- Pedagogical design is the preliminary development of the main details of the upcoming activities of students and teachers.
- Pedagogical design is a function of any teacher, no less significant than organizational, gnostic (search for content, methods and means of interaction with students) or communicative.
- Pedagogical technology is a consistent and continuous movement of interconnected components, stages, states of the pedagogical process and the actions of its participants. Soviet teacher A.S. Makarenko viewed the educational process as a specially organized “pedagogical production.” He was opposed to the spontaneity of the educational process and put forward the idea of developing “pedagogical techniques.”
- Developing “Soviet educational technology”, A.S. Makarenko in practice improved the “technique of discipline”, “technique of conversation between teacher and student”, “technique of self-government”, “technique of punishment”. The thoughtfulness of actions and their consistency were aimed at developing the best in a person, the formation of a strong, rich nature.
- In 1989, the first independent work on pedagogical design by the famous teacher V.P. appeared. Bespalko, who laid the foundation for this important branch of pedagogy.
- Pedagogical design consists of creating hypothetical options for upcoming activities and predicting their results.
- pedagogical systems
- pedagogical process
- pedagogical situations
- The pedagogical process is the combination into a single whole of those components (factors) that contribute to the development of students and teachers in their direct interaction.
- The pedagogical situation is an integral part of the educational process, characterizing its state at a certain time and in a certain space.
- Situations are always specific, they are created or arise during the course of a lesson, exam, excursion and, as a rule, are resolved immediately. The design of pedagogical situations is included in the design of the process itself.
- The structure of pedagogical situations is outwardly simple. It includes two subjects of activity (teacher and student) and methods of their interaction. But this simplicity is deceptive. The interaction of participants in pedagogical situations is structured as the realization of their complex inner world, their upbringing and training.
- Stage I - modeling
- Stage II - design
- Stage III - design
- Pedagogical modeling (creating a model) is the development of goals (general ideas) for creating pedagogical systems, processes or situations and the main ways to achieve them.
- Pedagogical design (creation of a project) - further development of the created model and bringing it to the level of practical use.
- Pedagogical design (creation of a construct) is a further detailing of the created project, bringing it closer to use in specific conditions by real participants in educational relations.
- Rules of principle
- Pedagogical design
- Subordinate pro-
- designed sub-
- systems, process
- sy, situations are real-
- ny needs,
- interests and interests
- their capabilities
- pupils
- Don't impose
- students completed
- development of their projects,
- constructs, know how
- retreat, replace
- them by others
- Tough and detailed
- don't design
- leave it possible
- ness for improv-
- visas and yourself
- Didactic creativity is an activity in the field of education to invent various ways of selecting and structuring educational material, methods of its transmission and assimilation by students.
- Didactic creativity is the most widespread and accessible for teachers and students. There are a great many variations here: combining student actions, using mutual transitions, additions, and invented new techniques. The use of background music, assessment of knowledge by parents, self-esteem, color music, slot machines, reference devices for educational purposes is didactic creativity. Experience shows that it is limitless.
- Technological creativity is an activity in the field of pedagogical technology and design, when the search and creation of new subsystems, pedagogical processes and educational teaching situations are carried out, contributing to increasing the effectiveness of student education..
- This is the most difficult type of pedagogical creativity. It covers the entire activity of the teacher and students. This type of creativity includes the creation of an integrative lesson, a brigade form of industrial training for students, lyceums, colleges, educational information technologies, etc.
- Organizational creativity is creativity in the field of management and organizational activities to create new ways of planning, control, alignment of forces, mobilization of resources, communication with the environment, interaction between students and teachers, etc.
- Organizational creativity ensures the scientific organization of labor (SLO), the rational use of all factors that contribute to achieving the goal in a more economical way. As you can see, the teacher has room to show creativity.
- Preparatory work
- Project development
- Project quality check
- 1. Analysis of the project object
- 2. Selecting a design form
- 3. Theoretical support
- 4. Methodological support
- 5. Spatio-temporal support
- 6. Logistics support
- 7. Legal support
- 8. Selection of system-forming factor
- 9. Establishing connections and dependencies
- components
- 10. Writing a document
- 11. Thought experimentation of the application of the project
- 12. Expert assessment of the project
- 13. Project adjustment
- 14. Deciding on using the project
- These are documents that describe, with varying degrees of accuracy, the creation and operation of pedagogical systems, processes or situations.
- Each object and design stage has its own forms (table), their number, and even they themselves can change.
