The technology of threedimensional methodical
system of learning
Author: professor Zh.A.Karayev
Republic of Kazakhstan
Almaty
2014
Actuality of technification of the education
system
• Law of the Republic of Kazakhstan "On Education" article 51. “Rights, duties and
responsibilities of pedagogical employee "paragraph 3.2 "Pedagogical employee
is obliged to ensure the quality of educational services provided in accordance
with the requirements of state compulsory educational standards. “
• "We must pay great attention to the functional literacy of our students, in general
of all younger generation. It is important to our children to be adapted to modern
life "(N. Nazarbayev. "Strategy of Kazakhstan - 2050").
• Low rates of Kazakh schoolchildren in international comparative studies of the
quality of education PISA, TIMSS, PIRLS.
• Transition from informative and explanatory (instructional) model of education
based on knowledge of centric approach to the constructive learning model
based on functional and competence approach.
Definition and
general characteristics of TTMSL
Definition
TTMSL – project of Pedagogical System (PS), realized on practice.
PS=MSL+DPr (Methodical System of Learning + Didactical Process)
DPr=М+Pa+Ma (Motive + Pedagogical activity + Management);
MSL =
1.
2.
3.
4.
aim, content, methods, forms, sources of learning
Characteristics of TTMSL
Diagnostic aim setting and objective assessment of (criterial
assessment) academic success of students.
The structure and content of DPr built for pupil development
through independent cognitive activity.
Integrity of DPr.
100% guarantee that students achieve results.
Quality of
education
Operational
setting
ratio of aims and learning
outcomes as a measure to achieve
the aims, where the aims are given
only operationally and predicted in
the zone of proximal development
of the student.
learning aims characterized by the
fact that they are stated in terms of
learning outcomes expressed in the
actions of students who can be
accurately measured and
identified.
Benjamin Bloom's Taxonomy
GENERAL CATEGORIES OF
LEARNING AIMS
CHARACTERISTICS OF THE RESULTS
OF STUDENTS
1. Knowledge. This category denotes memorization and reproduction of • knows the terms used;
the material studied. We can talk about different kinds of content - from •
concrete facts to holistic theories. Common feature of this category - •
•
remembering the relevant information.
•
2. Understanding. As an indicator of the ability to understand the
meaning of studied material may serve a transformation
(translation) of the material thereof to another form of expression,
"translation" from one "language" to another (e.g., from verbal
form - in math). As an indicator of understanding can also act
interpretation of material by pupil (explaining summary) or
assumption about the future course of phenomena, events
(predicting consequences, results). These learning outcomes are
superior to simple memorization of material.
•
•
•
•
•
know the specific facts;
knows the methods and procedures;
knows the basic concepts;
knows the rules and principles.
understands the facts, rules and
principles;
interprets verbal material;
interprets diagrams, graphs and charts;
converts verbal material in
mathematical expressions;
supposedly describes future
consequences arising from the available
data.
3. Applying. This category denotes the ability to use studied material in • uses the concepts and principles in new
specific circumstances and new situations. This includes the application of
rules, methods, concepts, principles, laws and theories. Appropriate •
learning outcomes require a higher level of mastery of the material than
•
understanding.
situations;
apply the laws, theories in specific
practical situations;
demonstrates the correct application of
the method and procedures.
4. Analysis. This category denotes the ability to break the material into
components so that its structure appeared clear. This includes isolation of parts of
the whole, revealing the relationships between them, the realization of the
principles of the whole organization. Learning outcomes are characterized with
higher intellectual level than understanding and application because they require
awareness of both the content of the learning material, and its internal structure.
•
•
•
•
5. Synthesis.
•
This category denotes the ability to combine elements so as to
•
obtain a whole, embracing novelty. Such a new product can be a message •
(performance, report), a plan of action or a set of generalized relations (scheme to
arrange the available data). Appropriate learning results suggest an action of
creative nature with an emphasis on the creation of new schemes and structures.
•
6. Assessment. This category denotes the ability to assess the significance of
each material (approval, artwork, research data) for a specific purpose. Judgments •
of pupil should be based on clear criteria. Criteria can be either internal
(structural, logical) and external (matching the intended target). Criteria can be •
determined by the student, or be asked to him outside (e.g., teacher). This category
implies the achievement of learning outcomes on all previous categories plus
evaluative judgments based on clearly defined criteria.
allocates hidden (implicit)
suggestions;
sees the errors and omissions in
the logic of the argument;
makes differences between facts
and consequences;
assesses the significance of the
data..
writes a little creative essay;
makes a plan of the experiment;
uses knowledge from various
fields to compare plan of solving
a particular problem.
assesses the logic of the material
in the form of written text;
assess the compliance of
conclusions of available data;
assesses the importance of a
product of the activity, on the
basis of external quality criteria.
