The technology of complete assimilation of knowledge.

The technology of complete assimilation of knowledge.

The authors of the technology of complete assimilation of knowledge are American psychologists J. Carroll, B. Bloom and their followers. In our country the theoretical basis of this technology is outlined in the works of M.V. Klarin. Carroll offered to make the result of learning a constant parameter, and the conditions of learning - variables, adjustable to achievement of a given result by each learner through an appeal to https://edusharky.com/buy-term-paper to buy the necessary materials for learning. This approach was supported and developed by B. Bloom, who proposed the ability of the learner to determine the rate of learning not at averaged, but with conditions, optimally selected for each student. B. Bloom studied the abilities of students in a situation where the time to learn the material is not limited.


With the proper organization of learning, especially the removal of time constraints, about 95% of students would be able to absorb all of the course content. If, however. conditions are the same for all, most achieve only "average" results. In order to implement such technology requires a major overhaul of the traditional classroom-taskwork system. Category of learners:

- The low ability students, who are not able to achieve the predetermined
the anticipated level of knowledge and skills, even with a large amount of instructional time;
- the gifted (about 5%), who can often do
that everyone else cannot do;
- the students who make up the majority (about 90 percent) and whose
whose ability to learn depends on the amount of instructional time involved.
Implementing this approach, J. Block and L. Anderson have developed a method of teaching on the basis of full assimilation of knowledge.

The starting point of the method is the attitude that The starting point of the method is the attitude that the teacher using this system must accept. students are able to fully absorb the necessary educational material with the rational organization of the educational process. The teacher has to determine the benchmark of full assimilation and outcomes set in a unified (reduced to uniformity) form by means of a hierarchy (consecutive arrangement from the lowest to the highest) of pedagogical goals designed for the cognitive (thinking) sensual (affective) and psychomotor spheres. Categories of goals are formulated through specific actions and operations, to be performed by the learner in order to confirm achievement of the benchmark.

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