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- The level of pedagogical design depends on the level of technological competence and is determined based on the following main criteria:
- 1) expediency (in direction);
- 2) creativity (according to the content of the activity);
- 3) technological effectiveness (according to the level of pedagogical technology);
- 4) optimality (by choosing effective means);
- 5) productivity (by result);
- The higher the teacher’s technological level, the higher the level of his pedagogical design.
Objects of pedagogical design: – development of an author’s curriculum for an academic subject; - development of an innovative system of educational work (a new model for organizing self-government in the classroom, development of cultural programs, etc.); - introduction of innovative forms, methods and technologies of training and education; - introduction of new ways to assess students' educational achievements
Technology of pedagogical design Stage 1 - preparatory TasksProceduresResults 1. Definition of the problem Diagnosis of the state of the educational process (tests, tests, questionnaires, observation) Identification of discrepancies between the necessary and actual state of the educational process.
3. Search for options for solving the problem (formulation of a hypothesis) 1. Identification and analysis of options for solving the problem. 2. Choosing the best option or creating your own way to solve the problem. 3. Formulation and justification of the hypothesis Availability of an optimal solution to the problem (hypothesis)
4. Preparation for the implementation of the project 1. Text design of the project 2. Planning of upcoming work. 3. Identification and preparation of necessary resources (organizational, scientific-methodological, material, etc.) Creation of the necessary conditions for project activities
Stage 2 - performing 1. Organization of educational activities of students in new conditions Creation of the necessary conditions for educational activities of students in accordance with the project idea Implementation of the project idea in practice (experimental testing of the hypothesis)
Pedagogical design
1. Functions, types, levels, principles, objects
pedagogical design. Design stages.
2. Competence-based approach to design
educational programs
Designing the results of mastering the EP.
Universal and professional competencies.
EUR AGE requirements for professional and personal
competencies of engineering graduates.
Interdisciplinary – integrated requirements for
results of mastering the EP.
3. Design of academic discipline programs
design: textbook. Benefit for
higher education establishments
2. B.S. Gershunsky. Educational –
pedagogical prognosis. Theory,
methodology, practice: educational
allowance.
3. Gura V.V., Vasilovsky V.V., Role
pedagogical design for
creation of an open university system
education
Central design ideas:
The idea of advance, prospects,The idea of potential difference between
current state of the item
design and perspective,
The idea of step-by-step, step-by-step achievement
planned results,
The idea of compatibility, cooperation,
pooling resources and efforts during
design,
The idea of "branching activity"
participants as we follow the plan
performing joint actions.
The autodidactic nature of project activities is manifested in the ability to provide:
1.2.
3.
4.
Assimilation of new knowledge,
formation of new
representations;
Mastering new types of activities;
Development of design
abilities and personal
human structures;
Incentive to improve. Types of projects
1.
Natural
2.
Technical (engineering)
3.
Social
Teacher - participant in project activities
Organizereducational project
Educational executor
project
Educational project expert
Assess the specifics of your own
experience in project activities
?
Pedagogical design.
Pedagogical designpredetermines the creation of new and
transformation of existing conditions
training and education.
Project activities are constructive,
focused on creating social
significant product.
Pedagogical design. Functions
ResearchAnalytical
Prognostic
Transformative
Normalizing Pedagogical design. Species
Social - pedagogical
design
Psychological – pedagogical
design
Educational design Levels of pedagogical
design
1.
2.
3.
4.
Conceptual
Meaningful
Technological
Procedural Principles of project activities
The principle of predictability
Step-by-step principle
The principle of rationing
Feedback principle
The principle of productivity
The principle of cultural analogy
The principle of self-development Objects of pedagogical design
Educational systems and their
components
Pedagogical processes
Contents of education
Information and educational environment
All types of teaching activities
Pedagogical situations Object - Educational systems
Educational programs
Educational standards
Educational institutions
Education authorities
Methodological centers Object - Pedagogical processes
Subjects of project activities
Learning Objectives
Training content
Educational technologies Object – content of education
Subjects of project activities
Concept
Curricula
Training course programs
Didactic materials Organization of project
activities
1. Requirement of context.
2. Taking into account the diversity of needs
interested parties.
3. Activity requirement
design participants.
4. Realism requirement.
5. Controllability requirement. 1.
2.
3.
4.
Design stages
Pre-project stage (starting)
Main design stage
Reflective stage
Post-project stage 1. Pre-project (starting) stage
includes procedures
Research, diagnostics
situations,
Problematization,
Goal setting
Project conceptualization,
Formation of the project,
Presentation and evaluation
prerequisites for the success of the project. Main design stage
1. Clarification of the goal
2. Step by step execution
project actions
3. Correction of results
design
4. Presentation of results
design
5. External expertise The reflective stage involves
assessment
project compliance
original plan
prospects for use and
project development. 1.
