Types of educational activities when working in pairs educational and methodological material on the topic. Forms of organization of educational activities of students in the classroom Paired form of education in pedagogy

It is no secret that in recent years the decline in students' interest in school has become more and more noticeable. And to raise interest in learning is our task. In our school, much attention is paid to group work as one of the forms of interaction between children in the classroom.

How to teach children to cooperate in the course of the task? What methods of work can be used by the teacher for this in the lesson?

group work- one of the most productive forms of organization of educational cooperation of children.

The experience of organizing a group form of activity is relevant and promising, because modern education requires the school, and hence the teacher, to maintain the mental and physical health of children. Support their initiative, independence, preserve the optimistic self-esteem with which the child comes to school, form his skills of cooperation, communication, teach him to make an independent choice.

Group work is a joint activity of children and a teacher, where all types of interactions are realized: “ teacher-student, student-student, student-group, student-teacher, where reproductive activity is replaced by research, search, collectively distributed activity. Group work is characterized by direct interaction between students, their joint coordinated activity.

talking about goals organization of joint educational work of children, we mean to give each child:

mutual enrichment,

Education of the communicative culture of students,

Cultivating cultural skills for conducting discussions, the ability to build one's behavior taking into account the positions of other people

Acquisition of skills necessary for life in society, responsibility, tact.

- emotional support, without which many children cannot voluntarily join the general work of the class;

- the opportunity to establish oneself, to try one's hand in microspores;

- experience in performing those reflective teaching functions that form the basis of the ability to learn: goal - planning - reflection.

At the same time, the teacher receives additional motivational means for involving children in the content of education; the opportunity to combine teaching and upbringing in the classroom; build human and business relationships with children.

The results of joint work of students in groups, as a rule, are always significantly higher compared to the performance of the same task by each student individually. And this is because the members of the group help each other, bear collective responsibility for the results of individual members of the group, and also because the work of each student in the group is especially individualized in regulating the pace of progress in the study of any issue.

With the group form of work of students in the lesson, individual assistance to each student in need of it, both from the teacher and the students, increases to a large extent. Moreover, a helping student receives no less help than a weak student, since his knowledge is updated, concretized, acquiring flexibility, and is fixed precisely when explaining to his classmate. So: the results of applying the group form of work -

• the child's self-criticism grows,
• the depth of the studied material increases,
• the cognitive and creative independence of students is growing,
• increasing class cohesion
• the nature of the relationship between children changes, children coordinate their actions,
• learn to draw conclusions on the subject content,
• terminological speech is formed.

One of the main conditions for the quality work of the group is mutual understanding between the members of the group, the ability to conduct a dialogue, argue, discuss, but avoid conflicts. To do this, you need to provide “ready-made” rules for working in a group or invite students to develop them on their own.

An example rule might be:

1. Work in a group together, remember - you are one team.
2. Take an active part in the work, do not stand aside.
3. Don't be afraid to speak your mind.
4. Work quietly, do not try to outshout everyone. Respect the opinions of other group members.
5. Think for yourself, don't count on others.
6. Answer at the blackboard loudly, clearly, briefly.
7. If the group answers incorrectly, do not blame anyone, answer for yourself. Remember that everyone has the right to make mistakes.
8. If you cannot choose who will represent your group at the board, then use the counting or drawing lots.

To each teacher when organizing group activities you need to remember the following:

Children who do not want to work together should not be forced to work together;

A student who wants to work alone should be allowed to sit in another place;

Absolute silence cannot be demanded in the classroom, since children must exchange views before presenting the “product” of joint work. Let there be a conditional signal in the class that indicates that the permissible noise level has been exceeded (an ordinary bell);

Children should not be punished by deprivation of the right to participate in joint work.

In group work, one cannot expect quick results, everything is mastered practically. You should not move on to more complex work until the simplest forms of communication have been worked out. It takes time, practice, analysis of mistakes. This requires hard work from the teacher.

Group forms of work can be used at different stages of the lesson, for example,

The stage of updating knowledge (when performing oral work);

At the stage of consolidation and repetition (during independent work);

At the stage of discovering new knowledge (when implementing problem situations);

When summing up the lesson (when making generalizations and formulating conclusions).

