The All-Russian Intellectual Olympiad "Student of the XXI century: we try our strength - we show our abilities" was held from October 1, 2016 to April 20, 2017. The Olympiad was attended by students of the 4th grade, studying in UMK system. The tasks of the intellectual Olympiad corresponded to the program of the fourth grade secondary school in Russian language, literature and mathematics.
The 7th All-Russian Intellectual Olympiad brought together 850 people in regional rounds, 425 of them went to the final correspondence round, which was held in Moscow. In total, 28 regions of the country took part in the Olympiad.
We publish the names of the winners and prize-winners!
Individual championship
- 1 place -Gekkieva Malika
MOU Gymnasium No. 5, Tyrnyauz, Elbrussky district, Republic of Kabardino-Balkaria - 2nd place - Zheltukhina Anastasia
MBOU secondary school No. 9, Vyksa, Nizhny Novgorod region
teacher: Ryabova Olga Garievna - 3rd place - Maria Lokosova
MOU "Gymnasium them. Garnaeva, Balashov, Saratov region
Nomination "Russian language"
- 1st place - Yulia Smirnova
MAOU secondary school No. 1, Bor, Nizhny Novgorod region
teacher: Smirnova Irina Valentinovna - 2nd place - Alexander Zimanov
MBOU secondary school, p. Alferovka, Penza region
teacher: Zhukova Nadezhda Anatolyevna - 3rd place - Alexander Korobitsyn
MBOU Ustyanskaya secondary school, Arkhangelsk region
teacher: Yulia Nikolaevna Istomina
Nomination " Literary reading»
- 1st place - Mishchenko Bogdan
MAOU secondary school №13, Balakovo, Saratov region - 2nd place
- Nikulin Ruslan
MBOU secondary school of the Vologda municipal district
teacher: Doroshina Vera Vasilievna - Skoriantov Sergey
GBOU secondary school No. 316, St. Petersburg
teacher: Ishutina Irina Yurievna
- Nikulin Ruslan
- 3rd place -Chaplygina Maria
MBOU secondary school №49, Kaliningrad
teacher: Ochkur Galina Borisovna
Nomination "Mathematics"
- 1st place - Kostya Lafutkin
MOU secondary school No. 3, Kuibyshev, Novosibirsk region
teacher: Bureeva Natalya Viktorovna - 2nd place - Polina Ageeva
MAOU secondary school №71, Krasnodar
teacher: Okunevich Galina Nikolaevna - 3rd place -Polevtova Ekaterina
MBOU secondary school No. 50 Cheboksary, Republic of Chuvashia
teacher: Maksimova Elena Gennadievna
In addition, the jury awarded a number of other participants with special prizes.
In the nomination "Best creative work"» In Russian:
- Meringue Elizabeth, MOU SOSH, r. Turki village, Saratov region
teacher: Koroleva Svetlana Viktorovna - Gavrilova Anastasia, MAOU Gymnasium No. 4, Perm
teacher: Fadeeva Valeria Borisovna - Karaulova Daria, MOU secondary school 27, Cheboksary, Republic of Chuvashia
teacher: Votyakova Olga Vladislavovna - Romanova Varvara, MAOU Gymnasium No. 4, Perm
teacher: Fadeeva Valeria Borisovna.