2.
3.
Post-project stage
Approbation
Dissemination of results
Selection of development options
project
Principles of the Bologna Declaration
1. Introduction of two-stagehigher education (bachelor,
master).
2. Use of European
credit transfer systems
units.
3. Comparable quality
education. Project “Setting up educational
structures" (TUNING), in which they participated
universities in all EU countries,
oriented
to achieve pan-European
consensus in determining degrees with
point of view that the graduate
must be able to do upon completion
training,
to determine general and special
competencies of graduates of the first and
second levels of education (bachelors
and masters).
Slide 2
Pedagogical design is the preliminary development of the main details of the upcoming activities of students and teachers. Pedagogical design is a function of any teacher, no less significant than organizational, gnostic (search for content, methods and means of interaction with students) or communicative.
Slide 3
In 1989, the first independent work on pedagogical design by the famous teacher V.P. appeared. Bespalko, who laid the foundation for this important branch of pedagogy. Pedagogical design consists of creating hypothetical options for upcoming activities and predicting their results.
Slide 4
Objects of pedagogical design: pedagogical systems, pedagogical process, pedagogical situations. The pedagogical process for a teacher is the main object of design.
Slide 5
The pedagogical process is the combination into a single whole of those components (factors) that contribute to the development of students and teachers in their direct interaction.
Slide 6
The pedagogical situation as an object of design always exists within the framework of some pedagogical process, and through it - within the framework of a certain subsystem. The pedagogical situation is an integral part of the educational process, characterizing its state at a certain time and in a certain space.
Slide 8
Designing pedagogical systems, processes or situations is a complex multi-stage activity. This activity, no matter who it is carried out and to what object it is dedicated, is carried out as a series of sequential stages, bringing the development of the upcoming activity closer from a general idea to precisely described specific actions.
Slide 9
3 design stages
modeling design construction
Slide 10
Pedagogical modeling (creating a model) is the development of goals (general ideas) for creating pedagogical systems, processes or situations and the main ways to achieve them.
Slide 11
Pedagogical design (creation of a project) - further development of the created model and bringing it to the level of practical use.
Slide 12
Pedagogical design (creation of a construct) is a further detailing of the created project, bringing it closer to use in specific conditions by real participants in educational relations
Slide 13
Instructional design forms are documents that describe, with varying degrees of accuracy, the creation and operation of pedagogical systems, processes, or situations. A concept is one of the forms of design through which the main point of view, the leading plan, and the theoretical initial principles for constructing pedagogical systems or processes are stated. As a rule, the concept is based on the results of scientific research. Although it can be quite generalized and abstract, it still has great practical significance. The purpose of the concept is to present the theory in a constructive, applied form. Thus, any concept includes only those provisions, ideas, views that are possible for practical implementation in a particular system or process.
Pedagogical design Cultural form of innovative processes in education
Historical and cultural sources of pedagogical design In the early stages of the development of society, design is woven into people's life activities: each action is performed on the basis of a project (prototype) that precedes it. Engineering design - preliminary development of ideas, options for a new object, design and modeling of its parts and connections prior to their direct manufacture. Social design - creating new forms of social life (T. More, T. Campanella, R. Owen)
Development of project ideas in pedagogy Dalton plan - drawing up a personal curriculum and individual organization of educational material for each student (E. Parkhurst) Project method - pedagogical idea, technology and form of educational work, focused on developing the child’s ability to solve his own problems “here and now” pressing life problems. J. Dewey - learning should be based on the personal experience of students and focused on their interests and needs, the main way of learning becomes the study of the surrounding life in the project form V.H. Kilpatrick - learning through the organization of “target acts” that allowed students to navigate specific situations S.T. Shatsky - an approach to teaching, according to which the student in his work must proceed from the fact and its perception, observation and experiment are an obligatory part of the learning process 70s. XX century the design component is formalized in the structure of pedagogical activity. In this case, the object of design becomes ideal means: content, methods and forms of pedagogical activity
Design Concept Implementation Reflection Reflection Conceptualization Programming Planning Plan Program Concept Problematization Cooperation Organization Collaboration Community Team
The relationship between the concepts of “design”, “forecasting”, “construction”, “modeling” Forecasting is a special study of the prospects of a phenomenon. How “judgment of prospects” allows for uncertainty of outcome. Design is carried out to obtain a result directly used in practice. Design – development of the structure of an object or system. Together with design, it compiles successive stages of bringing the concept closer to its substantive implementation. During the design process, the elements of the designed object are developed; during design, a system of interrelations of these elements is created. Modeling is a method of studying objects of various natures using their analogues (material or ideal models). It is part of design, since the range of design procedures includes the creation of models of future objects, processes and phenomena
DESIGN CULTURE The project-target approach ensures the organization of design in accordance with a given goal (organization of resources for the goal). The design-modular approach is aimed at designing with variable use of specially created functional modules that act as structural components of an integral system that ensures the implementation of certain activities. The project-program approach is focused on the implementation of a set of projects within the framework of a single program.
