Universal Screening in Reading and Sometimes Math Is an Essential Component of the Rti Model at the:

The article considers the problems of personality activity in didactics every bit 1 of the topical problems in psycho- pedagogical science, and in educational practise. The authors singled out the issues of personal activity in learning equally the leading factor in achieving the goals of education and the overall development of the private. Mathematical education occupies one of the leading places in the system of general homo education, since mathematical models describing the interrelation of the quantitative characteristics of diverse phenomena and processes are now an integral office of enquiry in any field of knowledge. The ways of organizing a lesson in mathematics on the ground of modern active instruction methods are showen. Classifications of active teaching methods and features of their awarding in the pattern of a training session in mathematics are shown. The types of agile pedagogy methods are analyzed, which is a systematic and purposeful orientation of students towards actively motivated mastering of the system of knowledge and methods of activeness.

The goal of mod education is the development of the child'due south personality, the identification of his creative abilities, and the preservation of physical and mental health. In mod education, many positive trends take emerged: the variability of pedagogical approaches to the teaching of schoolchildren develops; teachers have the freedom to search creatively, author schools are being created; foreign experience is actively used; parents are given the opportunity to choose a pedagogical system. The teacher is given more and more than serious tasks. Every twelvemonth, the amount of information that students have to «digest» increases. At the aforementioned time, the possibilities of the students themselves are not limited. In this regard, new requirements are presented not just and not and so much to quantitative, as to the quality side of training. The focus is on the use of modern educational technologies. The traditional means of education earlier our eyes are gradually disappearing into the past. On the kickoff place at that place are active methods of teaching, which give the students the opportunity to actively participate in the educational procedure. Interest in active teaching methods is caused by an acute need to improve the modern didactic system and practice this with the least risk, that is, due to the skill of the teacher, and not overload of schoolchildren.

The implementation of the country standard of bones general education is based on the system - activity approach. Today, the main task of the teacher is non merely to give students a certain amount of knowledge, but also to develop interest in the teaching, to teach to learn, to apply knowledge in practical activities.

Mathematics is widely used in the written report of other subjects in schoolhouse, it is used in the practical work of future workers, engineers, technologists, economists, and in everyday life. Knowledge of the basics of mathematical science is necessary for all students.

How can one instill an interest in mathematics? How to motivate students to study the field of study and stimulate their action throughout the lesson? Through independence and activity, through the search activity in the classroom and at habitation, the cosmos of a problem state of affairs, the variety of teaching methods, through the novelty of the cloth, through the use in the learning process of active methods and forms of work in the lesson.

Agile methods of teaching are methods that encourage students to actively think and practice in the process of mastering the education textile. Active learning involves the utilize of a organisation of methods that focuses primarily not on the instructor'south presentation of finished knowledge, their memorization and reproduction, only on the independent mastery of students' knowledge and skills in the process of active mental and practical activity. Using active methods in math lessons helps to form not just noesis-reproductions, but skills and needs to apply this knowledge for analysis, cess of the situation and making the correct determination [1].

When choosing active teaching methods, a number of criteria should be followed, namely:

• • compliance with goals and objectives, principles of educating;
• • compliance with the content of the topic;
• • compliance with the abilities of the trainees: age, psychological evolution, level of pedagogy and upbringing, etc.
• • compliance with the conditions and time allocated for training;
• • matching the capabilities of the teacher: his feel, desires, the level of professional skill, personal qualities.

Thus, the task of the instructor is to create weather condition for the practical application of abilities for each student, to choose methods of instruction that would allow each educatee to evidence their action, and also to activate the cerebral action of the student in the process of education mathematics. The correct selection of types of educational activities, various forms and methods of work, the search for diverse resource to increase the motivation of students to written report mathematics, the orientation of students to learn the competencies necessary for life and activity [ii].

Methods of active education can be used at various stages of the learning procedure:

Stage 1 - the primary mastery of knowledge. This could be a problem lecture, a heuristic conversation, an academic discussion, etc.

Stage 2 - cognition control (fixing). Methods such as commonage thought activity, testing, etc. can be used.

Stage 3 - formation of skills and skills based on knowledge and evolution of creative abilities; It is possible to use simulated preparation, game and non-game methods [3].

Active forms of education in the teaching of mathematics:

Didactic games are a type of preparation sessions organized in the course of educational games that implement a number of principles of game, agile learning and differ in the being of rules, a stock-still structure of gaming activity and the evaluation arrangement, one of the methods of active learning.

It is most appropriate to employ didactic games and game situations when checking the results of grooming, developing skills, forming skills.

