Note that the course of social constructivism echoes the environmental approach in pedagogy. A new direction for the emerging theory was put forward by Siemens and Downes in connection with the development of communication network and new opportunities for their use in teaching [ 22 ]. Knowledge is obtained through interaction with the network community. Of course, such a process of obtaining knowledge, on the one hand, can be characteristic of an already prepared or adult person who is able to critically evaluate, analyze, choose, and construct knowledge [ 21 ].
That is, it has some foundation of knowledge. At the same time, the students of secondary schools themselves demonstrate active assimilation of knowledge and skills in this way—through networks. Therefore, in our opinion, we predict that there will be a penetration of this theory gradually into lower-level classes even initial ones.
For junior high school students and teenagers, networks have become commonplace, so their networking skills are much better developed than those of educators. In Kazakhstan, which has Soviet traditions in didactics, the content of education was built on the basis of theories of encyclopedism, formalism, copyism in Russian—ekzemplyarizm , and others.
They are described in the textbook of didactics [ 23 ]. In the Western science of education, the transition from behaviorism to cognitivism and constructivism is considered. The transition to the dominance of theories of constructivism requires the active use of innovative teaching methods.
It is clear that changes in reality dictate the need to move away from encyclopedism and cognitivism in learning. In education, the understanding of learning outcomes has shifted from knowledge, or knowledge and skills, to the formation of competencies. If knowledge is formed consistently, then competencies develop in a complex manner. The learning strategy integrates both approaches and principles, the direction of development, and the methods and types of instruction.
Training strategies are aimed at competence—the expected results of education. Strategies for active, innovative teaching, project-oriented, and playful learning can realize the concepts of constructivism and connectivism. We give several of its provisions. Innovation is a phenomenon that carries in itself the essence, methods, techniques, technologies, and content of the new. Innovations from Latin in - in, nove - new - the introduction of a new, the introduction of novelty. We propose one more typology of innovations in learning technologies, methods, and techniques : an absolute innovation absolutely new technology ;.
Features of innovative training: 1 work on anticipation, anticipation of development; 2 openness to the future; 3 constant inconsistency, in other words, the non-equilibrium of the system, in particular the person himself; 4 focus on the personality, his development; 5 the obligatory presence of creativity elements; and 6 partnership type of relations: cooperation, co-creation, mutual assistance, and so on. All innovations in pedagogy, according to I. Derizhan, unite: the belief that the human potential is unlimited;. Firstly, the very methodology of innovative learning is built on a personal-oriented approach.
In the Western literature, it is called student-centered learning. Secondly, it synthesizes synergistic, systemic, competence, dialogical and activity-oriented, culturological, information and technological, environmental, and other approaches. Third, it is possible to determine the laws and principles of the innovation process in education and the basis of the innovative culture of the teacher. The methodology of innovative teaching is reflected in the training manual. In practice, there is a transition from reproductive methods of teaching to innovative ones.
Traditionally, ITM according to M. Novak is divided into nonimitative brainstorming, pedagogical exercises, and discussions and imitative nongame, e. The collection includes a didactic description of the algorithms for applying the methods and the most interesting examples of student fulfillment [ 29 ]. It depicts 35 Margraves and Kings of Saxony, who lived from the twelfth century to the beginning of the twentieth century and in the procession they are presented consistently.
The student does not need to possess special artistic skills; he is allowed to use any improvised material such as copies of biographical references with photos, glue, paper, markers, etc. The work can be performed in groups, as an independent work, or at a seminar with a given homework to study the theory of behaviorism.
In conclusion, presentations are made. Students not only learn the sources as much as possible but also learn to generalize, logically and artistically, visually, creatively represent solutions, present their decisions, work in a team. In , UNESCO recommended the following teaching strategies for the twenty-first century: experiential learning, storytelling, values education, enquiry learning, appropriate assessment, future problem solving, outside classroom learning, and community problem solving [ 30 ].
The active use of innovative teaching methods by teachers is a necessity nowadays. A good teacher constantly improves his didactic skills, selects, and develops new methods and technologies of teaching. These textbooks were used in universities to train teachers on the territory of the USSR and post-Soviet countries, recommended by the Ministry of that time.