Pedagogical essence of design The social nature of design activity is cooperation, pooling of resources and efforts during design. Design is a special type of scientific and prognostic vision of reality, which is aimed at changing it in accordance with the requirements of the development of practice. Autodidacticism of project activity as its ability, in parallel with the immediate result (creation of a project), to ensure the assimilation of new knowledge, the formation of new ideas, the emergence of new meanings, and the dynamics of values. The mosaic nature of design means the folding of design activities from actions that are elements of other types of activities (diagnostic, prognostic, evaluative, etc.)
Types of pedagogical design Project A.S. Makarenko Project “School socio-cultural center of the village” Project “School of social partnership”
Types of pedagogical design Elective course program Project method
Types of pedagogical design Concept of modernization of Russian education Project of the State program “Development of education of children in the Russian Federation until 2010”
Types of design in education Social and pedagogical design Psychological and pedagogical design Changing social conditions by pedagogical means Transforming the goals of teaching and upbringing Creating and modifying methods of teaching and upbringing Solving social problems by pedagogical means Creating forms of organizing pedagogical activities Transforming the system of pedagogical communication Educational design Forming the content of education at all levels Designing the quality of education Creating educational institutions
Levels of design Conceptual Content Technological Process Concept, model, image of the final result Regulations (on structure, competition, organization, etc.), programs (educational, research, development) Organizational charts, curricula, methods Didactic tools, methodological recommendations, developments lessons, event scenarios, educational process schedules Types of project products
Principles of project activity The principle of predictability The principle of step-by-step The principle of rationing The principle of feedback The principle of productivity The principle of cultural analogy The principle of self-development
Requirements for organizing project activities Requirement of contextuality - correlation of the subject of design with a specific context Taking into account the diversity of needs of all parties interested in education: individuals, society, state Requirement of activity of design participants Requirement of realism - providing guarantees of the achievability of project goals. The requirement of controllability is the need for temporary regulation of actions, substantive and technological certainty of the procedures performed.
Features of the subject of design The collective subject of design is a community of people united by a common goal and a common system of values to carry out collective activities based on the manifestation of each participant’s own initiative, which means the need for his personal contribution to the development of the conceptual idea of the project; in developing criteria for project effectiveness; in the distribution of project resources; in receiving feedback; in the presentation of the results of project activities.
Levels and types of relationships in the design group Information level - meaningful exchange of all types of information obtained during project activities Practical level - joint substantive activity Emotional level - individual and joint impressions, experiences acquired during the work on the project Ethical level - rules and conventional norms interactions Subordinate cooperation - the project manager proposes the topic and acts as the main expert Peer cooperation - constant cooperation and partnership between the direct implementers of the project Network relationships - built on the principle of horizontal connections, at the intersection of which (at the network nodes) are the coordinators and leaders of the project
Design object This is the environment or process in the context of which changes occur. educational systems of different scales and their individual components pedagogical processes of all types and their individual components content of education at all levels of formation educational and information and communication space social and pedagogical environment all types of pedagogical activities system of pedagogical relations pedagogical situations quality of pedagogical processes
Subject of design The intended product, the creation of which the project activity is devoted to Educational system: Educational programs Educational standards Types of educational institutions Methodological centers Pedagogical process: Goals Content Technology Content of education: Concept Curriculum Curriculum Didactic materials
Logic of organizing project activities Starting stage: diagnosis of the socio-educational situation, problematization, conceptualization, goal setting, value-semantic self-determination, programming and planning the progress of the project Project implementation stage: step-by-step implementation of planned project actions, correction of the progress of the project and the actions of its participants, presentation of the final results work Reflective stage: external examination of the project, reflection on the project concept, its results and results Post-project stage: testing, dissemination of results and products of project activities, selection of options for continuing the project
Starting stage Diagnosis of the situation Problematization Goal setting Conceptualization Project formatting Preliminary socialization of the project (procedure for public presentation of the project and expert assessment of the prerequisites for its success)
Diagnosis of the situation (pre-project research) What exactly are you not happy with in the world around you (natural, social environment, people, yourself)? What resources and capabilities are available to make the desired changes? What might be the consequences of interfering with the status quo? Quantitative and qualitative assessment Identification of pain points and growth points Confirmation of the social necessity of the project Determination of the logical framework of the project Construction of a system of arguments to attract project partners
Problematization Value self-determination in the problem field of the project Includes actions to identify problems, their formulation, systematization and hierarchization. Correct formulation of the problem means clearly identifying the gap between the desired and the actual as unknown, still hidden, requiring a joint search.
