Presentation on the topic: Modern educational technologies. Presentation - modern pedagogical technologies and their role in the educational process Presentation on the use of modern educational technologies

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A bad teacher presents the truth, a good one teaches you to find it

A.Disterweg

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Traditional pedagogy

• Teacher teaches - student learns
• The teacher knows everything - the student knows nothing
• The teacher thinks - the student reproduces knowledge
• The teacher speaks - the student listens
• The teacher controls - the student obeys
• The teacher is active - the student is passive
• The teacher determines the content of learning - the student adapts to it
• The teacher is authoritarian - the student is not free
• Teacher - subject of learning - student - object of learning

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National educational initiative “Our New School”

The result of education is not only knowledge in specific disciplines, but also the ability to apply it in everyday life and use it in further education. The student must have a holistic, socially oriented view of the world in its unity and diversity of nature, peoples, cultures, and religions. This is possible only as a result of combining the efforts of teachers of different subjects.

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Status of development and approval of standards

1. The Federal State Educational Standard for primary general education was approved by order No. 373 of October 6, 2009 (registered by the Ministry of Justice of Russia on December 22, 2009 No. 15785)
2. The Federal State Educational Standard for basic general education was approved by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897 and registered by the Ministry of Justice of the Russian Federation dated February 1, 2011 No. 19644.
3. Federal State Educational Standard for Secondary (complete) general education - included in the Council on Standards in November 2010. Under revision

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Sequence of introduction of the Federal State Educational Standard

• Introduction of Federal State Educational Standards as soon as they are ready
• Mandatory introduction of Federal State Educational Standards

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• An approximate basic educational program of basic general education in terms of educational outcomes, structure (content), conditions for its implementation.
• Standard as a set of requirements for the school program of the Federal State Educational Standard for basic general education Art. 7 of the Law “On Education”.

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Standard as a set of three systems of requirements for OOP

• Requirements for the structure of OOP
• Requirements for the results of mastering OOP
• Expected Educational Achievements
• Requirements for the conditions for implementing OOP
• Providing organizational and pedagogical conditions for the activities of the educational system of the educational institution
• Resources: personnel, material resources, information, finance

Art. 7 Federal Law of the Russian Federation “On Education” (achievement of personal, meta-subject, subject results, through the development of the “ability to learn” throughout the entire learning process)

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Transition to new educational standards

1. From standards containing a detailed list of topics in each subject that are mandatory for every student to study, to new standards - requirements about what school programs should be, what results children should demonstrate, what conditions should be created in school to achieve these results
2. Two parts: mandatory and the one that is formed by the school. The higher the level, the greater the choice
3. The new standard provides for extracurricular activities
4. The result of education is not only knowledge, but also the ability to apply it in everyday life.
5. The school must create personnel, material, technical and other conditions that ensure the development of educational infrastructure in accordance with the requirements of the time
6. Financial support will be based on the principles of normative per capita financing. At the same time, funds will flow to municipalities and to each school according to the standard, regardless of the form of ownership

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New quality of education

• Knowledge (subject)
• Personal growth (personal)
• Application of knowledge in life (meta-subject)

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About the system-activity approach

• The development of modern standards of school education is based on the idea of ​​education as an institution of socialization of the individual, arising from the main provisions of the cultural-historical concept of mental development of the school of L. S. Vygotsky...
• ... where the system-activity approach is an ideal form that sets the standard for socially desirable personality characteristics, design settings, and determines the main tasks and directions of development of the education system. (from materials “Second Generation Standards”)

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The basis of the Standard is a system-activity approach that provides:

• formation of readiness for self-development and continuous education;
• designing and constructing a social environment for the development of students in the education system;
• active educational and cognitive activity of students;
• construction of the educational process taking into account the individual age, psychological and physiological characteristics of students.

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Changing the role of participants in the pedagogical process

In the traditional system of educational process

1. Teacher
2. Organizes student activities in an innovative educational environment

1. Student
2. Receives ready information

Carries out:

• search
• choice
• analysis
• systematization and presentation of information
• Broadcasts information

1. New quality of education
2. New educational result
3. “Competencies for updating competencies” and motivation for learning at different stages of student personality development

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In life we ​​constantly have to solve problems! Does school teach this?

Traditional lesson structure:

1. The teacher checks the students’ homework.
2. The teacher announces a new topic.
3. The teacher explains a new topic.
4. The teacher organizes the consolidation of knowledge by students.

Solving problems in life:

1. Life puts us in difficult situations. We formulate a goal: “What do we want to achieve?”
2. We consider solution options and determine whether knowledge and skills are sufficient.
3. We try to solve the problem (by obtaining new knowledge if necessary)
4. Having received the result, we compare it with the goal. We conclude whether we achieved our goal or not.

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New didactic model of education

When developing the Standard, the process of formation of a new didactic model of education, based on a competency-based educational paradigm, which assumes the active role of all participants in the educational process in the formation of a motivated, competent person capable of:

• quickly navigate the dynamically developing and updated information space;
• receive, use and create a variety of information;
• make informed decisions and solve life problems based on acquired knowledge, skills and abilities.

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Innovative educational lesson space

• Modern educational technologies
• Multi-level content of education
• Competence-activity approach in education
• Cooperation

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Federal State Educational Standard: what is assessed as a result of education?

