The modern education system puts an individual approach to the student at the forefront. Not only the requirements of standards and curricula are important, but also the abilities and interests of the student himself. Therefore, special attention is paid to the development and implementation of such educational methods that fully comply with the principles of individualization of education. The process of introducing adaptive learning technologies is quite active in a modern Russian school.
Concept development
The basic principles and goals of this technology were formed at the intersection of psychology, pedagogy, and cultural studies. According to the developed concept, conditions can be created for students in the school to help them achieve the optimal level of personal and intellectual development. The key condition is the harmonious adaptation of the child in the realities of the modern school. The time of the most active searches in this direction was the period of the late XX - early XXI century. The main contribution to the development of the principles of adaptive management of the educational process and related techniques was made by E. Ya. Yamburg, N.P. Kapustina, T.M. Davydenko. The most detailed prospects for the introduction of an adaptive learning system were described in the works of A. S. Granitskaya. The technology contains elements of the theory of activity and differentiated learning.
The basic principles of technology
How to motivate a child to study? The advice of psychologists on this problem was taken into account by the authors when developing key provisions of adaptive technology. One of the main principles was the correspondence of the chosen teaching methods to the age and psychological characteristics of the student.
The intellectual inclinations and abilities of the student, the level of his cognitive and creative activity, especially his thinking, occupy a central place in choosing ways to interact with the teacher. The position of the latter is noticeably changing. It ceases to be the only source of information, preference is given to independent and group work of students. The teacher acts as an organizer, sharing with students the responsibility for learning outcomes. The student not only passively perceives information, but becomes the subject of the cognitive process, which contributes to his personal development.
How to motivate a child to study: psychologist's advice
Incentives for learning can be different. However, the opinions of experts are reduced to the fact that the process can only be effective if the student develops a cognitive interest and desire to achieve certain results. This process is directly linked to successful adaptation to the learning environment. The task of the teaching staff in this case is to help the student to develop an optimal mode of acquiring new knowledge, skills, and interaction with others.
The adaptive learning system is designed to provide the child with a class format in which he can maximize his own potential within the framework of a particular subject. For this, methods of flexible construction of the educational process are used, aimed at enhancing the independence of the student.
What problems can technology solve?
The development of adaptive learning technology was designed to solve a number of pressing problems in the pedagogical sphere. Most of them are characteristic of the entire system of general education.
- Despite all modern requirements, the amount of students' independent work in the lesson is small, the teacher continues to be a key figure in the learning process.
- Not all students are involved in active work; the level of assimilation of information presented by a teacher is quite low.
- The complexity of the objective assessment and control of students during class.
- The choice of the difficulty level of the assignment is carried out not by the student, but by the teacher on the basis of performance data.
- Maintaining orientation on “average achievers” in preparing the lesson.
Adaptive Technology Targets
Interaction with students at school today is based on the principles of a personality-oriented approach. First of all, they include the individualization of the educational process and orientation on the characteristics of students. Therefore, the main goals of using adaptive learning technologies are formulated on this basis. To achieve high results, the child must be aware of the tasks of his own learning, use his knowledge and opportunities to solve them.
The preservation and development of the cognitive interests and aspirations of the student is greatly facilitated by the creation of situations of success in the lesson. The specificity of the adaptive learning system provides that each student will be able to feel successful in completing a task or learning new material. The teacher helps him to realize this moment in the course of regular reflection, discussion and analysis of the results of work.
The system of multi-level tasks allows children to independently choose the level of complexity of the tasks to be solved, evaluating their own level of knowledge and skills.
Systematic use of adaptive techniques
If we are talking about the systematic application of one or another pedagogical technology, then this process covers the key elements of the educational environment. In accordance with the principles of the adaptive learning system (ASO), goals, content, training methods, forms of work and diagnosis of results are built.
The teacher interacts both frontally with the whole class, explaining, demonstrating, and individually with each student, organizing independent and group work. The choice of forms of work determines the characteristics of the student, as well as pedagogical tasks and the level of complexity of the material. As a rule, several types of group and individual practice are used at once.
Adaptive technologies provide for various types of control in the lesson: on the part of the teacher, within the group, frontal, self-control.
Principles of group work
Work in groups is one of the key forms of organizing the educational process based on adaptive learning technology. In this way, the guys work independently in this way. At the same time, the teacher can observe the work within the groups, together with students discussing its results at the end of the lesson. There are three types of student microgroups:
Static are formed at will, include two students who alternately perform the role of learner and learner. Dynamic groups comprise several students. Such a group performs a common task, dividing it into several parts, for each participant. Execution results are discussed within the group. The members of the variable groups receive a task from the teacher, discuss the result with him and evaluate themselves on their own.
Scheme of lessons on ASO technology
The structure of the lesson based on adaptive technologies meets the requirements for the modern lesson, defined by new standards. There are several main stages:
- Explanation of the new material. The teacher takes no more than 10 minutes to do this, after which he gives the students a task to consolidate the material.
- Students work independently. It is organized in groups of different levels, as well as individually with a teacher. Tasks have several levels of difficulty, and students can independently choose which option to perform. In parallel, the teacher conducts individual lessons with children.
- Mutual control. Mandatory addition to the supervision of the teacher and self-esteem. The guys evaluate each other's results and answers, while improving their own knowledge.
This increases the degree of independence of the child in the lesson, stimulates the cognitive interest of students.
Features of the lesson when using adaptive technologies
The main stages of the lesson, highlighted in the framework of adaptive teaching methods, have a number of specific features.
Since the main emphasis is on the independent work of students, the teacher must carefully select the new material that he presents frontally, highlight key semantic blocks, and select visual aids.
As part of independent work, students' mental skills are successfully formed. They master the techniques of searching and analyzing information, setting and solving problems. At the same time, the position of the teacher, who creates the necessary emotional atmosphere, encourages and delicately guides, is of considerable importance.
Assignments performed by students can be reproductive, search, or creative.
Adaptive Learning and Self-Education
The success of using adaptive teaching methods is directly related to the child’s independent educational activity, his readiness for cognition and self-education. In this regard, the student’s motivation plays an important role, as well as his understanding of the goals of his own learning.
Setting a practical task and starting to solve it, the student not only learns new information more firmly, but also acquires the necessary general educational skills, forms his own work style.
The regular implementation of such tasks in the lesson with a gradual transition from simple to complex, gives the student the opportunity to evaluate their own strengths, learn to clearly define individual educational goals.
Key components of an adaptive educational process
Researchers identify a number of components of the learning process, each of which has its own adaptive mechanisms. Among them:
- Adaptive training sessions. During the lessons, developing methods and creative tasks are used as a means of adapting students to the requirements of the program, acquiring the necessary skills and knowledge.
- Individual lessons with the child, which provide activation of the processes of thinking, perception, communication.
- Methods of social, psychological, moral adaptation of the student, often used in extracurricular practice.
- Classes aimed at preserving and strengthening the physical health of the student, the development of somatic, motor, sensory skills.
- Adaptation of a child in civil law. It provides for an indirect acquaintance with the principles of citizenship, democracy, self-government in the system of intra-school and extra-curricular life.
- Classes that ensure the adaptation of the student in the field of local history, ecology and cultural practices. They are an integral part of the system of spiritual and moral development and extracurricular activities.