№ 6 1. Credit technology of training Credit system of education. The main objective of the loan program is to develop the students` ability to self-organization and self-education on the basis of a choice of educational paths in the regulation of the educational process with the use of credit as a unified unit of schoolwork student and teacher. The main objectives of the educational process with the use of credit technology are: 1.unification of knowledge; 2.create conditions for maximum individualization of instruction; 3.strengthening the role and effectiveness of independent work of students; 4.Identification of real learning achievements of students on the basis of effective procedures for their control.Credit technology training includes: 1.the introduction of a credit system for evaluating students and teachers effort for each discipline; 2.freedom of choice of studying subjects included in QED to provide for their direct involvement in the selection of individual learning paths; 3.freedom of choice to train teachers; 4.involvement in the educational process advisors to facilitate the students in the choice of educational path; 5.the use of interactive teaching methods;
2. The Project method in professional training The notion “project” for the basis for the project activities; it means “a timelimited activity (event), aimed at creation of unique products and services or obtaining completely new results”. The project activities by their category can be referred as innovative creative type of activities, as they imply reality transformation and are built on the basis of an appropriate technology that can be unified, mastered and improved. The project training of the students is based on the project method, applied on all levels of professional education. The project method is not a new one in the international pedagogics. It came into being away back in the 1920s in USA. It was also related to the problem method, and associated with the ideas of humanistic approaches in philosophy and education, developed by an American philosopher and teacher J. Dewey, and also by his follower Kilpatrick W.C.. J. Dewey proposed to build a training system upon the active basis through goal-oriented activities of students in coherence with their own interests in this knowledge.
3.Cooperative learning in professional training Cooperative Learning, sometimes called small-group learning, is an instructional strategy in which small groups of students work together on a common task. The task can be as simple as solving a multi-step math problem together, or as complex as developing a design for a new kind of school. In some cases, each group member is individually accountable for part of the task; in other cases, group members work together without formal role assignments. According to David Johnson and Roger Johnson (1999), there are five basic elements that allow successful small-group learning: Positive interdependence: Students feel responsible for their own and the group's effort. Face-to-face interaction: Students encourage and support one another; the environment encourages discussion and eye contact. Individual and group accountability: Each student is responsible for doing their part; the group is accountable for meeting its goal. Group behaviors: Group members gain direct instruction in the interpersonal, social, and collaborative skills needed to work with others occurs. Group processing: Group members analyze their own and the group's ability to work together. Researchers report that cooperation typically results in higher group and individual achievement, healthier relationships with peers, more metacognition, and greater psychological health and self-esteem
№ 7 1.The concept of educational space From the point of view of phenomenological interpretation, educational space can be viewed as the space of the subject’s involvement in the total educational space, which is a systemic set of real human interactions with reality and given to the subject through perception and action. The world is given to the subject in the aggregate of perceptual and cognitive images, ordered by a system of concepts. In a generalized form, the term “educational space” is understood as the set of objects between which relations are established. The educational space is organized as a cluster, an aggregate, a multitude of educational systems, each of which is assigned a specific place, due not only to the composition and functions of the educational system itself, but also to other reasons. In the works of L.A. Bodenko, S.D. Deriabo, V.I. Panov, V.A. Yasvina and others. The educational environment acts as an object of influence of the educational system. A common feature of these authors is the idea of the existence in the educational environment of a complex of opportunities for the development of a given sample, the isolation and analysis of the component composition of the environment, its heterogeneity and the theoretical justification for the possibility of typologizing educational environments. In the educational environment, informational, spatial-subject, and psychological-pedagogical components are distinguished.
2. Formation of educational space of professional teaching Educational space is a dynamic unity of the subjects of the educational process and the system of their relations, and the process of education is a process of consistent change in the attitudes of the student and teacher with the educational environment, a kind of “path” of the subjects of the educational process in the educational space.The educational space is formed by social institutions of education; natural objects with educational potential; mass media; education-oriented public; currently dominant educational theories and concepts; socio-psychological stereotypes of people regulating their behavior in relation to education. The educational space is a broader and more complex concept than the educational system.
3. Design an open educational environment educational institution The program of professional development “Educational environment designing in modern university” is intended for teaching, scientific and managerial personnel of institutions of higher professional education, specialized on educational programs designing. Program introduces modern theoretical, methodological and applied aspects of transition from knowledgeable paradigm, revealing in educational program, to competence paradigm, revealing in organization of innovative educational activity, based on designing and educational programs realization. Objective of the program is development of competence of content designing and conditions of innovative educational programs researching. Tasks of the program: ▪ Highlighting core of the “innovative educational activity” phenomenon;▪ Defining criteria basis for revealing peculiarities of educational content of syllabus;▪ Highlighting organization and pedagogical conditions of development and implementation of innovative educational programs in modern university;▪ Development of transfer concept to module-credit system of educational process organization on faculties of psychology and rating system of marking of educational students’ activity.Each learner of the program finishes it with final project work.