STUDENT ACTIVITIES:

• the ability to solve educational problems on the basis of formed subject-specific and universal methods of action (skills, not knowledge!)
• ability to learn - the ability to self-organize in solving educational problems
• progress in personal development (emotional, cognitive, self-regulation)

New regulations on teacher certification: 1st and highest categories only when introducing new EDUCATIONAL TECHNOLOGIES

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• The new standard focuses teachers’ attention on the need to use modern educational technologies that can ensure the development of schoolchildren. It is no coincidence that the use of advanced technologies becomes the most important criterion for a teacher’s success. Thanks to modern technologies, student activity unfolds in lessons.

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Educational technology

The Federal State Educational Standards documents formulate requirements for teachers, including:

• be able to choose and use modern educational technologies
• use assessment technologies
• modern technologies for designing an educational environment

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Criteria that make up the essence of pedagogical technology:

• unambiguous and strict definition of learning goals (why and for what);
• selection and structure of content (what);
• optimal organization of the educational process (how);
• methods, techniques and means of teaching (with the help of what);
• taking into account the required real level of teacher qualifications (who);
• objective methods for assessing learning outcomes (is this true).

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Educational technology:

• fits easily into the educational process;
• allows you to achieve the goals set by the program and education standard in a specific academic subject;
• ensures the implementation of the main directions of the pedagogical strategy: humanization, humanitarization of education and a student-oriented approach;
• ensures the intellectual development of children and their independence;

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• ensures goodwill towards the teacher and each other;
• A distinctive feature of most technologies is special attention to the individuality of a person, his personality;
• clear orientation towards the development of creative activity.

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Three levels of educational technologies:

• There are three levels of pedagogical technologies: general pedagogical, specific methodological, and locally modular.
• General pedagogical technology characterizes the holistic educational process in a given educational institution or region. In this case, pedagogical technology reflects a complex pedagogical system: it includes a set of goals, content, means and methods of management, an algorithm for the activities of subjects and objects of the process.
• At the private methodological (subject) level, pedagogical technology covers individual areas, aspects of the pedagogical system, corresponding, for example, to private methods, i.e. a set of methods and means for implementing a certain content of training and education within one subject, class, teacher.
• The local-modular level of technology refers to individual parts of the educational process: technologies of individual types of activities, technology of concept formation, technology of assimilation of new knowledge, technology of repetition and control of material, technology of independent work, etc.

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Technologies:

Developmental education;
-problem-based learning;
-multi-level training;
-collective education system (CSR);
-technology for solving inventive problems (TRIZ);
-research teaching methods;
-project teaching methods;
- “debate” technology;
-technology of modular and block-modular training;
-lecture-seminar - credit training system;
-technology for the development of “critical thinking”;
- technology of using gaming methods in teaching: role-playing, business and other types of educational games;
-training in collaboration (team, group work);
- information and communication technologies;
- health-saving technologies;
- system of innovative assessment “portfolio”;
- distance learning technology
- workshop technology
- group training

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The following educational technologies have become widespread:

• modular technology;
• technology of project-based learning;
• technology of intraclass differentiation;
• problem-based learning technology;
• didactic game technology.

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PROJECT TECHNOLOGY

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about the project

• Project - purposeful change management, fixed in time
• Design and creativity
• Design and management
• Design and development

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Structure of project activities

Result oriented!

1. Description (fixation) of the result
2. Fixing the deadline for achieving the result
3. Preliminary planning of actions to achieve results
4. Programming (time planning of individual actions)
5. Performing actions with their simultaneous monitoring and correction
6. Obtaining the product of project activities

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• The project method is a way of organizing students’ cognitive and labor activity, which involves identifying people’s needs, designing a labor product in accordance with these needs, manufacturing a product or providing a service, assessing quality, and determining real demand in the goods market.

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Basic principles of instructional design

• Reliance on children’s interests, as well as previously learned material;
• Greater student independence is possible;
• Creative focus;
• Practical feasibility of the project;
• Connection with the needs of society.

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Basic requirements for educational projects

• Organizational and pedagogical;
• Psychological and physiological;
• Technological and economic.

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Main components of the project

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Project implementation

• Student activities to implement the chosen idea:
• Research;
• Manufacturing of the final product.

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Stages of project activity

Finishing the topic:

• From the information found, each child selects the most important and, with the help of parents, enters selected information onto a sheet of uniform format (A4)
• In practice, this sheet is made by the parents themselves, because the task is not the child’s self-expression, but the opportunity for other children to get acquainted with the results of the student’s search for new information
• Design: large clear font, thick paper, illustrations and simple diagrams are desirable
• Result: a file cabinet or album collected from individual sheets and stored in the public domain with a table of contents created by the teacher or parents

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Presentation of results:

• Conducted with the active participation of parents at school after school hours
• Events are held, crafts and expositions are presented, research projects are defended (presented)
• All events, presentations and defenses are photographed
• Result: completed projects, filled several pages of the class life history album

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Project activities at school

Project activities develop all universal learning activities!

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Technology of design and research activities

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Activities of the teacher to implement the goals of the project culture school:

Develop educational programs that include educational routes (for parallel classes, for a class, for groups, for individual students);
- develop software, methodological and didactic support for the educational process;
- form educational, information and communication, reflective competence;
- design independent work of schoolchildren with educational literature, additional sources of information, including Internet resources;
- diagnose the readiness of senior schoolchildren for further education;
- create conditions for the development of subjective activity of schoolchildren in educational and extracurricular activities.

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• Project activity of students is a joint educational, cognitive, creative or gaming activity of students that has a common goal, agreed upon methods, methods of activity, aimed at achieving a social result of the activity.
• Research activity of students is the activity of students associated with solving problems with a previously unknown solution and presupposing the presence of main stages characteristic of research in the scientific field, normalized based on the traditions accepted in science.

