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It is foolish to go to school for knowledge and never discuss what it is

Finally, one boy says:

– Are you saying that area and perimeter cannot be compared?

In fact, I want to say much more, but the boy still has a chance for education, thinking is not completely blocked, he draws conclusions, he thinks relatively quickly. But this is one in 50 people. None of these guys paid attention to the fact that there are different quantities, that the result of multiplication is less than the result of addition, that in most cases it is desirable to think first, and only then respond or act. Knowing formulas is a subject learning outcome. Engaging the mechanisms of understanding, thinking, reflection is a meta-subject result. It is not described in pedagogical textbooks, it does not bother those who give positive reports on the scores on the CDF and USE. Maybe he is not very important for society at all?

Of course not. The labor market is increasingly in demand for smart professionals who know how to understand complex things. Rarely do anyone today need experts to flawlessly pass tests. However, the school, with manic persistence, continues to fight for the usual result: mastering and memorizing subject material. I am not saying that there is no point in subject training. I argue that subject training is not the only or even the most important learning outcome in school.

What is the practical foundation of the meta-level in education?

Here’s the most obvious:

1. Psychological attitude towards thinking.

Thinking is value. Thinking is responsible creativity, play, “creating patterns from ideas.”

2. Thinking as a tool.

First of all – thinking as the ability to determine the essence, core, content of an event, deed, phenomenon. Mastering many ways and techniques of thinking, distinguishing between these methods, understanding the limits of their applicability. What works in an exploratory approach may not work in engineering. Empirical thinking (trial and error) is clearly inferior in its capabilities to theoretical, but each has its own area of ​​application. Thinking by pattern, algorithm, or pattern can fail in unfamiliar situations. All these methods must be accumulated, compared explicitly – like schemes, they must be polished, honing the method.

3. Thinking as a life practice.

Mastering your own thinking is a lifelong task. Formation of systems thinking.

4. Understanding as a value.

Psychological attitude towards understanding (without substitution, without self-deception – we understand things and events as they are, through the eyes of an independent observer – consciously).

5. Ways of understanding.

Accumulation of these methods in various practices. Do the integrals and bases of actions of Zhilin and Kostylin understand the same (according to the method)? Understanding of the literary text. Understanding art. Understanding of social phenomena, conflicts. Understanding the other person. Understanding of yourself, your actions, goals and values. Are they all different ways of understanding, or do they have a common basis?

6. Methods for organizing reflection.

Reflection tasks (ensuring thought activity, assigning abilities, etc.).

7. Methods of rational information processing.

In particular, large dynamic information flows. How not to get lost in a world to which the volume of knowledge doubles every day?

8. Ways of organizing your own attention and perception.

9. Techniques and methods of working with memory.

Methods for organizing long-term memorization. Memory as the basis of reflection (working with meanings).

10. Ways to work with imagination.

11. Metasubject knowledge.

What is knowledge in general, in principle? How does knowledge differ from information? How is a task different from a problem? How do both work? How to deal with tasks and problems? It is foolish to go to school for knowledge and never discuss what it is.

12. A meaningful experience of working with your own consciousness.

How do I understand the world? Where did I get this understanding? Is it the only one possible? Can I consciously build my own worldview? What are my values, basic meanings, beliefs? Do they change? Who changes them?

 

About the author: Alexander Storozhev, director of the Laboratory of Holistic Education, author of the book “A student in search of meaning”

Isn’t this the main question of pedagogy? 

In fact, all pedagogy begins with him: those who want, they will learn on their own, without any teachers. And what about the remaining majority?

There are many legal ways to influence a student: raise the tone, threaten, call the daddy, remind about the exam – but all these are ways to influence a person from the outside. This is an external force – force. But it is possible to act from within, relying on the desires and motives of the student himself – this is also a force, but an internal one is a force. While younger schoolchildren still listen to what adults say to them and are susceptible to violence, adolescents, as you yourself know, listen, but do everything in their own way. A conversation in our video on how to teach teens.

So, from March 23 to April 12, all schools in Russia go on vacation, but they do not stop studying. The ministry has prepared recommendations on which platforms it considers the most optimal for organizing online learning. This list includes the educational resource “Yaklass”. We offer you a guide to using the platform with comments from experienced users.

How does the platform work?

Theoretical material

In the section “Subjects” in each topic, all the necessary theory is presented – students can independently study the school curriculum or ask for help if they have difficulties completing assignments. More details.

With essay on the self as hero the help of theory in Yaklass, the task of teaching students to read a mathematical text is performed. The class is divided into groups, since not everyone has an Internet connection on their mobile phone. Students discover theory on the topic of the lesson in Yaklass. Within 5-7 minutes, students make up questions on this topic. And then contests are announced: who has the most questions, who has the most difficult question, who has the most interesting, and so on. For this, a student is invited who has the most questions. He reads them out, and the classmates answer.

Marina Pushnikova, teacher of mathematics, MAOU secondary school No. 4 in the city of Zlatoust. More about experience

 

Solution Steps

If the student has completed the task incorrectly, the “Solution Steps” will help him understand his mistakes. The system will give a detailed explanation of the task execution algorithm, and then will offer to perform a new exercise – to work out and consolidate the material.

Thus, the student receives a convenient online simulator that will quickly help master the desired topic. You will be able to monitor the development of topics using the report “Student Results”. More details.

An important teaching task is to develop students’ self-examination skills. If the students independently found and corrected their mistakes, their results, with the same level of knowledge and skills, would be higher. And in the future, after graduation, these skills will certainly come in handy in adulthood. In addition, this approach of interaction with the online platform YaKlass solves the problem of reducing speech activity when working with a computer, knowledge of the terminology on the subject.

Oleg Tsvetkov, teacher of mathematics, educational psychologist. NIGHT SOSH “Premier Lyceum”, Moscow. More about experience

 

Verification work

With the extended I + functionality, you can issue test papers to students. The system generates a unique variant for each student, providing protection against cheating. The works are checked automatically, the grade is put in an electronic journal – you save time. More details.

 On the resource “YaKlass” I create a test work, both for the entire parallel and for a single class. I choose tasks that are already prepared and broken down by subject matter and degree of difficulty. I assign the created test work to be completed both for the whole class and for one or more students who missed or completed this work for an unsatisfactory grade. Each student receives his own version of the tasks in the form of a link to Diary.ru. After students complete the assigned work, I watch and print the report or display it on the interactive whiteboard screen. I transfer the assessment for the work performed to the electronic journal Dnevnik.ru. If, when creating a test work, the desired task is not in the YaClass task bank, then I create my own.

 Elena Stolbova, Deputy Director for ICT, teacher of informatics at the MAOU in Irkutsk, secondary school No. 69. Has been using YaKlass since 2018. More about experience

Item Editor

With this feature, you can post your own study materials and assignments, including metasubject. This will allow you to form an individual program for each student, even during the holidays.

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