But the group form also has a number of disadvantages. Among them, the most significant are:

Difficulties in recruiting groups and organizing work in them;

Students in groups are not always able to independently understand complex educational material and choose the most economical way to study it. As a result, weak students have difficulty mastering the material, while strong students need more difficult, original assignments, tasks;

Some children remain silent, get lost;

Requires additional handout prepared by the teacher

The objectivity of evaluation for work is sometimes violated.

The teacher in his work should pay attention to the fact that when completing groups, it is important to take into account the nature of the interpersonal relations of students. Psychologist Yu.N.Kulyutkin writes about this: “The group should be selected students, among whom there is a relationship of goodwill. Only in this case, a psychological atmosphere of mutual understanding and mutual assistance arises, anxiety and fear are removed.

Only in combination with other forms of teaching students in the classroom - frontal and individual - the group form of organizing the work of students brings the expected positive results.

Used Literature and Resources

1. Yu.N. Kulyutkin. Psychology of adult learning. -M., 1985, p.119.

2. Ed. M.A. Danilova. M., 1966. S. 184. A lesson in an eight-year school.

3. Tsukerman G.A. Types of communication in education. Tomsk: Peleng, 1993.

4. A brief guide to pedagogical technology. / Ed. NOT. Shchurkova. Moscow: New School, 1997.

Scheme of work in the lesson using paired learning technology

This scheme most fully reflects the essence of paired learning technology. In this case we have:

R- These are the students that make up the primary pair.

TO- according to the methodology, these are cards, or content. But, given the multivariance of tasks, it is more convenient to designate them as "a block of information that each student will work with."

dotted line additional participants are indicated. That is, those partners with whom the main ones in a pair will work after completing the main task.

Pairing algorithm. This item is the main parameter for paired learning technology. The principle is that students do not just perform some task, but work precisely according to the proposed algorithm, which includes several points aimed at close communication.

Types of pairing algorithms for paired learning technology

• Coach and student. Here one student plays a supporting role. He does not teach, but simply acts as a coordinator. For example, with mutual dictation, he simply dictates the text.
• Mutual learning. The roles of "teacher" and "student" in a pair change.
• Cooperative learning. In such a pair, two equal students participate. In the lesson, they study the text together, a block of information, dividing it into its constituent parts.

Examples of tasks for working in pairs (cards)

1. Break the text of a paragraph (work of art) into several "pieces". On 1 card - part of the test, questions on this part. On the back of the card are practical tasks.
2. Terms and rules. On 1 side of the card is written the rule itself, the interpretation of the term, etc. On the reverse side - practical tasks.
3. Dictation. Dictation text (different on all cards). On the reverse side - practical tasks.
4. Picture, table on the topic, condition of the problem. Then there are questions that explain the essence of the task. On the reverse side - similar tasks, pictures, examples for self-study.

These are just some examples of cards. Each teacher himself can choose the algorithm of work and the content of the cards, based on the characteristics of the subject, topic and class abilities.

Preparation and implementation of a TVET lesson

• The teacher chooses a thematic cycle consisting of several blocks. For example, in mathematics lessons, you must complete the topic "Equations. Types of equations. Solving problems with equations" in 10 days. Or in a literature lesson for 5-7 lessons they should study.

The trick is that training will no longer take place in stages: from simple to complex, but immediately all topics will be studied simultaneously. Moreover, the students themselves will study them.

At the initial stage, one topic can be divided in this way for the time being.

• Having chosen a cycle, the teacher divides it into subtopics.
• Each student receives a separate homework - his subtopic. It can be a specific paragraph, a creative task, a practical research task. There are many options, and the choice of building depends on the level of development of students and their age.
• It is important that when completing the assignment, the student has the opportunity to use as many sources of information as possible: the Internet, literature, the media, parents, friends, professional communities, etc.

This is where the main difficulty of TPO lies. Of course, for beginners, it will be more convenient to set simpler tasks: learn a certain paragraph, write a mini-essay, create an infographic on a topic, a pivot table, etc. But ideally, it is desirable to ensure that students cover all sources of information as much as possible in preparation for the lesson and present their knowledge in the most convenient way.