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• Design and research activity is the activity of designing one's own research, which involves identifying goals and objectives, identifying principles for selecting methods, planning the progress of the research, determining the expected results of the research, and identifying the necessary resources.

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The difference between research activities and design and constructive activities

The main result of research activity is an intellectual product that establishes a particular truth as a result of the research procedure and is presented in a standard form. The result of project activities are products of practical and social significance.

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The essence of technology

• Stimulate students' interest in certain problems, solutions to these problems, and the ability to practically apply acquired knowledge.
• Enables effective design of the educational process.

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Functions of design and research technology

• Conversion function;
• Function of thinking;
• Evaluation function

Functions of design and research technology

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Principles of organizing design and research technology

• individualization;
• problematic;
• accessibility;
• amateur performances;
• cooperation.

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Stages of design technology

• Informational (introduction session, communication about the goals and objectives of the project, formation of motivation to complete the project).
• Planned.
• Search.
• Summarizing (structuring information, systematizing data, building a logical system, conclusions).
• Stage of presentation and defense. (Defense, presentation, result).
• Analytical (Reflection)

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Positive sides

The use of design and research technologies in the classroom is very promising, as it allows us to solve a number of important educational problems:

• propose project topics,
• develop an independent perspective on problem solving,
• acquire knowledge and skills in the process of planning and executing work.
• The experience gained in the process of project activities is based on the interests of students.
• Promotes the formation of intersubject and supra-subject connections.
• The real contribution of students to changing the social situation in the educational community.

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Disadvantages of the design methodology

• uneven load at different stages of activity;
• increased emotional stress on teachers and students.

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TECHNOLOGY OF PROBLEM-DIALOGICAL TRAINING

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Domestic research:

problem-based learning: I.A. Ilnitskaya, V.T. Kudryavtsev, M.I. Makhmutov.

psychology of creativity: A.V.Brushlinsky, A.M.Matyushkin, A.T.Shumilin.

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Technology of problem-dialogical learning

• Lesson explaining new material
• A lesson in “discovering” knowledge

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Traditional lesson

1.Checking the students’ homework by the teacher
2. Announcement of the topic by the teacher
3.Explanation of the topic by the teacher
4. Consolidation of knowledge by students

Problem-dialogical lesson.

1.Creation of a problem situation by the teacher and formulation of the problem by students
2. Students updating their knowledge
3. Finding a solution to the problem by students
4.Expression of the decision,
5. Application of knowledge by students

Problem-dialogue technology (since 1999) The goal is to teach independent problem solving. The remedy is the discovery of knowledge with children

• Textbooks.
• Submission of material.
• Regulatory UUD.
• Learn to identify and formulate an educational problem together with the teacher.
• To make plan.
• When working according to the plan, compare your actions with the goal.
• Determine the degree of success in performing your work.

(From the UUD formation program).

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An example of a problematic situation through a contradiction of two opinions

Lena: It's hot in the south.

Misha: What about the South Pole?

• Compare two statements - what is the contradiction?
• What is the question?

EDUCATIONAL PROBLEM: Where on Earth is it warm and where is it cold?

SOLUTION: It all depends on whether the sun's rays are direct or oblique on the surface of the Earth.

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What educational outcomes does problematic dialogue provide?

1. Regulatory - problem solving skills
2. Communication - conduct a dialogue
3. Cognitive - extract information, draw logical conclusions, etc.
4. Personal - if the problem of moral assessment of the situation, civil choice was raised

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PROBLEM DIALOGUE:

1. Gives solid knowledge.
2. Stimulates intellectual development.
3. Develops an active personality.
4. Health-saving technology.

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A NEW TYPE OF SCHOOLBOY –

internally free, loving and able to creatively relate to reality, to other people, capable of not only solving an old problem, but also posing a new problem, capable of making informed choices and independent decisions.

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TECHNOLOGY for developing critical thinking

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1. Technology for developing critical thinking

• Critical thinking is the ability to analyze information from a logical and person-centered perspective in order to apply the results obtained to both standard and non-standard situations, questions and problems. Critical thinking is the ability to pose new questions, develop a variety of arguments, and make independent, thoughtful decisions.

The purpose of technology is to ensure the development of critical thinking through the interactive inclusion of students in the educational process.

Background Scientific Ideas: Critical Thinking:

• Promotes mutual respect between partners, understanding and productive interaction between people;
• Makes it easier to understand different “views of the world”;
• Allows students to use their knowledge to fill situations with a high level of uncertainty with meaning, to create the basis for new types of human activity.

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1. Technology for the development of critical thinking. Result evaluation criteria

Critical thinking does not mean being negative or critical, but rather intelligently considering a variety of approaches in order to make informed judgments and decisions. A critical thinking orientation means that nothing is taken for granted. Each student, regardless of authority, develops his own opinion in the context of the curriculum.

Criteria for assessing the result in the conditions of technology for the development of critical thinking of students. The main criterion for assessing the result is the criticality of thinking, which can be revealed through the following indicators:

• Evaluation (Where is the mistake?)
• Diagnosis (What is the reason?)
• Self-control (What are the disadvantages?)
• Criticism (Do you agree? Refute. Give counterarguments?)
• Forecast (Build a forecast).
• Results: Critical thinking of schoolchildren regarding their subjective experience.

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A. V. Khutorskoy

Methodology of student-centered training

• How to train everyone differently?

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Personality-oriented learning systems:

1. Socratic system.
2. Free school of L. Tolstoy.

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Personality-oriented education is the development and self-development of the student’s personality based on his individual characteristics as a subject of cognition and objective activity.