№8 1.General characteristics of professional teaching preparation. / Общая характеристика профессиональной педагогической подготовке Teacher preparation is a mechanism of occupational socialization, a process by which novice workers learn the norms and values of the occupation. Teacher preparation and professional development focus on a social justice perspective of education where thoughtful and reflective examination of teaching practices, structures and materials insure that they are accessible and meaningful for all learners from diverse linguistic and socio-cultural backgrounds as well as learners with diverse abilities and learning styles. The teaching profession involves completing a degree program that prepares an individual to address the educational needs of a wide range of students. With the option to focus on a particular subject, teach a specific grade level or concentrate on educating a particular age group, teachers encounter a wealth of opportunities to pursue their interests, and then find employment upon graduation. Teachers enjoy a relatively stable career field with decent pay, benefits, and plenty of opportunities to advance.
2. The essence of pre-training. / Суть предварительной подготовки. Training has been defines as “a method of enhancing human performance”. In this competitive world it is very important for organization to have skilled and talented employees to achive sustainable growth. Pre – training is training which takes place prior to another activity, specifically (Psychology) in advance of an experiment or test. The concept of transfer learning/pre-training came into being when some researchers found that a deep neural network, after training on a particular recognition task (eg. Object Recognition), can be applied on another domain (eg. Bird Subcategorization) giving state-of-the-art results. This idea has powerful implications, as a model can be pre-trained and then applied on the required problem. You can use a pre-trained model in two ways: As a feature extractor; Train model on a bigger data (possibly on a similar domain), use on on the required problem as on "off-the-shelf" model. As a fined-tuned-network; Train model on a bigger data, then freeze the upper-layers (set the learning rate of the earlier layers to minimum) and retrain on the required problem.
3. Stages of pre training. / Этапы предварительной подготовки Gegenfurtner, Veermans, Festner, and Gruber (2009) hypothesized that at the pre-training stage, long before the training program, trainees may be motivated or not to transfer what they are going to learn on the job, depending on pre-training individual attitudes and attributes. The influence of pre-training factors on the motivation to transfer training at the post-training stage lacks empirical evidence. Researchers have suggested several steps to follow at the pre-training stage to anticipate a successful training transfer. However, very few of these suggestions have been empirically tested. As a result, there is no clear evidence as of which factors at the pre-training stage account for significant variance to the motivation to transfer training at the work place. For instance, Prasertsilp and Olfman (2014) suggest that at the pre-training stage, trainers should: (1) identify trainees needs and set goals, (2) develop training method, (3) select trainees and set in groups, (4) create training motivation, and (5) design required technology for training. Chung (2013) proposed that in order to anticipate the successful transfer of training from the workshop to the workplace, trainees must show three dimensions of readiness at the pre-training stage including, motivational readiness, behavioral readiness, and cognitive readiness. The assumption here is that, the trainee learning characteristics at the pre-training stage are equally important at the post-training stage.
№9.1. Estimation of education results in a context competency-based approach to training ( Оценка результатов обучения в контексте компетентностного подхода к обучению ) Competency-based learning or competency-based education and training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. Every individual skill or learning outcome is one single unit. Learners work on one competency at a time, which is likely a small component of a larger learning goal. The student is evaluated on the individual competency and can only move on to other competencies after they have mastered the current skill being learned. After that, higher or more complex competencies are learned to a degree of mastery and are isolated from other topics. Another common component of competency-based learning is the ability to skip learning modules entirely if the learner can demonstrate mastery. This can be determined through prior learning assessment or formative testing. Evaluation in traditional courses typically involves administering knowledge-based tests. In CBL the primary focus is on measuring mastery of skills. In keeping with this, Richards indicates that simulation and work sample performance tests should include a checklist or some type of rating scale.
2. Authentic estimation as form of an assessment of the personal achievements of the student (Аутентичная оценка как форма оценки личных достижений студента) Authentic assessment/ estimation is the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful," as contrasted to multiple choice standardized tests. Authentic assessment can be devised by the teacher or in collaboration with the student by engaging student voice. When applying authentic assessment to student learning and achievement, a teacher applies criteria related to “construction of knowledge, disciplined inquiry, and the value of achievement beyond the school.” Authentic assessment tends to focus on contextualized tasks, enabling students to demonstrate their competency in a more 'authentic' setting. Examples of authentic assessment categories include: 1. performance of the skills, or demonstrating use of a particular knowledge; 2. simulations and role plays; 3. studio portfolios, strategically selecting items
3. Portfolio as form of authentic estimation of achievements of pupil ( Портфолио как форма достоверной оценки достижений ученика ) According to Paulson a learner portfolio is a purposeful, structured collection of the learner's work that displays learners' attempts at learning, their progress and their performance in one or more areas. Portfolio assessment, as a form of authentic assessment, holds many more benefits for both learners and teachers than the traditional testing of learners' learning. The most important advantage of portfolio assessment is that it allows learners to participate actively with their teachers in the evaluation process. This gives them the opportunity to reflect on their progress and growth in order to accept co-responsibility for their learning. As independent and self-reliant learners they can therefore develop a stronger self-concept and a more positive attitude to learning. Portfolio assessment cannot exist without the element of learner self-reflection. If it is lacking, the portfolio is no more than a notebook filled with meaningless pages.
