Psychological and pedagogical potential of intensive technologies...

Psychological and pedagogical potential of intensive technologies

In foreign and domestic pedagogy, the development of modern teaching models is associated with the following activities:

1) Reproductive learning ("individually prescribed training", "personalized learning system", "brigade-individual training"), the specific educational base of which is related to the development of programmed learning;

2) searches on the line of research training, within which the learning process is built as a search for cognitive-applied, practical information (new instrumental knowledge of the methods of activity);

3) model of the educational discussion, the number of characteristic features of which include familiarizing each participant with the information that others have, encouraging different approaches to the same subject of discussion; the coexistence of various divergent points of view on the issues under discussion; the ability to criticize and reject any of the opinions expressed; encouraging participants to search for a group agreement as a general solution;

4) the organization of training based on simulation models that involve the inclusion of interactive interaction in the learning process.

To implement didactic and developmental goals, the teacher needs to use the psychological and pedagogical potential of interactive technologies. For this purpose, laying down in the script or block structure of the game lesson those parameters that contribute to the development of communicative and interactive competence of trainees, their leadership and values, namely the model of normative behavior in the conditions of joint activity; official roles characterizing real professional relations and providing for a variety of possible personal attitudes within a given role; the verbal, expressive and instrumental behavior of the participants in the game interaction, the consistently changing behavioral sketches, representing monologues, dialogues, questions and answers, group discussion, comments, interpretations, appropriate or acceptable for a given game situation; spatial organization of interaction, consistent with its intended purpose.

Intensive Interaction Route Card

Technologies of intensive and interactive learning are focused on actualization of the professional and personal potential, social and professional development of the personality, the formation of metaprofessional didactic units (generalized knowledge, skills, competences, competences), providing subject-subject interaction of all participants in the educational process. Foreign specialists use the format of goals ABCD:

in the practice of teaching intensive technologies.

- Auditore (A) - who are the members of the training group?

- Behavior (B) - what behavior, which skills development are the goal of the game?

- Condition (C) - what are the conditions for conducting the lesson?

- Degree (D) - what should be the level of achievement, the result of training?

All of these learning goals are best implemented in a variety of intensive and interactive technologies.

The main elements of the organization of inter-group interaction are presented in Table. 6.1.

Table 6.1

Online Activity Organization Navigation Card

Problems of organization of intergroup interaction

Basic approaches to problem solving

Organization of the gaming environment

It is desirable that groups (from three to seven people, no more) can work at the same table in the same room, i.e. see the process of each other's work (motivating effect), but do not interfere with each other

Dive in game interaction

A variety of warm-ups, trainings for acquaintance, "team visiting card", "group greeting", interactive tasks-five minutes, etc. - to check the compatibility of group members and readiness for interaction

Formulating goals, assigning and instructing

Saying the goals and the expected result. The task for groups should be formulated very clearly (preferably both verbally and in writing) and must necessarily include an instruction consisting of the following components:

- sequence of steps or procedures for the task;

- a description of the result of the joint activity that the group needs to receive;

- the definition of resources (what can be used, what is the time of the task);

- the characteristic of the most expedient method of performing the task;

- rules of work but stages;

- description of the presentation format of the result obtained

Co-organization of the process of group interaction of participants in the educational process

Each team must have its own place, be provided with working materials, all the necessary methodological tools, etc. The way of ensuring should be considered by the teacher in advance

Maintaining the process of group activities

In the process of group activities, an educator who acts as facilitator group processes that co-operate) or moderator (from Italy moderate - mitigation, deterrence, from Latin moderator - moderating, curbing, restraining, mitigating), should provide effective support, ie:

- advise groups;

- motivate to work;

- adjust the group dynamics;

- resolve incidents and conflict situations.

It is very important to comply with the regulations, to provide groups with information about the remaining time

Presentation of the materials

All game teams should be able to present their work and get its qualitative assessment. Oral presentations can be used with the use of clarity: Plenum - public presentations of projects (programs, visual result) of joint activity at the stand, written reports on the work that can be cross-analyzed by groups or analyzed by experts, role demonstrations

Feedback on the results of gaming interaction

Group reports should receive a qualitative evaluation from representatives of other groups or from experts, as well as a general assessment of the teacher. The results of the assignment, its content and presentation form are evaluated from different points of view (pedagogical, psychological, ethical, managerial, legal, etc.), different methods (post-game discussion, debriefing, reflection, sharing, "debriefing" and others .), different participants in the lesson: experts, other groups, teachers, etc.


Exercise for each group, allowing to integrate the results obtained in the form of lessons, memo, nodules for memory, etc., or "unload" from the role - to degrade, or say feelings, for example, to every letter in the word "game" to write down the feelings experienced in the game: interesting, grandiose, reasonable, active

With the introduction of intensive technologies, it is important to determine the progress made by participants in the gaming session at the end of the training and to correlate their progress with the objectives of the course.

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