help of a psychologist and teacher is necessary in the process of self-knowledge and self-assessment, which is necessary for the formation of personal educational actions of a primary school student. Children are not yet able to properly distribute their time; the teacher, during educational cooperation, guides students, provides them with assistance and the support they need in regulating their own activities, which contributes to the formation of their regulatory learning skills. Coming to the first grade, a student learns to communicate, interact with the people around him, he is just beginning to form communicative learning skills, which also develop safely and in accordance with age only in the presence of psychological and pedagogical support. By organizing educational cooperation, a teacher or psychologist teaches children communication skills, teaches children to communicate with both adults and peers, and teaches children to ask the right questions. As a result, in the process of growth and development of the student’s personality, his communicative and personal universal learning actions also develop.
It is impossible not to note the role of the correct organization of educational cooperation in the formation of cognitive learning skills of a primary school student, since the teacher at school is
the only important person who directs all the student’s activities, including cognitive ones. In the course of educational cooperation, cognitive learning activities are actively formed and developed, since the priority task of organizing educational cooperation is the acquisition of new knowledge by students.
As the next pedagogical condition necessary for the effective implementation of the possibilities of educational cooperation in the formation of educational learning of younger schoolchildren, we highlight the involvement of all participants in the educational process in different methods, forms and types of educational cooperation.
The most typical forms of organizing educational cooperation are pair, group and collective work. The paired form is associated with communicative interaction between a teacher and a pair of students performing a common educational task under his guidance. In the paired form of organizing the educational process, groups are created to master new material, control knowledge, etc.; they can be temporary or permanent. When working in pairs, children learn to listen carefully to a friend’s answer (after all, the child acts here as a teacher), to constantly prepare for the answer, because they will definitely ask you too (and this is very important for children), so the rules are always memorized.
In addition, the student gets the opportunity to once again test and consolidate his knowledge while listening to his neighbor. He learns to speak, answer, prove some point to a friend. Children are limited by time, so they try not to be distracted so as not to fall behind other groups.
A group form of learning is a way of organizing joint activities of students in small groups with indirect guidance and collaboration with the teacher. Groups should not be permanent, since they consist of students of different levels of performance (preparedness), which in the future may complicate the implementation of the principle of unity of learning, equal right to education and to the development of abilities.
The group form of organizing educational activities involves the completion of identical or differentiated tasks by small groups of students (2-6 people) with their cooperation within the groups and with the indirect guidance of the teacher.
This form of training contributes to the formation of positive motivation for learning; growth of cognitive activity and independence of students; depth, strength and consciousness of knowledge acquisition; accumulation of experience of agreement, support and cooperation between students performing a learning task together; transition from subject-object to subject-subject type of interaction; increasing efficiency and pace of completing an educational task; development of creative abilities; formation of control and self-control skills, assessment and self-esteem.
Educational cooperation is organized using various methods and techniques that simultaneously regulate the activities of the participants. The most common methods of educational cooperation in solving educational problems are discussion and discussion of a problematic issue. Dialogue and joint decision arise when logical reasoning, mutual analysis and mutual assessment of different points of view are required. Accordingly, the task that the teacher sets before the class with the expectation of solving it through educational cooperation should objectively assume the existence of more than one point of view on the content and method of solving it. Such tasks require a fairly high level of theoretical knowledge and the ability to apply it in specific situations, during which communicative UUDs are formed.
The nature of its organization is quite important for the effectiveness of educational cooperation, in particular the external regulation of the activities of participants through the distribution of roles or the assignment of ways of working together, as well as the involvement of all participants in the educational process in different methods, forms and types of educational cooperation.
An important way to organize cooperation is to preliminary develop a program for jointly solving educational problems. Educational and pedagogical cooperation does not form immediately. Children coming to school, who do not yet fully master the techniques and methods of carrying out individual educational activities, cannot organize collective activities themselves and do not yet know how to cooperate with the teacher.
And finally, another pedagogical condition that contributes to the effective organization of educational cooperation among junior schoolchildren is the gradual complication of its types: from simple cooperation between a student and a teacher to complex cooperation between groups of students without the help of a teacher.
Methods and forms, as well as types of educational cooperation, will give a positive result only if they are applied correctly according to the age stage of the student’s development. Primary school age is a very important period of school childhood, the full-fledged experience of which determines the level of development of the child’s personality and intelligence, the desire and ability to learn, self-confidence, as well as the level of development of universal educational activities necessary for further education and the development of the child as a student. .