Conceptualization Forecasting possible risks, e.g. those external influences and counteractions that may inevitably arise during the implementation of the project Categorical analysis - development of a common language of communication, agreement on values, determination of the boundaries and content of the categorical field that is relevant (accessible) for project participants Specification of the goal Development of a strategy for project activities that determines the general direction and the nature of achieving goals: an ascending strategy - from the vision of a holistic image to the elaboration of its structural details and a descending strategy - connecting, linking together disparate components
Concept of the project Motivational, value-semantic, target and strategic platform for all subsequent actions description and value-semantic assessment of the problem field of the project value bases of the project activity goals of the project with a description of the final result set of theoretical provisions on the basis of which the project plan was formed approaches, strategy, principles design
Programming Programming a project is the creation of a program, which is a set of necessary activities and actions to achieve the plan. A program is a special type of project that performs a design function, when the priority becomes the construction of specific actions aimed at achieving the intended appearance of the subject of design. Educational program Curriculum Program of activities (teacher, team, institution, etc.) Team development program, (institution, etc.) Activity programs in areas (research program, OER program, etc.)
Planning Planning is associated with the development of a plan for achieving set goals and is of a strategic nature, consisting in highlighting the stages of achieving a goal through identifying intermediate products on the way to the final result. A plan is a document that provides meaningful guidelines for activities, defining its order, volume, and time boundaries. Structural and content plan - a short list of content reflecting its volume, thematic blocks and the order of implementation of the content Strategic plan - formulation of long-term priorities related to design and promoting targeted changes in reality Organizational plan - determination of a pre-planned scope of content and a system of actions for its implementation, providing order and timing of work. It answers the questions: what does it do?, who does it?, with whom in connection?, when?, where?, in what sequence?
Stage of project implementation Each project step is determined by the logic of creating or transforming the subject of design and is always correlated with a specific task for which one of the participants is responsible according to a previously outlined program (plan). A feedback system must be established and maintained throughout the project. An objective interim assessment of the results obtained and the availability of approximate criteria and indicators of the success of each project step should be organized in order to correct the progress of the project on this basis. At the final step of the project implementation stage, a synthesis of local results obtained by different subjects within the project and their bringing together should be organized.
Reflective stage Reflection is an analysis of one’s own consciousness and activity, understanding the meaning of interpersonal communication while working on a project. Reflection at the end of the project is an appeal of the participants to themselves and each other in a new capacity, from the height of the acquired experience of joint activity. The course of the project and the system of relationships that have developed within it are subject to reflection. The final examination and evaluation of the project make it possible to determine the compliance of the resulting product with the original plan; make a decision on local application of design materials or their replication for the purpose of active implementation in practice
Post-project stage Transition to a new project Integration with other projects Start of work of a new organization that arose as a result of the project. Change of status of the subject of project activity. Changing the address of the project (transferring the experience gained to other categories of students or specialists). Distribution of the project to other levels (federal, international).
Criteria for assessing the results of project activities Completeness of implementation of the project plan Compliance with the design context Compliance with the cultural analogue Degree of novelty Formation of social partnership Social and practical significance Humanitarianism Aesthetics Satisfaction with participation in the project Degree of mastery of design procedures Synergy effect
Possible risks of project activity Violation of the integrity of the structure of project activity Selection of an inappropriate object for the application of design efforts that does not need transformation or is not internally ready for changes to occur Inconsistency of the nature of design as a specific form of joint activity of children and adults with the stated pedagogical goals. The desire to plan work for an existing resource, rather than searching for (creating) additional or new resources for the required program. Poor knowledge of the cultural analogues of the designed object. Lack of understanding of the true context of the upcoming changes, the utopian nature of the project. The possibility of a negative impact of the consequences of pedagogical design on the object of transformation, the environment. Psychological unpreparedness of subjects of project activities for any fundamental changes
Structure of the pedagogical project Analysis of the initial situation Problem that the project must solve Goal of the project Design object Conceptual idea of the project 6. Stages of project implementation Program activities 7. Expected results 8. Evaluation criteria 9. Possible risks and ways to overcome them 10. Resource base of the project 11. Required project support (partners)
