In the case of the behavior of those who learn, the signs of age and (or) life crises,
the development of educational and cognitive activity is carried out with the
domination of integration, that is, their association in a comfortable for the interaction
of the group of their choice, which is indirectly controlled by those who teach , because
of the complexity of the content of the proposed tasks, and their own desire for those
who learn, to develop the ability of others ("I can and I want to help the other (others)").
In the absence of the behavior of those who learns signs of age and life crises
building educational and cognitive activities carried out with the dominance of
differentiation. This is realized as a conscious choice for those who are studying, one
of the types of differentiation, in particular, differentiation according to a different way
of expression of cognitive activity ("I want"); differentiation on the desire to develop
their abilities ("I can"); differentiation on a different means of cognitive activity and a
desire to develop their abilities ("I can and I want").
Consequently, innovative author’s novations by L. Holodiuk are implemented at
the level of management and serve the flexible introduction of integration and
differentiation in order to mitigate the course of age and life crises that can be
experienced by those who learn.
Innovative author’s novation in the structural component of the triad of "learning"
was:
-
the development of teaching methods "I teach myself, teach me others", "I teach
others", "study in mutual learning" in view of the functioning of the local educational
and information space of interaction of participants educational process;
-
development of a layout of a common table-matrix of the organization of
educational process with the observance of the triad "learning - teaching -
management" (Table 1);
-
the development of a table of matrix of problematic teaching material, a table
of matrix for the implementation of part-search teaching materials, a table of matrixes
for the organization of the activities of those studying while conducting self-study work
(author's works by T. Miier) [3].
Use of the specified item (Table 1) was carried out with the aim, firstly, to
emphasize the attention of those who teach on the possibility of applying different
methods of teaching students; and secondly, the management of the process of the
simultaneous stay of those who learn in different ways of learning; thirdly, the
implementation of managerial actions aimed at knowledge and assessment of the state
of the educational process in order to establish the presence (absence) of signs of age
and (or) life crises and the flexible introduction of integration and differentiation in
order to mitigate their course, that is, practical implementation of the eco-
differentiation approach (innovative author’s novation by L. Holodiuk), etc.
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