For example,the game «Hot chair» - the educatee sits on a chair, and the students ask examples for the oral solution until he collapses, then he is replaced by the one who suggested the last example, the game continues. The winner is the 1 who solved more than examples.

Game warm-ups. Workouts are exercises that help to defuse the atmosphere, relieve fatigue and tension, encourage students, move from one activity to another, update knowledge, consolidate skills. They are dominated by the mechanism of active and psychologically constructive recreation.

Brainstorming is a widely used method of producing new ideas for solving scientific and practical problems. Its purpose is to organize collective thinking action in search of not-traditional ways of solving problems.

The problem formulated in the grade on brainstorming techniques should have a theoretical or practical relevance and induce agile interest of schoolchildren [4].

To determine how well a particular topic is mastered in mathematics, various forms of knowledge control are practical. I of them is tests.

Test tasks are convenient to use when organizing independent work of students in the self-control mode, when the educational cloth is repeated.

Tests provide an opportunity for an objective assessment of students' knowledge and skills in assurance co-ordinate to common criteria. This allows you to decide who mastered it at a minimum level, who confidently owns cognition and skills at a higher level than that provided by the program. The chore should provide verification of noesis and skills on three levels: recognition and reproduction, application in a familiar state of affairs or artistic use.

Method of association. Much easier to assimilate the course of the decision, if some of its moments are related to life, the stages of the decision are compared with the concepts of the surrounding world. In this example, the mathematical inference is associated with representations of reality, or visual association occurs.

For example, in order to better remember the values of trigonometric functions in geometry classes, I familiarize students of form 8 with «Trigonometry in the palm of your manus» [5].

– Guys, the values of the sines and cosines of the corners «are» on your manus (see Table).

Tabular arrayTrigonometry on the palm

In geometry lessons, you lot can advise the «Theorem - puzzle» method. Students are invited to collect a theorem from 4 fragments. One contains the conception of theorems, the other contains a blueprint for the theorem, the tertiary contains what is given and what needs to be proved, on the fourth, the proof. All the theorems of the course are collected in 1 package.

Methods of obtaining feedback. «Unfinished sentences». Participants are invited to consummate the following proposals: The near important question that was raised today ... The virtually difficult for me in today's form was ... Today I understood (...) that ...

The Sinkwein reception is a verse form that is a synthesis of information in a laconic grade, which allows united states to describe the essence of the concept or to implement reflection on the basis of the noesis gained. To write information technology, the following rules be: Title - 1 noun, description - two adjectives, actions - three verbs, feeling - a phrase of 4 words, repetition of the essence - a synonym (ane discussion). For case:

Triangle Isosceles, equilateral Constructs, solved, called The sum of the sides of the triangle is the perimeter.

Problem learningis grooming, in which the teacher, systematically creating trouble situations and organizing the activities of students to solve problems, provides an optimal combination of their independent, search activity with the assimilation of ready-made conclusions of scientific discipline. Problem training is aimed at the germination of cognitive independence of students, the development of their logical, rational and critical thinking, and also involves non only the assimilation of the results of scientific knowledge, but besides the very path of noesis, ways of creative activity.At the eye of the organization of problem learning is the personalityactivity principle, i.e. discovery by students under the guidance of a teacher, conclusions of scientific discipline, ways of acting, the invention of new subjects or ways of applying knowledge to practice. The content of the problem situation is a learning problem that creates the need for solving an intellectual problem, the desire to think and operates with such concepts every bit a trouble problem, a problem question, a problem task, problematic as a learning principle.

A problem tasks means a learning problem with articulate atmospheric condition given by the teacher or some of the trainees, and therefore has a limited search field. Here the content is a contradiction between known and unknown noesis and puts the learner in a problem situation, depriving him of the opportunity to receive a ready answer. He must find it by means of thought processes, using as a means previously acquired cognition

The problematic question is office of a problematic or private educational chore (question-problem) that requires a response to it through thinking. Questions that stimulate thinking brainstorm with such question words and phrases as «why», «why», «how to explain this», «how to understand information technology», «how to prove (justify)», «what follows from this (what a conclusion), and and then on.

The problem consignment is a training task, which is made up in the form of a trouble task or a problematic issue (a question of a problem) in lodge to set trainees in a problem state of affairs. They can be different in their content: some are congenital on the contradictions of existent life (existent psychological collisions) or contradictory statements of well-known authors, others - on the contradictions in the development of the psychological science itself, connected with the yet unsolved problems and different points of view of scientists on them.