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MOU "Topkanovskaya basic secondary school" PEDAGOGICAL COUNCIL "Modern educational technologies" » Modern educational technologies Venina V.A. teacher of Russian language and literature Modern educational technologies

Application of modern educational technologies and/or methods Modern educational technologies

Technologies and techniques What is the difference between a technique and a technology? (according to V.I. Zagvyazinsky) Teaching methodology is a set of methods and techniques used to achieve a certain class of goals. The methodology can be variable and dynamic depending on the nature of the material, the composition of the students, the learning situation, and the individual capabilities of the teacher. Proven standard techniques are transformed into technologies. Technology is a fairly rigidly fixed sequence of actions and operations that guarantee the achievement of a given result. The technology contains a specific algorithm for solving problems. The use of technology is based on the idea of ​​complete controllability of learning and reproducibility of standard educational cycles. Modern educational technologies

Educational technology Modern educational technologies

Technology and methodology Goals Contents Methods Forms Means Techniques Modern educational technologies

The term "EDUCATIONAL TECHNOLOGY", which appeared in the 1960s, means the construction of a pedagogical process with a guaranteed result. Modern educational technologies

TECHNOLOGY (from the Greek téchne - art, skill, skill and Greek logos - study) - a set of organizational measures, operations and techniques aimed at the manufacture, maintenance, repair and/or operation of a product with nominal quality and optimal costs Modern educational technologies

Pedagogical technology V.M. Monakhov “A model of pedagogical activity thought out in every detail, including the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers.” G.Yu. Ksenozova “This is a structure of a teacher’s activity in which all the actions included in it are presented in a certain integrity and sequence, and implementation presupposes the achievement of the necessary result and has a probabilistic predictable nature.” V.V. Guzeev “This is an ordered set of actions, operations and procedures that instrumentally ensure the achievement of the predicted result in the changing conditions of the educational process.” V.P. Bespalko “A set of means and methods for reproducing the processes of teaching and upbringing that make it possible to successfully realize the set educational goals.” UNESCO “A systematic method for creating, applying and defining the entire process of teaching and learning, with the goal of optimizing forms of education.” M.V. Clarin “The systemic set and order of functioning of all personal, instrumental, methodological means used to achieve pedagogical goals.” Modern educational technologies

Manufacturability criteria Educational technology must satisfy the basic requirements (manufacturability criteria): Conceptuality Systematicity Manageability Efficiency Reproducibility Modern educational technologies

Manufacturability criteria Conceptuality. Each educational technology must be based on a scientific concept, including philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals. Modern educational technologies

Manufacturability criteria Systematicity. Educational technology must have all the features of a system: the logic of the process, the interconnection of all its parts, integrity. Modern educational technologies

Manufacturability criteria Controllability presupposes the possibility of diagnostic goal-setting, planning, design of the learning process, step-by-step diagnostics, varying means and methods in order to adjust the results. Modern educational technologies

Manufacturability criteria Efficiency. Modern educational technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of training. Modern educational technologies

Manufacturability criteria Reproducibility implies the possibility of using (repetition, reproduction) educational technology in other similar educational institutions, by other subjects. Modern educational technologies

Educational technologies Pedagogical technologies based on the personal orientation of the pedagogical process - Pedagogy of cooperation - Humane-personal technology by Sh.A. Amonashvili - E.N. Ilyin’s system: teaching literature as a subject that shapes a person Pedagogical technologies based on the activation and intensification of students’ activities - Game technologies - Problem-based learning - Technology of communicative teaching of foreign language culture (E.I. Passov) - Technology of intensification of learning based on schematic and symbolic models of educational material (V.F. Shatalov) Modern educational technologies

Educational technologies Pedagogical technologies based on the effectiveness of management and organization of the educational process Technology of S.N. Lysenkova: promising-advanced learning using support schemes with commented management - Technologies of level differentiation - Level differentiation of training based on mandatory results (V.V. Firsov) - Cultural education technology of differentiated education based on children's interests (I.N. Zakatova). - Technology of individualization of training (Inge Unt, A.S. Granitskaya, V.D. Shadrikov) - Technology of programmed training - Collective method of teaching CSR (A.G. Rivin, V.K. Dyachenko) - Group technologies - Computer (new information ) educational technologies. Modern educational technologies

Educational technologies Pedagogical technologies based on didactic improvement and reconstruction of the material - “Ecology and dialectics” (L.V. Tarasov) - “Dialogue of cultures” (V.S. Bibler, S.Yu. Kurganov) - Integration of didactic units - UDE (P M.Erdniev) - Implementation of the theory of stage-by-stage formation of mental actions (M.B. Volovich) Subject pedagogical technologies - Technology of early and intensive literacy training (N.A. Zaitsev) - Technology of improving general educational skills in elementary school (V.N. Zaitsev ) - Technology of teaching mathematics based on problem solving (R.G. Khazankin) - Pedagogical technology based on a system of effective lessons (A.A. Okunev) - System of step-by-step teaching of physics (N.N. Paltyshev) Modern educational technologies

Educational technologies Alternative technologies - Waldorf pedagogy (R. Steiner) - Technology of free labor (S. Frenet) - Technology of probabilistic education (A.M. Lobok) - Technology of workshops Nature-conforming technologies - Nature-conforming literacy education (A.M. Kushnir) - Technology self-development (M. Montessori) Technologies of developmental education - General fundamentals of technologies of developmental education - System of developmental education by L.V. Zankova - Technology of developmental education by D.B. Elkonin-V.V. Davydov. - Systems of developmental training with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov) - Personality-oriented developmental training (I.S. Yakimanskaya) - Technology of self-development training (G. K.Selevko) Modern educational technologies