(Interrelation of taxonomy of aims with the levels of mastering, motive, activity, skills and quality of knowledge)
Skills
Generalization
The need for
and
cognitive
systematization, activity
evaluation
Creative level of Creative skills
activity
Applying
Sustained
interest
Heuristic level
of activity
Understanding
Situational
interest
Interpretive level Reproductive
of activity
skills in
changing
situation
Knowledge
Indifference
Reproducing
level
Quality of knowledge
Partiallysearching skills
Reproductive
skills in
standard
situation
Levels of
mastering
Creative
Consistency,
strength
Activity
Efficiency, flexibility, depth,
systematicity
Motive
Effectiveness, mindfulness
Taxonomy of
aims
Correctness, completeness
уровни иерархии
Didactical matrix<=> Logical and structural model of TTMSL
Heuristic
Algorothmic
pupilary
Т
Psycho-pedagogical bases of TTMSL
1.
2.
3.
4.
5.
6.
Theory of L.S. Vygotsky on the transition, in the learning process, of mental
development of the student from the zone of "actual development" to the zone
"of proximal development", implemented through the work, passing from
reproductive to a productive level.
The concept of S.L. Rubinstein on the inclusion of the object's thoughts in new
connections in the thinking process and thereby identification of new properties
in it, leading to inventions and discoveries.
Philosophy and pedagogical views of John Dewey.
"The theory of complete assimilation" B. Bloom.
"Theory of needs" A. Maslow.
The concept of V.P. Bespalko on pedagogical technologies.
Some construction principles of three-dimensional content of
methodical system of training
Personality and pragmatist approach, developing education, suggests that students in
a process of performance of a leveled tasks system gradually climbed up the ladder of
didactic matrix development, herein the stepping stones ladder of development are
leveled exercises - tasks;
With orientation to diagnostic set aim of education and upbringing in the school
must be made a content selection in all school subjects of the curriculum.
The task of skills formation as a learning objective should be reflected in the
structure of the educational process and the system of exercises in the textbook and the
learning process, on their number and system of their inclusion in the context of the
lesson and method of development in homework.
Models of questions and tasks on taxonomy of B.Bloom
Types
K
N
D
O
G
W
E
L
E
U
N
D
E
R
S
T
A
N
D
I
N
G
Sample questions,
that you can ask to students
Sample tasks
(learning aims)
Levels of
knowledge
and skills
Aimed at testing memory through repetition or
recognition of information, remembering information
and material: perform test tasks, insert missing
symbols, learn by heart, , the repetition of rules and
definitions, bring the order of application
- When the Great Patriotic War
started?
- What is the subject?
- How to write simple
fractions?
- What is the capital of Egypt?
To determine, to
repeat, to note, to list,
to remember, to
name, to correlate, to
highlight
Low
Transfer of information into another, known system to
identify ways of transferring to another stored
information. Description of similarities, differences
and result, mapping.
Divided into four groups:
1. Explanation (interpretation) - determination of the
basic idea and its internal interrelation; here can be
attributed the questions "how", "why", tasks as
"Compare", "Enter the difference", etc.
2. Translation (transformation) - translating ideas into
a familiar symbolic system or form with preservation
of meaning: to read a graph, to explain the picture, to
explain in their own words.
3. Examples - show that the idea, understood
information correctly.
4. Definition - transfer content of the term or concept
in your own words, summarization of definitions with
familiar and understandable words (not a repetition of
the above definition).
1. Explanation: What is the
difference between X and Y?
- Compare the relief of Western
and Eastern Kazakhstan.
2. Translation: Explain in your
own words what is understood;
- Show the study in the form of
tables and briefly summarize the
content;
-Tell the story in your own words.
3. Examples: Give examples on
topic (definition).
4. Definition: Define the problem
understandable for the student of
3 grade;
- Explain the term
in your own words.
To translate, to
reformulate, to
describe, to
recognize, to
explain, to express,
to distinguish, to
arrange, to report, to
tell, to read a graph,
to explain the picture,
to explain in your
own words, to
compare, to tell the
difference, to match,
to give an example
Content
Middle
A
P
P
L
I
C
A
T
I
O
N
Pupils / students have an idea
of ​metaphors and similes
(learning) in the literature, and
Use or application of the information to solve a problem.
they know their difference
Pupil / student should without a teacher / instructor
(understanding). Now they need
independently solve unfamiliar problems. Teacher /
to apply this information and find
instructor should pay attention not only on the correctness of out (to tell), what images they
the decision, but also on the process of decision; because
constructed in the poem of Abay
solutions may be more important than the decision itself.
"Winter".
/ Corresponds to tasks "How can
you apply? Try to make. What do
you know? Make a table, graph
"/.
