Collective ways of learning came into being when a teacher conducted an unusual pedagogical experiment on a farmstead. He for about a year alone taught 40 children between the ages of 10 and 16 years old. Working individually and in pairs, students solved problems using https://edusharky.com/admission-essay-writing-service and also studied sections of textbooks, learned poems, prepared reports, monitored knowledge. There was no traditional school schedule did not exist. Each student studied a 3-4 year course of study. The development of the pupils was impressive. Undeveloped rural adolescents quickly learned to prove, to tell, to debate, to analyze complex texts on history, literature, philosophy, and showed teaching ability. Three pedagogical discoveries were made: - For the first time in the history of national and world pedagogy in the history of Russian and world pedagogy, intensive collective work was going on in pairs and microgroups; - The bases were developed for the methodology of working with students For the first time in the history of Russian and world pedagogy there was intensive teamwork between interchangeable pairs and micro groups; - This was the first time that a self-educational, mixed-age self-governed, which, however, did not diminish the role of the teacher. Technologies of collective mutual learning, The technologies of collective and mutual learning, including CSR, allow adapting the learning process to individual of the content, a different level of complexity of the learning content, and specific features of each school and the community it serves. Therefore, they may confidently be referred to as student-centered pedagogical technologies. The modern theorist of collective ways of learning, believes that learning is a communication of learners and trainees. The type of communication also determines the organizational form of learning. Historical analysis shows that the development of methods of learning was based on the application of different types of communication The collective way of learning is its organization in which learning is carried out by communicating in dynamic pairs, when everyone teaches everyone. The idea of teaching students by themselves has its origins in antiquity, and in modern times it was most vividly embodied in the so-called Bell-Lancaster system of mutual learning. The essence of this system consisted in the fact that the older pupils first studied the material themselves under the guidance of the teacher, and then, having received the appropriate instruction, taught those who knew less. This allowed a single teacher to teach It allowed a single teacher to teach many children at once, to teach them en masse, but the quality of the teaching was extremely poor. quality of teaching was very poor. This explains why the Bell-Lancaster system was not widespread. widespread. RELATED RESOURCES:
Why is it easier to do coursework as a team?
The essence of project-based learning
What the complexity of learning projects can be