A change in the social situation of development consists of a child leaving the family and expanding the circle of significant persons. Of particular importance is the identification of a special type of relationship with an adult, mediated by a task (“child - adult - task”). A teacher is an adult whose social role is associated with presenting important, equal and obligatory requirements to children, and with assessing the quality of educational work. The school teacher acts as a representative of society, a bearer of social models. The new position of the child in society, the position of the student, is characterized by the fact that he has a mandatory, socially significant, socially controlled activity - educational, he must obey the system of its rules and bear responsibility for their violation. From the very first days of a child’s stay at school, his relationship with the teacher begins to form. Communication with the teacher during this period is of extremely great importance for every child, that is, cooperation between teacher and student is the simplest, but no less important type of educational cooperation in the early stages of a child’s stay in an educational institution. A lot depends on the relationship that develops between a teacher and a student: his attitude to school, educational activities, characteristics of academic performance, relationships with parents and peers, the child’s self-esteem and much more.
Learning collaboration focuses on ways of thinking and acting that are common to all people, rather than on the uniqueness of each person. Educational cooperation is aimed at results, and the result is universal learning activities mastered by the child.
We share the position of V.V. Davydov and D.B. Elkonin, who believe that “all forms of school relationships should be of a general nature and regulate not only the Child-Adult relationship, but also the Child-Child relationship.” At the same time, norm-conforming behavior develops more effectively not in the whole class, but in small children's groups, which are also emotional support groups for the child. When a child enters school, changes occur in his relationships with people around him, and quite significant ones. First of all, the time allocated for communication increases significantly. Now children spend most of the day in contact with people around them: parents, teachers, other children. At this stage, the form of cooperation of the younger schoolchild becomes more complicated: he begins to cooperate with his peers.
Along with external changes in the nature of communication, its internal content restructuring occurs, which is expressed in the fact that the topics and motives of communication change. If in the 1st and 2nd grades of school the choice of a communication partner was determined mainly by the teacher’s assessments and academic success, then by the 4th grade signs of a different motivation for interpersonal communication appear, associated with an independent assessment by the school and personal merits and forms of behavior of the partner in communication: the relationship between schoolchild - peer - adult [6]. Gradually, cooperation takes on a more complex form: during the educational process, students begin to collaborate within and between peer groups without the help of an adult (teacher). In contrast to the Adult-Child relationship, the relationship with peers is, first of all, a relationship of equality. Communication with peers gives children something that unequal communication with adults, criticism of the opinions, words and actions of other people, regardless of their will and desire, cannot give them. And behind this lies the ability to see the position of another person, evaluate it, accept it or not, and most importantly, have your own position, point of view, distinguish it from someone else’s and defend it.
Thus, we can conclude that the gradual complication of the types of educational cooperation of junior schoolchildren: from simple cooperation between a student and a teacher to complex cooperation between groups of students without the help of a teacher is another pedagogical condition that is the rationale for organizing educational cooperation of junior schoolchildren.
LIST OF REFERENCES USED
1. Amonashvili Sh.A. The educational and educational function of assessing schoolchildren's learning: an experimental pedagogical study. M., 1984.
2. Zimnyaya I.A. Pedagogical psychology. M., 2003.
3. Lyaudis V.Ya. The structure of productive educational interaction // Psychological and pedagogical problems of interaction between teachers and students. M., 1980. P. 37-52.
4. Tsukerman G.A. How primary schoolchildren learn to study. M., 2012.
5. Prokudin Yu.P., Milenko E.A. Educational cooperation in the formation of universal educational actions for junior schoolchildren // Preschool and primary school education: modern problems and development prospects / ed. A.Yu. Kurin, A.Yu. Pervova. Tambov, 2020. pp. 66-69.
6. Asmolov A.G., Burmenskaya G.V. How to design universal learning activities in primary school. M., 2012.
7. Panyushkin V.P. Mastering activities in conditions of student-teacher interaction. M., 1980.
Method “Learning in collaboration” Mathematics teacher Poplevicheva E.V. - presentation
Method “Learning in collaboration” Mathematics teacher Poplevicheva E.V.
According to McGregor's definition, collaborative learning is a joint (distributed, shared) request, the result of which is that students work together, collectively constructing, producing new knowledge instead of consuming ready-made information that is given to them by the teacher, or from some other source of information .
Collaborative learning technology has emerged as an alternative to the traditional classroom-lesson system. Its authors combined three ideas in a single process: - learning in a team, - peer assessment, - learning in small groups.