Thus, modern students are studying innovative methods and technologies of teaching. Currently, most schools in Kazakhstan are actively pursuing reforms, including the active use of innovative teaching methods by teachers. Next, we turn to the consideration of the results of the questionnaire of teachers on the use of innovative teaching methods.
Many scientists study the active implementation of innovations in training. The introduction of innovative teaching methods is actively conducted in Kazakhstan.
The demand for the spaces "has been constant," said Kobza. I can. Subject, main categories and didactic tasks Learning process, its methodological and theoretical basis Education content Methods of teaching Forms of education. Students sit and to one degree or another scribble down notes, passively receiving information at whatever speed the instructor presented. The need for education systems to evolve along with the demands of the global economy is certain. On the one hand, one can agree with such assessments, and on the other hand, it is necessary to take into account the powerful tendency of the revival of Kazakh schools and the ethno-pedagogical foundations of education.
Let us conduct a survey among teachers—whether they use innovative teaching methods, which see the strengths and weaknesses of ITM application. In the joint questionnaire held by K. Esenova, 66 teachers participated in the qualification improvement institute, and up to three priority answers were allowed. R1 Do teachers apply ITM? In our opinion, this is a high figure. At the same time, it can be assumed that since teachers came to improve their qualifications from different regions of Kazakhstan, they were a priori motivated to update the teaching methods, to apply ITM, and have some experience in applying them.
In addition, the promotion of the ITM application is widely conducted in the Kazakhstani education system. R2 Advantages and disadvantages of ITM.
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Teachers recognize the strengths of teachers recognize the strengths of the application of innovative teaching methods ITM : the activity of students in cognition and activity The risk zones indicated by teachers: a reduction in the amount of knowledge for a limited time of the lesson Note that in urban schools, the usual class consists of 25—33 schoolchildren, and the teacher does not have an assistant. R3 The purpose of ITM application. As a result of ITM application, the students develop personality qualities—activity, communicativeness, competence, oratorical ability, democracy.
R4 Training of IMT teachers. Most teachers were trained in innovative teaching methods Methodical updating took place through qualification improvement courses Besides, teachers attend training at their own expense R5 The parity of applying traditional and innovative teaching methods. It is gratifying to note that there has been a turn to the need for more innovative methods of teaching to be used by This is the result of reforming the system of Kazakhstani education as well as the work of courses for improving the qualifications of teachers.
This system includes both participation in advanced training courses, participation in ITM training, self-education—reading books, attending classes of innovative teachers. In our opinion, it is the innovative culture with the motive and the ability to update the pedagogical tools, competences, knowledge, and values that should become the component of the skill of the modern teacher.
Such a system can be multicomponent, as teachers themselves point out, associated with the reflexive methodological competence of teachers. Changes in didactics and pedagogy of Kazakhstan and post-Soviet countries have two major directions. The first is associated with a change in ideology and the acquisition of independence by countries.
The second is connected with the world trends in the development of education: the introduction of a competence approach, informatization, internetization, globalization, and diversification of education. Teacher, on the one hand, subjectively decides on the design of the content, methods, strategies, and technologies of education, but the implementation of educational reforms depends on him. The subjectivity of consciousness and professional activity is one of the principles of modern pedagogical science. That is, the application or nonuse of innovative methods depends on the personality of the teacher, his methodological competence, pedagogical skills.
The task of the teacher training system is to actualize such a need, to form methodological competence. An important task of the teacher is to constantly reflect and develop his pedagogical potential; then the student influenced by the example of the teacher will be an active and competent person. This is important because it means individual educators maintain complete control over what their students see, when they see it, and why they see it.
Adaptivity rules can be easily updated at any time by an instructor, allowing even non-technical instructors to take full advantage of personalization at scale. Examples of rules-based adaptivity depending on activities include:. A data-informed approach to digital learning means instructors can assess the efficacy of their teaching methods to help students achieve better outcomes. Moreover, instructors and learning designers can also update content at any time to reference current events, so learning experiences never feel outdated.
