Training - interactive learning interaction technology
Training today has become the most common interactive technology among the methods of gaming learning, the subject of which is professional interaction. The main goal of the training is the formation of the interpersonal component of future professional activity through the development of the psychodynamic properties of a person and the formation of his emotional intelligence and metacompetence. At the training the following tasks are realized:
- practical application of knowledge, skills and skills of professional interaction;
- the discovery, awareness and demonstration of behavioral patterns, manners, individual style of communication, etc.
In contrast to the theoretical schemes offered in the lecture courses, which, as a rule, have few options, during the training its participants develop the most productive methods and methods of interaction based on individual characteristics of the person and his communicative competence. The high educational effectiveness of the training is also determined by the fact that it, being built on the modeling of real professional situations, requires participants to be actively involved in the process of communication and mobilizing the intellectual and analytical potential.
When using a variety of interactive technologies in the training process, participants usually clash with relevant situations (from the English relevant - relevant to the case) arising in their real professional activities, but not resolved based on the use of standard, traditionally applied techniques and tactics of behavior. This is important for finding the best ways to resolve situations, developing an effective scenario of business interaction, selecting verbal and non-verbal repertoire, removing aggression, developing tolerance and involving the partner in friendly cooperation.
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The activating effect of the training is also due to the creation of a special teaching and experimental environment, ensuring that participants in the interaction understand which individual and group psychological events unfold in interpersonal communication processes, intense feedback and the formation of practical skills needed in daily work. The participants of the lesson become witnesses of how and how each of them influences others, what is the role of joint activity and its content, as the situation as a whole (ie, the dynamics of relationships and actions) controls the behavior of individual trainees and the entire group. Usually, the training uses a three-level learning model:
acquisition → demonstration → application
Within the framework of each element of the designated model, a variety of technologies are used. So, for knowledge acquisition in the training information, mini-lecture, message is used; for demonstrations - role-playing games, case studies and case studies, live illustrations and videos; for applications - role-playing and simulation games, modeling. Often in real practice, teachers ignore the third part of the training, which leads to a decrease in its effectiveness. It is necessary to enable participants to observe the desired behavior. This can be done using video and audio.
In the practice of professional teacher training, a variety of types of trainings are used, which are often used in the educational process, for example, training social skills, predicting behavior, developing presentation skills and creativity, developing stress tolerance, ), communicative. The communication trainings for the development of verbal and non-verbal competence of trainees, their interactive skills and skills are of great effectiveness in training specialists in the field of pedagogy. Organization of the process of communication in such training, i.e. learning activity, and is the main means of implementing corrective actions, it is considered as a synthesis of interactions.
In modern pedagogical practice, training of partnerships, is becoming in demand, as the increased need for practice in establishing universal partnership requires an increasing number of trained professionals. Partnership presupposes the coordination of interests and intentions, joint reflection and the use of a treaty (or arrangements), which serves both as a means of unification and as a means of exerting pressure. Partnership, as noted in Ch. 4, is an attitude towards another person as an equal, having the right to be what it is. The ability to be psychologically equal to an opponent or an opponent is also necessary for a teacher who introduces interactive technologies in communication with trainees who crave the feeling of their psychological equality.
At the same time it is known that psychological equality and freedom can not be implanted or introduced by violent methods, for in this case they turn into their opposite. At the same time, if you do not deal with the corrective activity of the individual characteristics of the teachers themselves, then the style of many of them becomes authoritarian. Participation in the training as an interactive technology does not allow to choose an individual style of interaction acceptable for each participant. Here the norm works, the postulate: equality is mandatory for all.
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Partnership, unlike manipulative, suggests an open and accessible motivation for the participants to understand the participants of the training group. At such a training, a post-game discussion or a multifaceted reflection on what was happening in one or the other played at training situations of interaction of participants. At the same time, not only speech signals, actions of participants, but also non-verbal response of trainees and the head of the training to those or other communicative situations are exposed to the analysis.
In the process of conducting the training procedures and protocols on their results are prescribed, special visual aids, multimedia accompaniment are prepared and created. At the end of the trainings, questionnaires for feedback and diagnosis of acquired competence are developed "on the way out", reports are written, the results of achieving the set goals are analyzed.
In order to achieve the effectiveness of the training, the teacher should follow the following recommendations:
- watch the time to finish on time;
- avoiding a lengthy "general discussion" or return to questions left for later & quot ;;
- offer a collective assignment ("unloading" from the game) for three to five minutes and complete it with a public presentation;
- leave at the end of the game lesson some important information or offer the necessary handouts;
- get feedback from the participants, for example, find out what emotions and feelings they experienced during the training, at the moment;
- remind the trainees what they have achieved ( dry residue ), or write on the chalkboard questions for which you can take in the next lesson;
- to thank everyone for their cooperation in achieving the goals of the curriculum.
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