№10. 1. Concept of educational space ( Концепция образовательного пространства)
Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom," but it may also refer to an indoor or outdoor location, either actual or virtual. Learning spaces are highly diverse in use, learning styles, configuration, location, and educational institution. They support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, and others. Key technologies in modern learning spaces include: projectors, interactive whiteboards and projectors, computers (desktop, laptop, tablet, or mobile devices), document cameras, digital cameras, video conferencing, sound and video playback systems, voice enhancement, Wi-Fi, Internet access, and others.
2. Estimation of education results in a context competency-based approach to training (Оценка результатов обучения в контексте компетентностного подхода к обучению)
Competency-based learning or competency-based education and training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. Every individual skill or learning outcome is one single unit. Learners work on one competency at a time, which is likely a small component of a larger learning goal. The student is evaluated on the individual competency and can only move on to other competencies after they have mastered the current skill being learned. After that, higher or more complex competencies are learned to a degree of mastery and are isolated from other topics. Another common component of competency-based learning is the ability to skip learning modules entirely if the learner can demonstrate mastery. This can be determined through prior learning assessment or formative testing. Evaluation in traditional courses typically involves administering knowledge-based tests. In CBL the primary focus is on measuring mastery of skills. In keeping with this, Richards indicates that simulation and work sample performance tests should include a checklist or some type of rating scale.
3. Authentic estimation as form of an assessment of the personal achievements of the student (Аутентичная оценка как форма оценки личных достижений студента)
Authentic assessment/ estimation is the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful," as contrasted to multiple choice standardized tests. Authentic assessment can be devised by the teacher or in collaboration with the student by engaging student voice. When applying authentic assessment to student learning and achievement, a teacher applies criteria related to “construction of knowledge, disciplined inquiry, and the value of achievement beyond the school.”
Authentic assessment tends to focus on contextualized tasks, enabling students to demonstrate their competency in a more 'authentic' setting. Examples of authentic assessment categories include: 1. performance of the skills, or demonstrating use of a particular knowledge; 2. simulations and role plays; 3. studio portfolios, strategically selecting items
№21. 1. Authentic estimation as form of an assessment of the personal achievements of the student (Аутентичная оценка как форма оценки личных достижений студента)
Authentic assessment/ estimation is the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful," as contrasted to multiple choice standardized tests. Authentic assessment can be devised by the teacher or in collaboration with the student by engaging student voice. When applying authentic assessment to student learning and achievement, a teacher applies criteria related to “construction of knowledge, disciplined inquiry, and the value of achievement beyond the school.” Authentic assessment tends to focus on contextualized tasks, enabling students to demonstrate their competency in a more 'authentic' setting. Examples of authentic assessment categories include: 1. performance of the skills, or demonstrating use of a particular knowledge; 2. simulations and role plays; 3. studio portfolios, strategically selecting items
2. Portfolio as form of authentic estimation of achievements of pupil ( Портфолио как форма достоверной оценки достижений ученика ) According to Paulson a learner portfolio is a purposeful, structured collection of the learner's work that displays learners' attempts at learning, their progress and their performance in one or more areas. Portfolio assessment, as a form of authentic assessment, holds many more benefits for both learners and teachers than the traditional testing of learners' learning. The most important advantage of portfolio assessment is that it allows learners to participate actively with their teachers in the evaluation process. This gives them the opportunity to reflect on their progress and growth in order to accept co-responsibility for their learning. As independent and self-reliant learners they can therefore develop a stronger self-concept and a more positive attitude to learning. Portfolio assessment cannot exist without the element of learner self-reflection.
3. Concept of educational space ( Концепция образовательного пространства) Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom," but it may also refer to an indoor or outdoor location, either actual or virtual. Learning spaces are highly diverse in use, learning styles, configuration, location, and educational institution. They support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, and others.
Key technologies in modern learning spaces include: projectors, interactive whiteboards and projectors, computers (desktop, laptop, tablet, or mobile devices), document cameras, digital cameras, video conferencing, sound and video playback systems, voice enhancement, Wifi, Internet access, and others.
№11-22 1.High-quality changes in activity of the teacher of the profile schools and their reasons, Teachers play important role in our life to become successful in career and business. A good teacher helps us to become good human being in the society and good citizen of the country. Teachers know that students are the future of any nation. So the future development of any nation is in the hands of teachers. Great teachers form strong relationships with their students and show that they care about them as people. Great teachers are warm, accessible, enthusiastic and caring. Teachers with these qualities are known to stay after school and make themselves available to students and parents who need them. What Makes a Successful Teacher?1.Focus and Energy Management. 2.Active Listening Skills. 3.Excellent Organizational Skills. 4. Ability to Build Relationships. 5. Eagerness to Try Something New. 6. A Lifelong Learning Mindset. 7. Become the Good Teacher You Want to Be.