If you're interested in learning more about how the Smart Sparrow platform enables you to create active learning experiences, contact our team and request a demo. Professor uses immersive activities, storytelling, and adaptive technology to What is it? The benefits How we do it. What is Active Learning?
https://golfchirowithdlan.ga Definition of active learning Active learning is any learning activity in which the student participates or interacts with the learning process, as opposed to passively taking in the information. Research into why active learning works According to a study into learning-centered approaches to education, students learn more when they participate in the process of learning.
Read Study. Leaving a history of didactic instruction in the past Didactic instruction — an authoritative, lecture-heavy approach to teaching in which the learner is fairly passive — turns the teacher into a dispenser of knowledge and the student into a mostly idle recipient. Passive learning vs. Active learning Teaching that remains a one-way transfer of information from instructor to student is now a widely-criticized pedagogical model, accepted as being a poor way to motivate students to learn. But those models can be updated: Passive learning is the lecture on deadly diseases, while active learning is the discussion on which diseases students have heard about and in what context Passive learning is providing the image of a cell which is already annotated, while active learning is providing the unlabelled image of a cell for students to explore and annotate themselves.
Passive learning is the video watched in a dark classroom without thinking prompts or discussion, while active learning is the simulation which reacts to student interaction or pauses to ask formative questions. What keeps educators from relying on active learning more often? Many instructors have done well as lecturers thus far, so they are less inclined to overhaul their current teaching methods.
Instructors lack the support, materials, and budget from their academic institution to try new teaching methods. Large class sizes prevent the realistic implementation of many active learning strategies. Enter Active Learning Technology As Arizona State University has pointed out, it is a popular misconception that active learning can only occur in small, face-to-face learning environments. Rethinking how you teach using technology Technology-enabled active learning is about the larger design of the lesson.
Here are a few other ways to bring active learning to your class through technology: Discussion Boards — Have students take what they learned in class or readings and continue the discussion online. Require students to select something they found interesting in the material, do additional research, and write a few paragraphs about what else they have learned on the topic. Additionally require students to respond to what their peers have shared. Online Adaptive Tutorials or Virtual Labs — Use an elearning platform, such as Smart Sparrow, to build an online tutorial or lab experience where students can work through material or practice a skill as often as necessary, at their own pace, in their own time.
Example of a virtual field trip created by the California State University East Bay, to introduce new students to campus before they arrive. This is one of several explorable locations available in the online orientation courseware. Numbers represent search interest relative to the highest point on the chart for the given region and time. A value of is the peak popularity for the term.
A value of 50 means that the term is half as popular.
A score of 0 means there was not enough data for this term. Active learning in the global market In the Digital Learning Innovation Report , which surveyed university educators across Australia, the majority of instructors reported that they currently employ some type of active learning technology. About active learning, they shared: Technology can provide instructors with the means of creating active learning environments that connect students with content in different ways… For example, rather than traditional lectures, instructors using these tools can create active learning environments that encourage students to collaborate, participate in inquiry based learning, and jointly produce content that demonstrates their learning.
These classrooms also increase functionality for students by lowering whiteboards and making materials easily accessible. However, teachers and students are leveraging 21st century classroom design that utilizes these upgrades in new and different ways. In addition, technology integration supports inclusive classrooms , as it allows students to move at their own pace whether they are looking for opportunities for enrichment or need help to catch up.
Plus, learning at the right level and pace helps keep students engaged, which dramatically reduces inappropriate classroom behavior. Believe it or not, lighting is an important part of 21st-century classroom design. Bright fluorescent lighting is being replaced with more natural and incandescent light through the use of windows and lamps. Not only does this make students more comfortable and reduce headaches, but studies have shown that student learning rates have improved between 7 and 26 percent in classrooms that are exposed to adequate natural lighting.
Flexible lighting options are also beneficial as students use technology more frequently since dimmed lights make screens easier to see. Ready to start revamping your classroom for 21st century learning? Check out this cool Classroom Architect website to play with different designs and envision how you could put these ideas to use! This post originally ran on Edmentum.