• During the lesson, students are divided into pairs. Now one gets the role of "teacher", the other - "student". The task of the “teacher” is to teach your partner as accessible and complete as possible everything that he has prepared for the lesson. The “student” at this time makes up questions on the topic, clarifies information, etc. Then the "student" asks his questions, clarifies the information and performs the first test task. Then the members of the couple switch roles.
• After both participants have explained their part to each other, they exchange cards and complete tasks (on the back). Then follows the stage, grading and recording in the "accounting screen".
• Then the most interesting begins. The participants of the couple change partners (what was indicated by the dotted line in the diagram). Now the student must teach another partner. But only not to what he cooked at home, but to what he had just learned from his friend.

It is this moment that makes students prepare for lessons as efficiently as possible. After all, now for an unprepared lesson, he will not just receive a scolding from the teacher. He will let his classmate down, who can both laugh and express resentment. That is, a normal environment of healthy competition is being created: who can explain better, who is better prepared, and so on.

How to organize knowledge accounting

To monitor knowledge for each topic, an “accounting screen” is set up.

In the table for each student, two columns are allocated for each lesson. In the first - the score given by the partner in the pair. In the second column - the number of the participant of the pair according to the list. For example, Sidorova P. received a "4" in the first lesson, working in tandem with Petrova. "+" means that the student worked in tandem with the teacher.

Judging by this accounting screen, three lessons on the technology of paired learning have been held so far. At the same time, Petrova has already mastered all the material, while Polyakov and Mikhailov, on the contrary, are lagging behind. This allows the teacher not only to see the achievements and level of knowledge of each student, but also the opportunity to pair up in such a way that a strong student works behind. The teacher himself can sit in a pair with one of the students. For example, you can check the knowledge of those who finished work in the lesson before everyone else. Or vice versa, work individually with those who are lagging behind.

The screen is posted on the board. The student, having prepared the material, finds a partner who has already studied this material and works with it.

How to rate?

In theory, the grades in the lessons are set by the students themselves. The teacher evaluates only the final control on the topic.

But in practice, another option is more convenient: the teacher himself evaluates the students after working in pairs at each lesson. To do this, the first column can be divided into two more columns: the partner's score and the teacher's score. In this case, the teacher does not need to check each student at all. You can check selectively. But this approach will help develop a sense of responsibility. Students will no longer overestimate the marks “out of friendship”, because if the teacher finds gaps, the one who played the role of a mentor in this pair will be responsible for this. Such points are discussed in advance.

Some nuances of work on TVET

How to seat students?

To organize work in pairs, it is most convenient to use the scheme proposed by G. Gromyko.

This scheme is convenient in that the participants of the pair are as close as possible to each other, but at the same time they can hear other participants. Moreover, intersecting with members of other pairs, students form dynamic pairs.

Although, if you use the technology of paired learning only partially, to work in only one lesson, you can leave the usual arrangement of desks. At the same time, neighbors in the same desk are the main couple. And interchangeable partners are students sitting on a desk at the back.

How often to conduct TVET lessons?

The technology of paired learning can be used in any lesson, regardless of its type. Those who are just starting to master this technology can, for example, use paired learning techniques in each lesson, setting aside 15-20 minutes for this work. It is also desirable to start with the simplest algorithms.

What nuances need to be considered?

• Determine the exact time schedule: how many students will work in one pair, how many in shifts, etc.
• Will there be a change of partners in a pair? How many times? Beginners can stop for a while on permanent pairs and introduce interchangeable partners gradually.
• Think about what you will do with "fast" students. They can be connected to other pairs in the form of consultants, they can be offered more complex tasks on a topic for individual work, they can be involved in checking the results of written tasks, etc.

Practice has shown that the technology of paired learning allows even the weakest students to master knowledge faster and better. As proof, we can give an example of work, which, using paired learning, could “pull out” even the weakest class in a short time.

But the technology has been developed relatively recently. Therefore, I would like to hear the opinions of teachers who have already built their lessons based on the principles of paired learning. How effective was the work? What was the main difficulty? What other advice would you give to colleagues?

