Concentrated learning technologies are an interpretation of the popular active immersion method. The bottom line is to use the elements of suggestion, relaxation, play. Partially concentrated learning technologies were used by V.F. Shatalov, A. Tubelsky, Sh. A. Amonashvili.
Method specifics
At the end of the twentieth century, G. Ibragimov successfully systematized modified methods, given their exact psychological justification. The reason for the emergence of such an approach was the actualization of the lack of many students' system of skills and knowledge in specific academic disciplines.
Thanks to the technology of concentrated training, it is possible to solve the problem of lack of attachment and motivation for the subjects under consideration, quick forgetting of the material, lack of use of the theoretical base in the implementation of practical work. This approach helps teachers to solve the problem of schoolchildren's increased fatigue.
Distinctive features
In the technology of concentrated teaching, it is not supposed to artificially divide the educational material into paragraphs, topics, sections, which is typical for the classroom system.
Currently, some items are offered only 1 time per week, which negatively affects the strength of knowledge, the quality of skills.
G. Ibragimov argued that such a dispersion of an object in time is ineffective, contrary to the laws of psychology and physiology of perception and storage of information.
Over the course of one school day, children get acquainted with several diverse subjects at once. After completing lessons at school, they are forced to spend time preparing for the next day, analyzing material in 4-5 more subjects.
A similar situation is repeated daily, throughout all the years of schooling, which leads to the emergence of a depressive state in adolescents.
Change of subjects does not allow children to fully immerse themselves in the subject, to comprehend a specific question, to immerse themselves in the subjects they like.
The child spends a significant amount of energy on switching. The functioning of the school according to a certain algorithm indicated in the schedule leads to dispersal of attention, causes increased nervousness, low efficiency of educational activities.
Each teacher tries to maximize the activity of learning, regardless of the day of the week, the location of the lesson in the schedule.
Task
Fans of the “immersion in the subject” methodology believe that the classroom lesson system for organizing the educational process is the cause of fragmentation of the personality, leads to the education of an uncreative and dim personality. In the technology of concentrated learning, forgetting the material that was learned in the lesson is prevented. Such a training system is aimed at maximizing the convergence of the educational process with the natural psychological characteristics of students.
The concept of concentrated learning involves a special technology for organizing the educational process, in which the attention of students and teachers focuses on a detailed examination of the subject when they are combined into blocks. In this case, there is a reduction in the number of subjects studied throughout the day, week.
The purpose of training
In the technology of concentrated training by Shchetinin, it consists in improving the quality of the educational and educational process by creating a full-fledged organizational structure of the educational process, bringing it closer to the psychological characteristics of students.
The essence of this approach is a continuous process of cognition and its integrity.
The principles of concentrated training presuppose a one-time continuous study of a section, a topic of a specific academic discipline, which ensures the duration of a topic, a section, an entire academic discipline, and guarantees the strength of its assimilation. This reduces the number of disciplines studied simultaneously.
Technologies of concentrated education in the center are based on responsibility, independence, creative activity of schoolchildren. They suggest the use of a set of variable methods and forms of training that are reasonable in content and goals of the training material, which take into account the performance of teachers and students.
Classification
Consider some options for implementing concentrated learning technology. G. Ibragimov proposed three models, two of which were described by Dr. G. Levites.
The first model allows the study over a certain time period of one subject. The duration of the dive is characterized by the following factors:
- the specifics of the content and logic of assimilation by schoolchildren;
- the total number of hours devoted to the study of the discipline;
- the availability of material and technical base.
Depending on the content of the subject, different versions of the implementation of concentrated learning technology are acceptable.
The annual number of hours in academic discipline is divided into parts. For 3-5 days, the guys are studying only this subject. For such a time period, only a specific study area is considered at a qualitative level. At the next time stage, they again return to the material, deepening and expanding it by applying the acquired knowledge at a practical level. The third dive involves applying skills in unusual situations.
Usage Algorithm
What are the pros and cons of concentrated learning technology? It is difficult to find a definite answer to this question.
The last stage of such a study of the subject involves the creative use of knowledge and skills.
In this form, the duration of the training session is reduced to 35 minutes. After 2-3 lessons, the teacher conducts an unloading lesson, without asking schoolchildren homework.
It is desirable that the load on the first half of the school day does not exceed 5-6 lessons. After lunch, children (optional) can (at their own request) engage in additional clubs and studios organized in an educational institution. This approach makes it possible to develop schoolchildren in a certain field, and the teacher can prepare for himself assistants from among those students who have the maximum training, show interest in a particular field of knowledge.
What else is characterized by concentrated learning technology? The advantages and disadvantages of this approach deserve separate consideration.
The pluses are the possibility of an organic combination during the school day of various forms of educational organization, which are united by a common goal - the formation of skills and knowledge for a particular course.
The main distinguishing features of the first model
What fundamentally differs the technology of concentrated learning? The disadvantages of this approach are the allocation of a significant amount of students' independent work. Not all modern adolescents are ready for such an activity, therefore, such a learning technology is not suitable for them.
Serious problems arise due to the inability of children to collaborate in small groups. At the level of the curriculum, the organization of this training involves a certain “conveyor” in which there is a transition from considering one subject to another in a certain sequence. How long can the concept of concentrated learning last? The developers propose to carry out such educational and educational processes for no more than three school days.