Teaching methods Classical domestic methods - M.V. Lomonosov's training system - L.N. Tolstoy's Free School - P.F. Kapterev's Didactics - S.T. Shatsky's training system - A.S. Makarenko's training system - A.G. Rivina Innovative teaching methods - Programmed learning - Developmental learning - Problem-based learning - Heuristic learning - Nature-based learning - Personality-oriented learning - Productive learning Methods of original schools - Shatalov's methodology - "Immersion" technique - School of free development - Russian school - School of dialogue of cultures - Methodological College - School of Self-Determination Foreign methods - Socratic system - S. Frenet's New School - M. Montessori System - Waldorf School - School of Tomorrow (D. Howard) - Dalton Plan and other educational systems (A.V. Khutorskoy. Workshop on didactics and methods) Modern educational technologies

SELEVKO G.K. MODERN EDUCATIONAL TECHNOLOGIES Modern educational technologies

Selevko German Konstantinovich (1932-2008) - Honored Worker of the Higher School, Academician of the Institute of Pedagogical Education, Professor, Candidate of Pedagogical Sciences, author of the "Encyclopedia of Educational Technologies", author of the school of personal self-development Modern educational technologies

Modern educational technologies

Pedagogical technologies based on personal orientation of the pedagogical process Modern educational technologies Pedagogy of cooperation

Pedagogy of cooperation Features of the methodology: a humane-personal approach to the child - a new look at personality as the goal of education, humanization and democratization of pedagogical relations, rejection of direct coercion as a method that does not produce results in modern conditions, the formation of a positive self-concept. Didactic activating and developmental complex: - the content of training is considered as a means of personal development, - training is carried out primarily on generalized knowledge, skills, ways of thinking, - variability and differentiation of training, - creating a situation of success for each child. Modern educational technologies

Pedagogy of cooperation Concept of education: - transformation of the School of Knowledge into a school of Education, - placing the student’s personality at the center of the entire educational system, - humanistic orientation of education, the formation of universal human values, - development of the child’s creative abilities. Pedagogization of the environment: - cooperation with parents, - interaction with public and state institutions for the protection of children, - activities in the school district. Modern educational technologies

Technology for the development of critical thinking Critical thinking is the ability to analyze information from a logical and person-centered approach in order to apply the results obtained to both standards and non-standard situations, questions and problems. Critical thinking is the ability to pose new questions, develop a variety of arguments, and make independent, thoughtful decisions. Modern educational technologies

Technology for the development of critical thinking The purpose of the technology is to ensure the development of critical thinking through the interactive inclusion of students in the learning process. Basic scientific ideas: Critical thinking: promotes mutual respect among partners, understanding and productive interaction between people; facilitates understanding of different “worldviews”; allows students to use their knowledge to fill situations with a high level of uncertainty with meaning, to create the basis for new types of human activity. Modern educational technologies

Technology for the development of critical thinking Criteria for assessing the result in the conditions of technology for developing the critical thinking of students The main criterion for assessing the result is critical thinking, which can be revealed through the following indicators: Assessment (Where is the error?) Diagnosis (What is the reason?) Self-control (What are the shortcomings?) Criticism (Do you agree? Refute. Give counterarguments?) Forecast (Make a forecast). Modern educational technologies

Project-based learning technology The original slogan of the founders of the project-based learning system: “Everything from life, everything for life.” The purpose of project-based learning: to create conditions under which students: independently and willingly acquire missing knowledge from different sources; learn to use acquired knowledge to solve cognitive and practical problems; acquire communication skills by working in various groups; develop research skills (ability to identify problems, collect information, observe, conduct experiments, analyze, build hypotheses, generalize); develop systems thinking. Modern educational technologies

Technology of project-based learning Initial theoretical positions of project-based learning: the focus is on the student, promoting the development of his creative abilities; the learning process is based on the logic of activities that have personal meaning for the student, which increases his motivation in learning; the individual pace of work on the project ensures that each student reaches his or her own level of development; an integrated approach to the development of educational projects contributes to the balanced development of the student’s basic physiological and mental functions; deep, conscious assimilation of basic knowledge is ensured through their universal use in different situations. Modern educational technologies

Technology of project-based learning The essence of project-based learning is that the student, in the process of working on an educational project, comprehends real processes, objects, etc. It involves the student living through specific situations, introducing him to penetration into the depths of phenomena, processes and the construction of new objects. Modern educational technologies

Pedagogical technologies based on the activation and intensification of student activities Modern educational technologies Game technologies Problem-based learning

Game technologies Game is the freest, most natural form of immersion of a person into real (or imaginary) reality with the purpose of studying it, expressing one’s own “I,” creativity, activity, independence, and self-realization. The game has the following functions: psychological, relieving tension and promoting emotional release; psychotherapeutic, helping the child change his attitude towards himself and others, change methods of communication, mental well-being; technological, allowing one to partially remove thinking from the rational sphere into the realm of fantasy, which transforms reality. Modern educational technologies

Game technologies A didactic goal is set for students in the form of a game task, educational activities are subject to the rules of the game, educational material is used as a means of play, an element of competition is included in educational activities, successful completion of a didactic task is associated with the game result. Pedagogical games, according to the nature of the pedagogical process, are divided into groups: a) educational, training, controlling and generalizing; b) cognitive, educational, developmental; c) reproductive, productive, creative; d) communicative, diagnostic, career guidance, psychotechnical. Modern educational technologies

Gaming technologies According to gaming methods: subject, plot, role-playing, business, simulation, dramatization. Junior school age - games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them. Modern educational technologies