Under the forms of training, as noted above, they understand the types of organization of interaction between students and with the teacher in the course of one lesson, aimed at optimizing the educational process. In modern didactics, the classification of forms of education according to the number of students covered by the influence of the teacher and according to the nature of interaction into frontal, group and individual forms is widely used. There are other classifications as well. So, I.M. Cheredov distinguishes frontal, group, pair and individual forms of educational work. At the same time, the group form includes such types as: link, brigade, cooperative group, differentiated group (a detailed description is given in work 39 - see the bibl.). Individualized forms are considered as a special variety of individual forms of educational work. Consider what are the main forms of education and what are their advantages and disadvantages.

Frontal form of education- this is a type of activity of the teacher and students in the classroom, when all students simultaneously perform the same work common to all. This form of work has become widespread in schools and is used in all specific forms of organization of education. The prevalence of the frontal form of work is associated with its undoubted advantages. These include direct communication of the teacher with the whole class, when the teacher has an emotional impact on the group of students, while prompting reciprocal thoughts, feelings, experiences, actions. With frontal work, each student becomes in a position of responsible dependence before the class, learns to experience the successes or failures of the class, to provide each other with help and support in moving towards the goal. In addition, in joint educational activities, students, complementing each other, more thoroughly understand the educational material, penetrate deeper into its essence. This form of work requires high skill from the teacher, he must be able to manage a large group of students, plan their work, attract the attention of students of the whole class, include everyone in active cognitive activity, promptly provide feedback, tactfully make adjustments to the discussion of educational problems, etc. In this, he must see each child, organize the interaction of all students, enlist the help of the most capable students.

However, this form of work also has significant drawbacks, which lie in the fact that it is designed for the same preparedness of students, the same level of efficiency. Since this is not observed in real life, students of average abilities are placed in a privileged position compared to more capable and less capable students, thereby leveling students. As a result, a certain part of the students does not take an active part in collective work.

Individual form of education is that the student performs tasks independently, independently of his comrades, while using the help of the teacher directly or indirectly. The pace of work depends on the learning opportunities and the level of preparedness of the student. With such an organization, students perform tasks that are the same for the whole class. If students perform different tasks, compiled in accordance with their capabilities, then this form of learning is called individualized. In the pedagogical literature, a special system of tasks has been developed to implement this form of education: working with a textbook or additional literature, solving problems, examples, doing laboratory work, writing essays, essays, etc. Moreover, the degree of independence of students' individual work can be different, these can be tasks with a preliminary frontal analysis, according to the model, tasks according to detailed instruction cards, etc.

The individual form of work can be used at various stages of lessons of different types, as well as at other specific forms of organization of training (seminar, excursion, didactic game, etc.). This form of education makes high demands on the teacher, he must consider where and at what stage it is more expedient to organize the individual work of students, select tasks for independent work, and include students in their implementation. In addition, he must be able to exercise operational control and timely assistance to students who find it difficult, without harming the development of their independence.

For students, this form of education helps to acquire knowledge, skills and abilities more consciously and firmly, to form such personality traits as perseverance, purposefulness, independence. But it, like the previous form of education, has drawbacks. They lie in the fact that the student can withdraw into himself, he does not form a need for communication, conditions are created for the development of egoism. Therefore, along with the individual form of training, frontal and group forms should be used.

Group form of education consists in the fact that the class is temporarily divided into several groups, numbering from 3 to 6 people, depending on the content and nature of the work. As the main features of the group form of teaching students, P.I. Pidkasisty identifies the following: the class in this lesson is divided into groups to solve specific educational problems; each group receives a specific task (either the same or differentiated) and performs it together under the direct supervision of the group leader or teacher; tasks in the group are performed in such a way that allows to take into account and evaluate the individual contribution of each member of the group; the composition of the group is not permanent, it is selected taking into account that the educational opportunities of each member of the group can be realized with maximum efficiency for the team.

The principles of combining students into a group can be: student compatibility; different levels of training, but at the same time, half of the group should be students who can work independently; interest in this subject and different extracurricular awareness of the subject.