From history... The idea of collaborative learning appeared in the 20s. XX century; The development of technology for teaching in small groups began in the 1970s (an element of the pragmatic approach in education by J. Dewey); Small group learning has been used in West Germany, the Netherlands, Canada, Great Britain, Australia, Israel, Japan, etc. since the late 70s and early 80s. XX century In the 1980s, the ideology of collaborative learning was developed in detail by three groups of American educators (Johns Hopkins University - R. Slavin (1990), University of Minnesota R. Johnson and D. Johnsons (1987), California - J. Aronson (1978) and Shlomo Sharan's group from Tel Aviv University, Israel (1988)
To understand the idea of collaborative learning technology, the authors of the method advise turning to our understanding of the word “error.” To understand the idea of collaborative learning technology, the authors of the method advise turning to our understanding of the word “error.”
What do we mean by “learner error”? “Error” is an incorrect action or judgment. “Mistake” is the student’s reluctance to work, his inability; such a student will receive additional clarification only when he “learns to behave well.” “Error” is a negative emotional connotation of the lesson and the teacher’s activity itself.
What do we mean by “learner error”? A student’s “mistake” only indicates that he has not yet mastered the necessary skills. “Error” is a fact. A “mistake” is just an indicator of whether a person needs help, additional practice, increased attention from a student or a strong comrade. Therefore, the authors propose to add to the definition (error - an incorrect action or judgment) the following phrase: “which indicates the need for additional practice and more training in order to master the necessary skill or knowledge.”
Thus, an error is just an indicator of whether the student needs help, more practice.
The main idea of collaborative learning is to learn together, not just do something together! Practice shows that studying together is not only easier and more interesting, but also much more effective. Moreover, it is important that this effectiveness concerns not only the academic success of students, their intellectual development, but also their moral one. Helping a friend, solving any problems together, sharing the joy of success or the bitterness of failure is as natural as laughing, singing, and enjoying life. Collaborative learning is considered as a teaching method. It provides a set of certain techniques, united by the general logic of the cognitive and organizational activities of students, which makes it possible to implement the fundamental principles of this method.
When learning in collaboration, the following tasks are solved: – The student learns much better if he knows how to establish social contacts with other members of the team; – Students’ ability to write competently and logically depends on the ability to communicate with other team members; – In the process of social contacts between students, a learning community of people is created who possess certain knowledge and are ready to acquire new knowledge in the process of communicating with each other and joint cognitive activity.
The main options for organizing training in cooperation 1 Team training 2. Saw 3. Learning together
Group Goals The success of the entire group. Not to do something together, but to experience something together. The team is responsible for each student. Individual responsibility Equal opportunity for every student to achieve success. Group awards The student competes with himself. Option 1 – team training
There are 4 options for working in a team: Collaborative learning in small groups/teams Game-based team learning Individualization of team learning Collaborative learning in reading and creative writing
Option 2: “Openwork saw” Option 3: “Learning together” Option 4: Research work of students in groups
“Openwork saw” The teacher divides students into groups and gives them a task that sets a general topic for study (problem situation, a separate question within the topic being studied, etc. Further work is based on the following plan: Communication between experts Search and analysis of information Training of experts General group gathering work analysis
Learning together The class is divided into homogeneous (according to level of training) groups of 3-5 people. Each group receives one assignment, which is a late assignment of some large topic that the whole class is working on. As a result of the joint work of individual groups and all groups as a whole, the assimilation of all material is achieved. Basic principles: - rewards - for the whole team - individual approach - equal opportunities - work here too
Basic principles of learning in cooperation: - groups of students are formed by the teacher before the lesson, taking into account the psychological compatibility of the children. Each group should have strong, average and weak students. — one task is given per group, but when completed, roles are distributed among group members; — the work of the entire group is assessed not by the student. IMPORTANT! Not only knowledge, but also the efforts of students are assessed (each has its own level); — the teacher himself chooses the student who must report for the assignment.
Teams and groups receive ONE award for all in the form of a point score, some kind of certificate, badge of distinction, praise, or other types of assessment of their joint activities. The groups do not compete with each other, since all teams have a different “bar” and time to achieve it.
The principle of “INDIVIDUAL” RESPONSIBILITY OF EACH STUDENT means that the success or failure of the entire group depends on the successes or failures of each of its members. This encourages all team members to monitor each other’s successes and the whole team to come to the aid of their teammate in mastering and understanding the material so that everyone feels like an expert on this problem.
The principle of "EQUAL OPPORTUNITY" for success means that each student contributes points to his group, which he earns by improving his own previous results. The comparison, therefore, is carried out not with the results of other students of this or other groups, but with OWN, previously achieved results. This gives advanced, average, and slow students an EQUAL opportunity to earn points for their team, because by trying their best to improve on (and improving) their previous quiz, test, or exam results, both average and weak students can bring their team an equal number of points, which allows them to feel like full members of the team and stimulates the desire to raise their personal “bar” higher.