Gaming technologies Junior school age - games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them. *Groups of games for generalizing objects according to certain characteristics. *Groups of games that develop self-control, speed of reaction to a word, phonetic hearing, ingenuity, etc. Gaming technologies - characters from “The Wizard of the Emerald City”, “The Adventures of Pinocchio”, “Samych Himself” by V.V. Repkina and others. Modern educational technologies

Gaming technologies Gaming technologies in middle and high school age. Preparation stage - 1. Game development: scenario development, business game plan, general description of the game, briefing content, preparation of material support. Introduction to the game: * setting problems, goals, * regulations, rules, * distribution of roles, * formation of groups, * consultations. Stage of implementation: 1. Group work on the task - work with sources, training, brainstorming. 2. Intergroup discussion - group presentations, defense of results, work of experts. Stage of analysis and generalization: * conclusion from the game, * analysis, reflection, * evaluation and self-assessment of work, * conclusions and generalizations, * recommendations. Modern educational technologies

Problem-based learning Problem-based learning is the organization of educational activities, which involves the creation, under the guidance of a teacher, of problem situations and active independent activity of students to resolve them. The result of problem-based learning: Creative mastery of knowledge, skills, abilities and development of thinking abilities. Modern educational technologies

Problem-based learning Methodological techniques for creating problem situations: - the teacher brings students to a contradiction and invites them to find a way to resolve it themselves; - confronts contradictions in practical activities; - presents different points of view on the same issue; - invites the class to consider the phenomenon from different positions (for example, commander, lawyer, financier, teacher); - encourages students to make comparisons, generalizations, conclusions from the situation, and compare facts; - poses specific questions (for generalization, justification, specification, logic of reasoning); - identifies problematic theoretical and practical tasks (for example: research); - poses problematic tasks (for example: with insufficient or redundant initial data, with uncertainty in the formulation of the question, with contradictory data, with obviously made mistakes, with limited time for solution, to overcome “psychological inertia”, etc.). Modern educational technologies

Pedagogical technologies based on the effectiveness of management and organization of the educational process. Modern educational technologies Technology of level differentiation of training Group technologies Computer (new information) technologies

Technology of level differentiation Differentiated learning is a form of organizing the educational process in which the teacher works with a group of students, composed taking into account whether they have any common qualities that are significant for the educational process (homogeneous group). Individual psychological characteristics of children, which form the basis for the formation of homogeneous groups: *by age composition (school classes, age parallels, different age groups), *by gender (male, female, mixed classes, teams), *by area of ​​interest (humanities, physical sciences) mathematical, biological-chemical and other groups) *by level of mental development (level of achievement), *by level of health (physical education groups, visually impaired groups, etc.) Intraclass (intrasubject) differentiation (N.P. Guzik): *intraclass differentiation of teaching, *developmental cycle of lessons on the topic. Modern educational technologies

Level differentiation technology. For each educational topic there are five types of lessons: 1- lesson of general analysis of the topic (lecture), 2- combined seminar classes with in-depth study of educational material in the process of independent work of students (from 3 to 5 lessons), 3- lessons of generalization and systematization of knowledge (thematic tests), 4 lessons of interdisciplinary generalization of material (lessons on defending thematic assignments), 5 lessons-workshops. Multi-level tasks for students (didactic material for independent work, problem solving, laboratory and practical tasks): the first option C - corresponds to the mandatory learning outcomes (standard), the second option B - involves the inclusion of additional tasks and exercises from the textbook, the third option A - inclusion additional tasks from auxiliary educational and methodological literature. The choice of program for studying each subject is left to the student himself. When monitoring knowledge, differentiation deepens and turns into individualization - individual accounting of the achievements of each student. Modern educational technologies

Group technologies Goals: *ensuring the activity of the educational process, *achieving a high level of content mastery. Features of the organization: - the class during the lesson is divided into groups to solve specific educational tasks, - each group receives a specific task and completes it together under the guidance of the group leader or teacher, - tasks in the group are carried out in a way that allows the individual contribution of each member to be taken into account and assessed groups - the composition of the group is not permanent, it is selected taking into account so that the educational capabilities of each group member can be realized, depending on the content and nature of the work ahead. Modern educational technologies

Group technologies Technological process of group work: 1. Preparation for performing a group task - * setting a cognitive task (problem situation), * instruction on the sequence of work, * distribution of didactic material to groups. 2.Group work: *familiarization with the material, *planning work in a group *distributing tasks within the group, *individual completion of the task, *discussion of individual results of work in the group, *discussion of the general task of the group (comments, additions, clarifications, generalizations), * summing up the group assignment. 3. Final part - *report on the results of work in groups, *analysis of the cognitive task, *general conclusion about group work and achievement of the task. Types of group technologies: * group survey, * non-traditional lessons - * conference lesson, * court lesson, * travel lesson, * game lesson, * integrated lesson, etc. Modern educational technologies

Computer (new information) educational technologies Goals: developing skills to work with information, developing communication abilities, preparing the personality of the “information society”, giving the child as much educational material as he can learn, developing research skills, the ability to make optimal decisions. The main feature of computer-based teaching methods is that computer tools are interactive, they have the ability to “respond” to the actions of the student and teacher, and “enter into” a dialogue with them. Modern educational technologies

Computer (new information) learning technologies The computer is used at all stages of the learning process - * when explaining new material, * when consolidating knowledge, * when repeating, * when monitoring learning skills. As a teacher, the computer represents: * a source of educational information; * visual aid (a qualitatively new level with multimedia and telecommunications capabilities); *individual information space; * training apparatus; * diagnostic and control tool. Modern educational technologies