To interpret, to apply, to
attach, to use, to show (the
principles and procedures of
work), to perform in
compliance with the rules
(play a role), to practice, to
illustrate, to resort to ideas
(use the ideas), to show in
writing, order, to indicate
schematically
M
i
d
d
l
e
A
N
A
L
Y
S
IS
Division of investigated object into its component parts to
determine its structure, as well as finding out the hidden
meanings. Pupil / student discovers and understands how the
various parts and how they lead to the result / An analysis
differs understanding from a deeper processing and
assimilation of information /.
Kinds of analytical questions and tasks:
1. Figuring a matter of fact 2. Identifying subtext 3.
Motivation.
1. Figuring matter of fact - disintegration (in order to show
the relationship between the basic concepts of information,
pupils / students should go beyond it), the development of
ideas expressed.
2. Identifying the subtext - requires to identify the
relationship between the two conclusions / solutions can be
given associations, cause and effect are not listed directly /.
1.3. Motivation - determine the causes. Pupil / student
identifies the direct and hidden meanings and actions to
To allocate, to analyze, to
share, to assess, to calculate,
to experiment, to test, to
compare, to oppose, to
criticize, to diagrammize, to
inspect, to debate, to
inventory, to ask, to correlate
parts, to decide, to
examine, to categorize, to
divide into parts, to identify
causes and effects, to argue,
to reveal hidden meaning
h
i
g
h
1. figuring a matter of fact
- Give the difference of plot
elements of the story;
- Compare two parts of the
theorem.
2. Identifying the subtext
- What is the essence of pension
reform?
- How do you understand the
saying "There is no prophet in his
own country?"
3. Motivation
- What reasons of trip of the
President to China in the month
of May?
- Why exactly these days is
discussing the law of the land?
S
Y
N
T
H
E
S
I
S
E
V
A
L
U
A
T
I
O
N
Creative association of elements in order to
create new content. Construction of new
model (structure) on the basis of their
experience with the use of assumptions,
conditions, and opportunities.
Types of work and the results:
1. Creative genres.
2. Devising a plan or conducting experience.
3. The results, based on abstract concepts.
1. Creative genres - essays,
writings, poems, a report, a script, a
project, development of a computer
program.
2. Collection and concretization of
knowledge on the subject, leading
to a single system, a plan or scheme
/ planning experience, control over
the results /.
3. Construction and an offer of
scientific hypothesis (predicting).
To draw up, to plan, to
offer, to create, to
formulate, to assign, to
collect, to pick up to
construct, to establish, to
organize, to arrange, to
prepare, to write
Decision-making and protection of their own
point of view on a controversial and
polemical topic. Pupils / students must
formulate and convey their thoughts, ideas,
conclusions and justify them. At this level,
are applied concrete, logical and reasonable
standards.
Carried out through formulation of
issues of a discussion and disputes,
for example: "Do you think it is
right/ wrong, important /
unimportant, Are you "for" or
"against"?
To judge, to weigh, to
assess, to rate, to compare,
to review, to assign, to
select, to choose, to
measure, to argue "for" and
"against"
H
I
G
H
H
I
G
H
Tasks on constructing of content of three-dimensional methodical system of learning
(on taxonomy of B.Bloom, V.P. Bespalko etc.)
Level 1
What…?
Where..?
Why…?
When…?
How…?
Who were majors…?
Who/What from …?
Who was…?
Level 2
Compare…
Find a context…
Demonstrate…
Retail in your own words…
When…happened?
How would you show…?
How… happened?
List three…?
Memorization of facts
Remember…
Choose…
Define…
Name…
Understanding
How would you explain…?
What do you mean ...?
Give the classification of following ...
What can you say about ...?
What is the main idea ...?
What is the best answer ...?
What suggestions ... confirm?
How would you briefly
Explain what is happening now ...
explain...?
Level 3
Applying
How would you use ...?
How differently would you do to ...?
What are some examples you can find ...?
How would you decide ... using what is now
Apply the facts in order to ...
learned?
How would you show your understanding of ...?
How would you have placed the ... to show ...?
What approach would you use ...?
What elements would you choose to change ...?
What would happen as a result of ...?
What facts would you have selected to show ...?
What would you ask in an interview with ...?
How would you apply what you have learned to develop ...?
Level 3
How ... is associated with ...?
Why do you think ...?
What is the theme ...?
What is the motive in ...?
List the parts ...?
What is the function ...?
(on taxonomy of B.Bloom, V.P. Bespal'ko etc.)
(continued)
What are the parts or characteristics of ...?
How would you classify ...?
Identify the different parts ...?
What is the relationship between ...?
Spend the difference between ...?
What ideas confirm...?
Level 4
Do you agree with actions ...?
Do you agree with the effects ...?