Collaborative learning involves organizing groups of students working together to solve a problem, topic, issue. At the initial stages of working on collaborative learning technology, the teacher needs to conduct psychological and pedagogical training aimed at the following: introducing students to each other; consolidation of the student body as a whole and individual groups of students; mastering the basics of personal and group communication; development of skills to participate in dialogue and lead a discussion; study of individual learning styles, social and psychological types of students working in the same group.
The main ideas inherent in all available options are common goals and objectives, individual responsibility and equal opportunities for success, cumulative assessment (building the child’s own rating); free communication in a group; free communication with the teacher. It is cooperation, not competition, that underlies group learning.
The success of the entire team (group) depends on the contribution of each member, which involves each team member helping each other. Equal opportunity means the opportunity for every student to improve his or her own achievements. This also means that each student learns according to his own abilities and therefore has a chance to be assessed on an equal basis with others.
Pedagogical communication in its true sense is a multi-story structure that involves: activity - interaction - communication - contact / A.A. Leontyev /. Collaborative learning involves all levels of communication and is based on them. In practice, this is learning in the process of communication, communication of students with each other, students with the teacher, as a result of which much-needed contact arises. This is social communication, since during communication students alternately perform different social roles - leader, performer, organizer, speaker, expert, researcher, etc.
How to organize training in small groups? 1. Layout of the room (not for “listening” but for learning); 2. Psychological preparation of students (interact in a group, work actively, help others, enjoy common successes); 3. A clearly thought out lesson plan; 4. Clear educational and cognitive purpose of the lesson; 5. Various types of activities in the lesson; 6. Wide range of teaching aids, educational materials; 7. Dividing the class into groups (depending on points 3-6)
How to organize training in small groups? 8. Work plan for each group, distribution of responsibilities, “scenario” of work; 9. One mark is given for the entire group; 10. Assistance to groups from the teacher (depending on the group, the teacher directs its work or simply advises); 11. Active communication in groups and with the teacher, organizing discussions; 12. Integration of group work into the regular lesson structure in a variety of ways; 13. The teacher’s task is not to “convict” the student of ignorance or inability, but to “teach.”
What is the difference between regular group learning and small group collaborative learning? R. Johnson identified the following main differences: 1. Interaction of group members; 2. Personal responsibility of each group member for their own successes and the successes of their comrades; 3. Joint educational and cognitive activities; 4. Socialization of students’ activities in groups; 5. General assessment of the group’s work
Division into groups. The first place to start is by selecting small groups for specific learning purposes. This can be groups of 3-4, sometimes 5 people or couples. Different learning purposes require different groups. But in any case, the teacher does it. First, you should make a list of poorly performing students, then around each of them, identify two or three strong and average students. At the same time, you should pay attention to the fact that there are boys and girls in the group, so that the leaders change. If there is a multinational composition in the class, it is important that children of different nationalities are selected for the groups. The main thing is that the groups formed in this way should be more or less equal in intellectual capabilities. Division into groups. The first place to start is by selecting small groups for specific learning purposes. This can be groups of 3-4, sometimes 5 people or couples. Different learning purposes require different groups. But in any case, the teacher does it. First, you should make a list of poorly performing students, then around each of them, identify two or three strong and average students. At the same time, you should pay attention to the fact that there are boys and girls in the group, so that the leaders change. If there is a multinational composition in the class, it is important that children of different nationalities are selected for the groups. The main thing is that the groups formed in this way should be more or less equal in intellectual capabilities.
How we work in a group (memo) We work calmly. We stay in the group while we work. We discuss, not criticize. We help each other. We respect the opinions of others. We are responsible for everyone's success.
How we communicate in a group (memo) We speak in a low voice. We speak in turns. We address each other by names. We look at who we are addressing. We smile at each other. We thank those who helped.
The main advantages of using technology: 1. When working in small groups, students find out from each other everything that is not clear to them. 2. Everyone understands that the success of the group depends not only on memorizing ready-made information, but also on the ability to independently acquire new knowledge and the ability to apply it in a specific situation. 3. Students form their own point of view, they learn to defend their opinion. 4. Children learn to communicate with each other, with teachers, and master communication skills. 5. Students develop a sense of camaraderie and mutual assistance.
Literature 1. Polat E.S. New pedagogical technologies - M., Polat E.S. Learning together, learning in collaboration - M., 1996