Methodical methods of creating problem situations:

• – the teacher brings the students to a contradiction and invites them to discover a way to solve it;
• – confronts the contradictions of applied activity;
• – sets out different points of view on the same question;
• – suggests to consider the miracle from diverse positions (for case, commander, lawyer, financier, teacher);
• – encourages pupils to brand comparisons, generalizations, conclusions from the situation, to compare facts;
• – raises specific questions (on generalization, substantiation, concretization, logic of reasoning);
• – defines problematic theoretical and practical tasks (for example, research);
• – poses problematic bug (with bereft or excessive initial data, with doubt in the conception of the question, with conflicting data, with deliberately admitted errors, with express decision fourth dimension, and others) [2].

The«round table» is a method of active learning, one of the organizational forms of students' cerebral activity, which allows to consolidate the knowledge gained earlier, to fill up upwards missing information, to form skills to solve problems, to strengthen positions, to teach the culture of give-and-take. A characteristic feature of the round table is the combination of a thematic discussion with a group consultation. Forth with an agile substitution of knowledge, students develop professional skills in articulating their thoughts, arguing their arguments, justifying proposed solutions and upholding their beliefs. At the same fourth dimension, the data obtained as a event of listening to lectures and independent work with additional material is stock-still, equally well equally the identification of problems and issues for discussion. The method of «round table» can be carried out:

• – educational interdisciplinary, problematic and thematic seminars;
• – grooming discussions;
• – round table meetings;
• – intersubject meetings, conferences and others.

The brain relay race is a method of generating ideas that differs from the brainstorming by the fact that its participants, within a sure fourth dimension (v-x minutes), offer their recommendations for solving the problem and record them on an individual sheet. In the second round of the brain relay race, each participant reads out their proposals, and the balance of them expose them to scores, for example, on a v-point organisation. Myself is not valued. To echo or not to echo similar advice - the participant of a brain relay solves. It is amend to repeat, since completely identical proposals practically do not exist, and the most insignificant differences of the options lead to sharply unlike estimates.

Pedagogical game exercises - a kind of entertaining games (quizzes, competitions, competitions, crossword puzzles, cryptograms, etc.), in which the educational material is used as a game.

A presentation is usually understood as representing an interested audience of some new or niggling-known information, products or services. The engineering science of presentation in the context of the awarding of agile education methods is a course of presentation and protection of the pattern solution. This engineering helps to master the skills of presenting data, techniques of public speaking, persuasion, the ability to answer questions from the audience and get out of difficulties [five].

Necessary requirements: observance of time rules, meaningfulness, visual presentation of cloth (handouts, presentation of PowerPoint), style of speech. The Olympics or the scientific and practical conference act equally agile methods of training if the independence of the students' preparation is controlled and guaranteed, and the piece of work itself is of a enquiry nature.

Practice shows that active methods and forms of preparation are a very powerful tool in the hands of the teacher. Methodically well-organized, they require students to actively cognitive action, non only at the level of reproduction or transformation, but too at the level of artistic search, promote the cooperation of the teacher and students in the learning process.

Without well-designed teaching methods, it is hard to organize the mastery of plan material. That is why information technology is necessary to improve those methods and ways of educational activity that help to involve students in cognitive search, in the piece of work of teaching: they assist to teach students actively, independently to extract noesis, excite their thought and develop involvement in the bailiwick.

Ability to engage students in their work, teach them to larn, and there is pedagogical skill, to which all teachers always strive for it. And I desire to finish my commodity with the words of I.G. Pestalozzi: «My students will not recognize the new from me; they volition discover this new themselves. My main task is to aid them open up, develop their own ideas».

References

1. Zarukina, Eastward.5., Logvinova, N.A., Novik, M.M. (2010). Aktivnye metody obucheniia: rekomendatsii po razrabotke i primeneniiu [Active methods of teaching: recommendations for the development and awarding]. Saint Petersburg: SPbGIEU [in Russian].
2. Kurianov, M.A., & Polovtsev, V.S. (2011).Aktivnye metody obucheniia [Agile learning methods]. Tambov: FGBOU VPO «THTU» [in Russian].
3. Lapyhin, Iu.N. (2017).Metody aktivnoho obucheniia [Methods of active learning]. Moscow: Yurait [in Russian].
4. Bulanova-Toporkova, Grand.5., & Kukushina, V.S. (2002).Pedahohicheskie tekhnolohii [Pedagogical technologies]. Rostov- na-Donu: MarT [in Russian].
5. Markova, T.I., & Podolskaia, A.V. (2013).Trihonometriia na ladoni. Pamiatki i podskazki [Trigonometry in the palm of your mitt. Reminders and tips]. Moscow: Literatura [in Russian].

Name of author: D. K. Shegirova, D.A. Zhumagul, N.B. Mikhailova

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Source: https://articlekz.com/en/article/29876

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