What is your opinion on ...?
How would you prove ...? Refute
...?
Define the value or importance ...
It would be better if ...?
Why did they chose ....?
Analysis
Which category would you distribute ...?
What conclusion can be derived ...?
What conclusions can be made ...?
Assessment
What would you recommend ...?
To what sort ... do you qualify?
How could you define ...?
How would you substantiate ... ?
Why is it better than ...?
What would you quoted in defense of actions ...?
What choice would you do in their place?
In what order by priority would you have placed ...?
What judgment would you put up ...?
Basing on what you know, how would you explain ...?
What data have been used to reach this conclusion?
How would you compare the ideas ...? People ...?
Creation
How would you improve ...?
How you think, why ...?
Suggest alternative ...
Think ...
Predict the consequences if ...
A model that would change ...
How would you design ...?
What changes would you make to
solve ...?
What would happen if ... 7
How would you test ...?
What facts you can gather ...?
Come up with an unusual way to
...?
What could be combined to improve (change) ...?
How would you have altered ... to create another ...?
How would you have changed (altered) content (plan)
...?
What could be done to reduce (increase) ...?
If suddenly you could .... what would you do ...?
Formation of methods of cogitative activity of students one of the main challenges of TTMSL
• In conditions of developmental, pragmatical learning pupils must learn methods and
techniques of self-exploration - cognitive activity. The driving force in this plays
methods of cogitative (mental) activity.
• Under the techniques of mental activity is understood the logic operation or a set of
logical operations, subordinated to resolution of certain problems.
• Main types of methods of cogitative activity are:
1) analysis and synthesis; 2) a comparison; 3) the allocation of main; 4)
generalization and systematization; 5) specification; 6) proof and refutation;
7) modeling.
• Formed methods of cogitative activity becoming active learning methods, help to
achieve higher levels of learning/
• Execution of leveled tasks allows the formation of rational methods of mental
activity.
• TTMSL content consists of tasks that require the use of any method of mental
activity.
Assessment by method of stimulation
(computed method, transparent
gradebook)
№
Name
Topic of learning material
A1
A2
A3
++
1
Sidorov
+++++
++++
2
Petrov
+++++
+++
3
Ivanov
+++++
++
-----
-----
25
Kulikov
+++
А4
Individual trajectory of student development
levels
α3
α2
α1
ТСР1
ТКР1
ТСР2
ТКР2
ТСРn
ТКРn
The averaged semester academic
achievements of students
levels
α3
α2
α1
1st semester
2nd semester
3rd semester
4th semester
Т (semester)
Pedagogical technologies of learning as a condition for the
modernization of the education system
Only by creation of educational technologies can be overcome current stagnant
state of both pedagogical science and practice, are overcome well-known negative
phenomena.
To go from the traditional Pedagogical System without diagnosticity of goals and
objective control, without didactically reasonable content, random didactical
processes and ossified organizational forms to prospective PS, is required a special
design of it and experimental refinement to the degree of excellence when
guaranteed the ratio "goal-result."
Pedagogical technology develops classical didactics, and this
development is expressed in articulated principles of pedagogical
technology: structural and meaningful integrity of technology, its
diagnosticity purposefulness, completeness, socio and nature aligned,
finally, the intensity of all processes.
A transition of all the work of learning and upbringing in the education system
on the rails of educational technology means a decisive change in school
practice from arbitrariness in the construction and implementation of the
pedagogical process to the strict validity of each of its elements and stage,
focus on objectively diagnosed final result .
A transition in the practice of education system at rails of pedagogical
technology means equally decisive turn and in pedagogical science from the
widespread substitution of genuine scientific research and scientific demagogy
and verbal gymnastics to search of true fundamental and applied pedagogical
knowledge, capable to become a direct productive force in the improvement of
school practice.
Updating of school is only possible through science-based improvement of pedagogical technology,
involving a strictly scientific design and exact reproduction in the classroom ensuring the success of
pedagogical processes, rather than hope for the mythical occurring from nowhere pedagogical skill of
the teacher. Good, science-based technology of learning and upbringing - this is the pedagogical skill.
(V.P.Bespalko. Components of pedagogical technology, Moscow, 1989).
What does applying of TTMSL?
1.
2.
3.
4.
5.
6.
7.
TTMSL integrates two world trends of pedagogical technology:
technologies, oriented to research and technologies, result-oriented.
Transition from knowledge centric didactics to three-dimensional
pragmatical didactics.
Provides functional literacy of students, criterial evaluation system.
To implement the project "Developmental books" where as a developer
of the textbook becomes the teacher himself.
Effectively solves the problem of ungraded schools with combined
classes.
Ensures effective use of ICT in the learning process.
Implement health sparing didactics in school practice.
Thank you for your attention!