Some working questions of small groups

Ключевые  слова:  инновационная педагогика, интерактивное обучение, личностно – ориентированный подход, компромисс

SOME WORKING QUESTIONS OF SMALL GROUPS

Annotation: In the present article methodical recommendation on using the method of working in small groups have been reflected, as working in small groups enables the student to develop the skills of cooperation and teach them to solve occurring compromises.

In recent years, new technologies and teaching methods have been widely used in the educational process. Progress in the educational system brings a new direction to the arena - innovative pedagogy and new pedagogical technologies. New pedagogical technologies in the educational process are primarily related to the personality of the teacher, his pedagogical skills, his spiritual and social level. It seems to us that the main thing in the profession of a teacher is the formation of a professional orientation. This statement not only does not detract from the meaning of the teaching profession, but on the contrary, it opens up the possibility for everyone who wants to master it. The abandonment of stereotypical studies involves the transition to a new level of learning, interactive learning, interactive learning.

Interactive learning - learning, built on the interaction of all students, including the teacher. These methods are most consistent with the personality-oriented approach, as they involve coaching (collective, learning in cooperation), and the student and teachers are subjects of the educational process. The teacher more often acts only as the organizer of the learning process, the leader of the group, the creator of the conditions for the initiative of the students. Interactive learning is based on the direct interaction of students with their experiences and the experience of their friends, since the majority of interactive exercises refer to the experience of the student himself, and not only learning. New knowledge, skill is formed on the basis of such experience. Active teaching methods are included depending on the content of the lesson and the initiative of the teacher. One of these teaching methods is small group work.

Small group lessons allow students to acquire collaboration skills and other important interpersonal skills. In addition, these classes help students (students) learn to resolve the differences between them. As the group increases, the range of capabilities, experience and skills of its members also expands. Increases the likelihood of a participant, whose special knowledge will be useful for the group task. The larger the group, the more skills students must exercise to enable everyone to speak. Such skills require careful training and long practice. The less time allowed to complete the lesson, the smaller the group size should be. Small groups are more effective because they are more responsive to organizations, work faster and provide each student with more opportunities to contribute to the work.

The interactions within a small group have some peculiarities: Groups of two people. In such groups, there is a high level of information sharing and less disagreement, but the likelihood of more tension, emotionality and, very often, a potential deadlock is higher. In case of disagreement, none of the participants has an ally. Groups of three people. With such an organization, two stronger individuals can overwhelm a weaker group member. Nevertheless, groups of three students are the most stable group structures with intermittent shifting coalitions. In this case, it is easier to settle differences.

Groups with an odd and even number of members. In groups with an even number of members, it is more difficult to settle disagreements than in groups with an odd number of members. An odd composition is able to lead a group out of a dead end or to give in to the majority opinion. A group of five people. This group size seems to be the most satisfactory for training purposes. The distribution of opinions in a 2: 3 ratio provides support to the minority. Such a group is large enough to simulate situations and small enough to involve all participants in the work and personal encouragement.

We offer some recommendations on the distribution of students in groups: Teachers are recommended to place excellent, medium and poorly performing students the same group. In disparate groups, apparently, there is a more active creative thinking, more frequent exchange of explanations and a more complete assimilation of perspectives as a result of discussions. In order to build a constructive relationship between students of different genders, it is necessary that the composition of each group be, as far as possible, heterogeneous. There are many useful ways to distribute students into study groups. The easiest way to arbitrarily distribute is to ask students to pay for "the first or second." Even ones fall into one group, odd ones - into another.

Some teachers do not change the composition of study groups for the duration of their studies. It is useful to maintain a stable composition of the group long enough for the group to succeed in the work. The disbanding of under-functioning groups often turns out to be unproductive, since students do not acquire the skills necessary to solve problems jointly. Consider the possibility of including an adult in the group.