The group form of education is subdivided into link, brigade, cooperative group and differentiated group. The link form of educational work involves the organization of educational activities of permanent groups of students. In the brigade form, the activities of temporary groups of students are organized to perform certain tasks. In the cooperative-group form, the class is divided into groups that perform part of a common voluminous task. With a differentiated group form, groups are selected by the teacher depending on the learning abilities of students.

Group forms of education can be used in lessons of various types and other specific forms of organization of education in order to study new educational material, improve knowledge, and apply them in typical and changed situations. Working in groups is also important from an educational point of view, it teaches students to work in a team, to act in a coordinated and harmonious manner. V.V. Kotov, who studied the group activity of students in the lesson, showed that it consists of the following elements:

Preliminary preparation of students for the implementation of a group task, setting educational tasks, a brief briefing of the teacher.

Discussion and drawing up a plan for the implementation of a training task in a group, determining ways to solve it (indicative activity), distribution of responsibilities.

Work on the implementation of the educational task.

Supervision of the teacher and adjustment of the work of the group and individual students.

Mutual verification and control over the performance of the task in the group.

Communication of students on the call of the teacher about the results, general discussion in the class under the guidance of the teacher, additions and corrections, additional information from the teacher and the formulation of final conclusions.

Individual assessment of the work of groups and the class as a whole.

As well as the frontal and individual organization of the work of students, the group form of education makes high demands on the teacher. He must know well the methods of organizing a group form of education, be disciplined, direct and correct the learning activities of students, regulate the pace of work, regulate the interaction of students with each other, be an arbitrator in a dispute, etc.

The group form of education has not only positive aspects, but also disadvantages. These include difficulties in recruiting groups and organizing work in them, in addition, students sometimes experience difficulties in working independently. Therefore, only in combination with each other, various forms of training will have a positive effect.

Collective way of learning (pair work). This form of education was justified by V.K. Dyachenko, who defines it as such an organization of learning, in which it is carried out through communication in dynamic pairs, when everyone teaches everyone. The structure of the collective way of learning includes: 1) individual-isolated classes; 2) work in pairs of constant composition (static pairs); 3) group training sessions in all their varieties; 4) collective training sessions or communication in dynamic pairs. Pair work is used in the following forms: a static pair, which unites two students at will, changing the roles of "teacher" - "student"; such pairs can combine both two strong and two weak students, or a strong and a weak one, subject to mutual arrangement; a dynamic pair includes four students performing a common task that has four parts; after preparing his part of the task and self-control, the student discusses the task three times with each partner, and each time he must change the logic of presentation, pace, etc., depending on the individual characteristics of his comrades; a variational pair, in which each member of the group receives his task, performs it, analyzes it together with the teacher, conducts mutual learning according to the scheme with the other three comrades, as a result, everyone learns four parts of the educational material.

Only in combination with each other, various forms of education will have a positive effect.

ABOUT

“FOO is a historically established, stable and logically completed organization of the pedagogical process, which is characterized by systematic and integral components, self-development, personal-activity character, constancy of the composition of participants, the presence of a certain mode of conduct”