Research activities Educational and research activities are activities aimed at teaching students the algorithm for conducting research, developing their research type of thinking Stages of constructing educational research: Statement of the problem Setting the goals and objectives of the study Formulation of a working hypothesis Study of theoretical material Selection and development of research methods Collection of material Analysis and generalization of the collected material Presentation of the results of the work Modern educational technologies

Technologies of developmental training Personally-oriented developmental training Technologies of developmental training Technology of self-developmental training (G.K. Selevko)

Technologies of developmental training System of developmental training L.V. Zankova, technology of developmental education by D.B. Elkonin-V.V. Davydov, systems of developmental education with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov), personality-oriented developmental education (I.S. Yakimanskaya). Modern educational technologies

Developmental learning technologies A new, active-activity way of teaching, replacing the explanatory and illustrative one. Developmental education takes into account and uses developmental patterns and adapts to the level and characteristics of the individual. In developmental education, pedagogical influences anticipate, stimulate, direct and accelerate the development of the hereditary data of the individual. In developmental education, the child is a full-fledged subject of activity. Developmental education is aimed at developing the entire complex of personality qualities. Developmental learning occurs in the child’s zone of proximal development. Modern educational technologies

Personally-oriented developmental training The technology of personality-oriented training represents a combination of learning, understood as a normative activity of society, and learning, as an individually meaningful activity of an individual child. Its content, methods, techniques are aimed mainly at revealing and using the subjective experience of each student, helping to develop personally significant ways of knowing through the organization of holistic educational (cognitive) activities. Modern educational technologies

Personally oriented developmental education For each student, an educational program is drawn up, which, unlike an academic one, is individual in nature and is based on knowledge of the characteristics of the student as an individual with all the characteristics unique to him. The program must be flexibly adapted to the student’s capabilities and the dynamics of his development under the influence of training. Modern educational technologies

Personally oriented developmental education Since the center of the entire educational system in this technology is the individuality of the child, its methodological basis is represented by individualization and differentiation of the educational process. The starting point of any subject methodology is the disclosure of the individual characteristics and capabilities of each student. Modern educational technologies

Personally oriented developmental education By constantly observing each student performing different types of educational work, the teacher accumulates a bank of data about the individual cognitive “profile” that is being formed in him, which changes from class to class. Professional observation of a student should be drawn up in the form of an individual map of his cognitive (mental) development and serve as the main document for determining (selecting) differentiated forms of education (specialized classes, individual training programs, etc.). Modern educational technologies

Technology of self-development education (G.K. Selevko) The child’s activity is organized not only as satisfying a cognitive need, but also a number of other needs for personal self-development: self-affirmation (self-education, self-education, self-determination, freedom of choice); in self-expression (communication, creativity and self-creation, search, identification of one’s abilities and strengths); in security (self-determination, career guidance, self-regulation, collective activity); in self-actualization (achieving personal and social goals, preparing oneself for adaptation in society, social tests). Modern educational technologies

Technology of self-development training (G.K. Selevko) Features of the content The technology of self-development training includes three interconnected, interpenetrating subsystems 1. “Theory” - mastering the theoretical foundations of self-improvement. A significant, fundamentally important component of the course “Personal Self-Improvement” is being introduced into the school curriculum from grades I to XI. 2. “Practice” - the formation of experience in self-improvement activities. This activity represents the child's extracurricular activities in the afternoon. 3. “Methodology” - implementation of forms and methods of self-development training in teaching the fundamentals of science. Modern educational technologies

Technology of self-development education (G.K.Selevko) The course “Personal Self-Improvement” gives the child basic psychological and pedagogical training, a methodological basis for conscious management of his development, helps him find, realize and accept goals, a program, learn practical techniques and methods of his spiritual and physical growth and improvement. This course implements the position about the leading role of theory in personality development; it is the theoretical basis for all educational subjects. Modern educational technologies

Technology of self-development education (G.K.Selevko) The course is built taking into account age capabilities and presents the following structure by grade: I-IV grades - Basics of ethics (self-regulation of behavior); V class - Know yourself (personality psychology); VI class - Do yourself (self-education); VII grade - Learn to study (self-education); VIII class - Culture of communication (self-affirmation); IX class - Self-determination; X class - Self-regulation; XI class - Self-actualization. Modern educational technologies

Technology of self-development education (G.K. Selevko) During classes, half of the teaching time is devoted to practical, laboratory and training forms of work, including psychological and pedagogical diagnostics and self-diagnosis of students; drawing up self-improvement programs by sections and periods of development; comprehension, reflection of life activity; trainings and exercises on self-education, self-affirmation, self-determination and self-regulation. Modern educational technologies

Health-saving technologies Creation of health-saving infrastructure Implementation of modular educational programs Program for creating a culture of healthy and safe lifestyle Effective organization of physical education and health work Educational work with parents Rational organization of educational and extracurricular life of students Modern educational technologies

“Debate” technology Forms skills: The ability to think critically The ability to separate important information from unimportant information The ability to identify and isolate a problem The ability to identify causes and possible consequences The ability to identify facts and opinions The ability to effectively solve problems The ability to evaluate evidence The ability to work in a team Modern educational technologies

Technologies "TRIZ" (technology for solving inventive problems) TRIZ - pedagogy aims to form strong thinking and educate a creative personality prepared to solve complex problems in various fields of activity. Its difference from the known means of problem-based learning is in the use of world experience accumulated in the field of creating methods for solving inventive problems. Of course, this experience has been reworked and aligned with the goals of pedagogy. The method of solving inventive problems primarily means techniques and algorithms developed within the framework of TRIZ, as well as foreign methods such as brainstorming. Modern educational technologies