The second model of concentrated learning
What is the technology of concentrated learning? The disadvantages of this approach are the need to restructure the curriculum. The main unit for such a technique is the training unit. With such a model, the school curriculum involves two training blocks, between which there are 40 minutes of time for rest and lunch.
In the second half of the day, the developers of the methodology offer to devote to creative activity, in which schoolchildren can develop their creative and intellectual abilities.
The structure of the block includes independent work of schoolchildren, lecture classes, practical work, tests.
Lecture
What is the essence of concentrated learning technology? A cheat sheet in the form of a reference compilation , compiled during the lecture session, helps children to repeat theoretical material in preparation for laboratory classes. After the students are set up by the teacher for the upcoming activity, the teacher begins the presentation of the material. Further, the theory is considered in a condensed form, and at the end of the lecture, the teacher makes a brief conclusion about the material considered.
Ultimately, students develop a holistic perception of knowledge, the primary understanding of information.
Independent activity
It involves the organization of individual and pair work, during which a meaningful study of the lecture material is carried out, training skills and abilities are formed. Pupils learn to work with textbooks, highlight the main material in a paragraph, draw up a plan, establish causal relationships.
To develop new knowledge in practice, consolidate the material, the teacher offers children practical work. They contribute to the understanding of the studied material, provide an opportunity for self-development, introspection.
Benefits of Concentrated Learning
This technique allows you to overcome the fragmentation of the content of the educational material, to provide in-depth and solid assimilation of complete blocks by schoolchildren.
The technology of "immersion" contributes to the creation of a positive climate in the team, the establishment of cooperation between all participants in the educational process.
To implement this approach, the teacher must have multilateral training. He is obliged to possess active methods and forms of training, to have in-depth knowledge of psychology.
Technology options
For the first time such an idea was expressed by the Polish teacher Jan Comenius. His thought was supported by K. D. Ushinsky, P. P. Blonsky. The teachers: M.P. Shchetinin, B.F. Raysky implemented the concept of concentrated training.
At the end of the twentieth century, other technologies began to be developed on its basis: binary training, an integrated study day, and the study of cycles of different disciplines.
G.I. Ibragimov believed that in the organization of the educational process that has developed in domestic education, the characteristics of the dynamics of the performance of students and teachers throughout the day and week were not taken into account. The reason is the variety of subjects studied, the desire of teachers to pay maximum attention only to the subject that he himself teaches.
Concentric learning has become the technology of organizing educational work, thanks to which the cognitive energy of students and working time are combined into separate blocks. This reduces the number of parallel subjects considered in the framework of one school day, week. The purpose of this approach is to improve the quality of education and training of students through the creation of an optimal schedule. This approach involves the study of material in large blocks, the optimal distribution of material over time. The teacher uses interactive forms in his work, saturates the class with a variety of forms and types of educational activities.
Currently, such a concept involves different options that are associated with the units of enlargement: a school subject, day, week:
- reduction in the number of subjects studied in one day, to 2-3 pieces;
- the inclusion of 4-5 related disciplines within the framework of the week;
- classes in physical culture, technology, aesthetic cycle will be distributed in the afternoon.
The second model is built on "immersion" in a separate subject. For example, over several academic days , only one academic discipline is considered. A similar approach is often used in secondary and higher educational institutions; it gave good results of testing.
A similar model of technology "immersion" is achieved by holistic assimilation of the essence of the subject, contributes to the activation of their cognitive activities, the successful development of interests. A similar approach fits into the classroom system of the domestic school, does not imply its radical changes.
Of interest is the technology of the "reference abstract", which is a variation of the approach under consideration. Its founder is V.F. Shatalova. He came up with such a technique for teaching mathematics and physics, then she switched to the lessons of geography, Russian, history, chemistry.
Shatalov had thousands of followers who adapted the technology of the "reference synopsis" to the teaching subjects. Let us single out the main technological conditions of a similar technique:
- enlargement of basic content units: combining material from different program topics, minimizing specification, building a section based on theoretical concepts, highlighting patterns and relationships;
- the development of units of the theory is carried out through the use of symbolic visual clarity - images of "reference signals".
Such schemes have a simple look. They can use dates, formulas, geometric shapes, interconnected by arrows.
To make up "supporting abstracts", it is quite possible to use different associative symbols, unusual drawings, "keys", colors.
Such signals give students the opportunity to quickly restore certain material in memory. The system of "reference signals" Shatalov suggested embedding classes in the synopsis.
On one sheet, you can place several paragraphs of the school textbook at once, and even the whole topic.
What are the main advantages of such a presentation of the material? First of all, it is possible to note the possibility of the teacher explaining the main idea of the topic, highlighting the most difficult terms and concepts as a reference scheme.
Ready-made schemes allow the teacher to test the universal learning skills formed by students after a complete study of the topic.
The teacher often offers a “support scheme” to a student who prepares an oral response based on a given material. Based on the scheme, the child makes a detailed retelling of the material.
The technology under consideration is most acceptable for subjects of the scientific cycle, therefore teachers of mathematics and physics actively use it in their work. Despite the innovations that are currently taking place in Russian education, the technology of "immersion" has not lost its relevance.