Classifications

Based on the main goal of organizing classes(theoretical forms, forms of practical training, forms of blended learning, forms of labor training - Usova A.V.); Based on didactic purpose(development of new knowledge, consolidation of knowledge, development of skills, generalization of knowledge and their systematization, determination of the level of mastery of ZUN - Shamova T.I.); By number of students(specific: lesson, lecture, seminar, excursion, etc.; general: frontal, group, collective, individual - Lerner I.Ya., Skatkin M.N., Shakhmaev N.M.,., "Development of a lesson on the Federal State Educational Standard" - Differences in the structure of the lesson. Three postulates of the modern lesson. It is not the strongest or the smartest who survive. Regulatory UUD. Communicative UUD. Lesson outline. Development of a lesson on GEF 2 generations. During the classes. Intersubject communications. Study on the material of the textbook. A lesson is the main form of organizing training sessions in the education system. "Lesson on the requirements of the Federal State Educational Standard" - Cognitive actions. Teacher. Mediocre teacher. Awareness by students of their UD. Dentist. Knowledge consolidation lesson. Modern lesson. The effectiveness of teaching and educational activities. Principles of educational process management. The most important task of the modern system. Independent work with self-test according to the standard. "Lesson in accordance with the Federal State Educational Standard" - Lesson in accordance with the Federal State Educational Standard. Methods and forms of organizing independent learning activities. Requirements for teaching technique. Aspect analysis of the training session (system of training sessions). Application of theoretical provisions. Independent work of schoolchildren. System-activity approach. The student must master the system of socially accepted signs. "Lesson within the framework of the Federal State Educational Standard" - Assignments of the creative level. Stage of implementation of the constructed project. Types of UUD. Formation of students' skills. Lesson in accordance with GEF LLC. Construction of each stage of the lesson. Organize a self-examination. The result of the study of a significant amount of material. A way to build new knowledge. The role of the teacher as manager. "Types of lessons on GEF" - Internalization of methods of action. Reflection of activity. Students' awareness of the method of overcoming difficulties. Setting goals for correctional activities. A lesson in developmental control. Stage of actualization and trial educational action. Development at a personally significant level of internal readiness. Application of methods of action. "Modern lesson on the Federal State Educational Standard" - Analysis of the lesson in accordance with the Federal State Educational Standard. The content of education. Modern lesson in accordance with GEF. Error-free exercise. System of didactic principles. Corrective lesson. Communicative UUD. Requirements for the modern lesson. Lesson in the use of subject ZUNov. Organizational forms of education. There are 10 presentations in total in the topic From Wikipedia, the free encyclopedia Paired learning technology- one of the types of pedagogical technologies, in which one participant teaches another (one) participant. At the same time, at least three participants must be present in order to have the opportunity to change partners in pairs. Paired learning technology is a special case of pair work technology. The technology of paired learning is a basic, system-forming component of collective training sessions, which include: interaction of participants in the educational process in pairs of shifts, when communication is carried out mainly in the form of a dialogue, individual-isolated activity of participants, when there is an indirect type of communication, interaction in a group (in several small groups or in one large group), when the main type of communication is frontal communication. Types of learning activities in pairs The following types of educational work in pairs are distinguished: discussion, joint study, training, training and verification. Other species may also appear. The types of work in pairs are different: positions (roles) of students; goals; content; interaction techniques; results. To ensure fruitful work in pairs, it is not enough just to correctly formulate the learning task or to encourage students to be patient with the interlocutor. It is necessary to define a clear and consistent order of actions of students, ensuring their cooperation. Two options for working in pairs Learning activities in pairs can be used as the main component of a training session or as an additional one. Additional component of training sessions. With the expansion of the organizational structure of frontally organized training sessions (their variety is, for example, a lesson) by the educational activities of students in pairs, the latter can only be auxiliary, and its capabilities are very limited. (In separate methodological materials, supposedly devoted to the collective method of learning, this fact is not taken into account.) After all, in the lessons the leading form of learning is group (interaction in a group - small or within the entire class, when each speaker sends a message to everyone at the same time) . In this regard, a common front is provided in the lesson - the same topic for everyone, approximately the same pace of its study, the total start and end time of classes. In this case, the use of work in pairs allows you to consolidate and repeat the material that was presented by the teacher to the whole class. Usually, students are engaged in one type of learning activity in pairs. Such work begins and ends with students at the same time. This use of pair work can be compared to running in place (which, of course, has undeniable benefits). But more opportunities are provided by running in the gym, and even more - in large open spaces. Leading component of training sessions. In this case, pair work is used mainly to study new educational material (without a preliminary explanation from the teacher), to master new ways of learning activities. But this requires a restructuring of the entire educational process: the mode of classes, monitoring and evaluating the activities of students, building curricula, job responsibilities of teachers, school management, that is, the transition from the class-lesson system to other forms of organizing the educational process based on individual learning routes of students. In the classes, which are called collective, at the same time, you can observe different forms of organization of learning: some students work in pairs, others in groups, others with a teacher, the rest on their own. In the process of collective training sessions, students master a significant proportion of new educational material on their own (individually, in pairs or groups). In this case, the leader is work in pairs. 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