Portfolio Portfolio is a technology that allows you to solve the problem of objective assessment of performance results Portfolio is a technology for planning a professional career Types of portfolio of achievements, thematic presentation, complex New forms of portfolio Electronic portfolio Passport of competencies and qualifications European language portfolio (a single European model adopted by the Council of Europe) Modern educational technologies

Modernization technology Moderation is an effective technology that can significantly improve the effectiveness and quality of the educational process. The effectiveness of moderation is determined by the fact that the techniques, methods and forms of organizing cognitive activity used are aimed at enhancing the analytical and reflective activity of students, developing research and design skills, developing communication abilities and teamwork skills. The process of collaboration, organized with the help of moderation techniques and methods, helps to remove communication barriers, creates conditions for the development of creative thinking and making non-standard decisions, forms and develops skills in joint activities. Modern educational technologies

Modernization technology Moderation also uses well-known techniques for solving problems and finding optimal solutions - cluster, morphological analysis, mental maps, six thinking hats, synectics, etc. The goals of using moderation are effective management of children during the lesson, the fullest possible involvement of all students in the learning process, maintaining high cognitive activity of students throughout the entire lesson, guaranteed achievement of the goals of the lesson. This ensures optimal use of class time (extracurricular activities), as well as the energy and potential of all participants in the learning process (teacher, educator, students). Modern educational technologies

Modern pedagogical technologies used by the school staff Information communication Health-saving Multi-level learning Game Group Project Problem-based learning technology? % ? % ? % ? % ? % ? % ? % Developmental training? % Modern educational technologies

The Law of the Russian Federation “On Education” prescribes that education should be focused on ensuring the self-determination of the individual and creating conditions for his self-realization. And today a tool has been created that allows us to solve this problem, that is, to build an educational space in which students’ activity abilities are most effectively developed. Innovative teaching technologies are such a tool.

Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, and then everything starts all over again. V.P. Bespalko Modern educational technologies

Creative success and effective work Modern educational technologies

From understanding to use The importance of implementing the principle of interactivity for modernizing vocational education in the spirit of the requirements of the Bologna process Defining the essence of interactive learning and stereotypical misconceptions The role of the computer in realizing the advantages of the interactive learning model Possibilities of using interactive learning

Interactive training and modernization of higher education to increase its efficiency and quality of training development and expansion One of the most important areas in improving higher education, increasing its effectiveness and the quality of training professionals in a modern university is the development and expansion of the use of forms and methods of interactive learning.

Interactive learning and modernization of higher education in vocational education today The main methodological innovations in vocational education today are also connected precisely with educational training (with the use of forms and methods of not only interactive learning, but also education (in particular, in the work of curators).

Interactive training and modernization of higher professional education by modernizing the Russian vocational education system (). This direction has begun to intensify especially in recent years in connection with the modernization of the Russian vocational education system in the spirit of the requirements of the Bologna process (). with the transition to level education. There is no turning back, especially in 2011 with the transition to level education.

Implementation of the principle of interactivity Through the implementation of the principle of interactivity, the following tasks are solved: democratization of the educational process; democratization of the educational process; integration into the European and world educational space; integration into the European and world educational space;

Interactive training and modernization of higher professional education; intensifying the student’s participation in creating an educational result; intensifying the student’s participation in creating an educational result; formation of creative general professional competencies that are in demand by modern employers; formation of creative general professional competencies that are increasingly in demand by modern employers (such as the ability to respond to a rapidly changing situation).

The concept of the essence of interactive learning The concept of “interactive” comes from the English “interact” (“inter” “mutual”, “act” “to act”). effective interaction as the top result of communication Thus, interactive is based on interaction, and effective interaction as the top result of communication is always dialogical.

The concept of the essence of interactive learning, direct or indirect Interactive learning is dialogue learning, during which interaction between the teacher and students takes place, direct or indirect (including, in a significant number of cases, with the help of electronic/computer technology)

Main misconceptions 1. Interactive learning is carried out only with the use of computer technology; socio-psychological training in the study of the disciplines Psychology of Self-Presentation/MT and Psychological Workshop/SP (and socio-psychological training in the study of the disciplines Psychology of Self-Presentation/MT and Psychological Workshop/SP?)

Computer in an interactive learning model Computer testing (educational and psychological) Computer testing (educational and psychological) Performing practical creative tasks in office (or special) programs Performing practical creative tasks in office (or special) programs Internet consulting on discipline/research work Internet consulting on discipline/research work

Advantages of the interactive learning model The dominance of any participant in the educational process or any idea is excluded; from an object of influence, the student turns into a subject of interaction, he himself actively participates in the learning process, in the design of an individual educational route;

Advantages of an interactive learning model The use of this model involves modeling life situations, joint problem solving; (as opposed to simulation games). makes it possible to use role-playing business games (as opposed to simulation games).

The use of interactive learning is determined by: The nature of the educational program (main/additional)The nature of the educational program (main/additional) The specifics of the academic disciplineThe specifics of the academic discipline The purpose of a specific lessonThe purpose of a specific lesson Age and other characteristics of students Age and other characteristics of students Capabilities and preferences of the teacher Capabilities and preferences of the teacher

Application of interactive training in HPE Combination of game methods with others Combination of game methods with others Search for problems and solutions to formulated problems Search for problems and solutions to formulated problems of open software Active use of game methods Active use of game methods Search for solutions to already posed problems Search for solutions to already posed problems