Jury Prize"Zand significant achievements in the field of studying the Russian language”:
- Akhmedzhanova Danae
- Bystrova Anastasia, GBOU Gymnasium 1504, Moscow
teacher: Nazarova Irina Nikolaevna - Vinogradova Elizaveta
- Ketenchiev Murat, MKOU "Secondary School No. 32", o. Nalchik, Republic of Kabardino-Balkaria
teacher: Atmurzaeva Leyla Takhirovna - Kruglova Taisiya, MBOU secondary school No. 3, o. Kstovo, Nizhny Novgorod region
teacher: Mazurova Galina Alexandrovna - Lituev Alexander, Vetluzhskaya secondary school №1, Nizhny Novgorod region
teacher: Solovieva Elena Nikolaevna - Loginov Vadim
teacher: Shamurzaeva Aminat Mukhtarovna - Lokosova Maria, MOU "Gymnasium them. Garnaeva, Balashov, Saratov region
teacher: Semenishcheva Tatyana Yurievna - Malkarov Muhammad, MOU "Gymnasium No. 5", Tyrnyauz, Republic of Kabardino-Balkaria
teacher: Abulkina Margarita Ishkhanovna - Mishchenko Bogdan, MAOU secondary school №13, Balakovo, Saratov region
teacher: Kokorina Olga Viktorovna - Ali Naloev, MKOU "Secondary School No. 9", o. Nalchik, Republic of Kabardino-Balkaria
teacher: Yakovleva Irina Nikolaevna - Nakhusheva Camilla, MKOU "Secondary School No. 3", o. Baksan, Republic of Kabardino-Balkaria
teacher: Kokova Fatima Krymsultanovna - Popov Yaroslav, MBOU secondary school No. 30, Volzhsky, Volgograd region
teacher: Voronova Elena Mikhailovna - Smirnova Ekaterina, Vetluzhskaya secondary school №1, Nizhny Novgorod region
teacher: Solovieva Elena Nikolaevna - Taubekov Tamerlane, MKOU "Gymnasium No. 4", o. Nalchik, Republic of Kabardino-Balkaria
teacher: Gubzhokova Anna Nikolaevna - Tsikishev Vladislav, MKOU "Secondary School No. 11", o. Nalchik, Republic of Kabardino-Balkaria
teacher: Shmoylova Galina Aleksandrovna - Etezova Malika, MOU Gymnasium No. 5, Tyrnyauz, Elbrussky district, Republic of Kabardino-Balkaria
teacher: Mogilevets Tatyana Gennadievna
Congratulations to the winners, prize-winners and all participants on the completion of the next stage of the Olympiad! VIII stage of the All-Russian intellectual Olympiad "Student of the XXI century: we try our hand- showing abilities” starts in October 2017.
Regulations on the VII All-Russian Intellectual Olympiad
"Student of the 21st century: we try our strength - we show our abilities"
for schoolchildren studying according to the system of teaching materials "Primary school of the XXI century"
1. General Provisions
1.1. This Regulation on the VII All-Russian Intellectual Olympiad for schoolchildren (hereinafter referred to as the Regulation) determines the procedure for organizing and holding the VII All-Russian Intellectual Olympiad for schoolchildren studying according to the EMC system, “Student of the XXI century: we try our strength - we show abilities” (hereinafter referred to as the Olympiad), its organizational, methodological and financial support, the procedure for participating in the Olympiad, evaluating the results and determining the winners.
1.2. The Olympics are held annually. The organizer is the Department of Primary general education ISRO RAO, team of authors of the UMK system with the participation of the joint publishing group "DROFA-VENTANA" (Moscow).
1.3. The tasks of the intellectual Olympiad correspond to the program of the fourth grade of the general education school in the subjects "Russian Language", "Literary Reading", "Mathematics", are both subject and over-subject in nature.
2. Tasks of the Olympiad
2.1. To identify and support talented students and initiative teachers, to create conditions for their creative self-expression and self-realization.
2.2. Create conditions to support gifted children studying in the EMC system.
2.3. Raise the prestige of the EMC system as a program that stimulates learning motivation students, encourages them cognitive activity, contributes to the formation in schoolchildren of the main components learning activities and readiness for self-education, implements the child's right to individuality in the educational process.
2.4. Involve in active work with schoolchildren studying in this system teaching kits, municipal educational authorities and methodological services.
3. Participation in the Olympics
3.1. The Olympiad is attended on a voluntary basis by students of the 4th grade, studying according to the EMC system.
3.2. The Intellectual Olympiad is called "Student of the 21st century: we try our strength - we show our abilities", because its content and conditions allow each child to fulfill themselves, believe in their own strengths, enjoy participation, and show individual abilities and abilities.
4. Organizational and methodological support of the Olympiad
4.1. The Olympiad consists of four rounds:
- I round (school stage) is held by the organizing committee of the Olympiad, created under general educational organization;
- II round (municipal stage) is held by the Organizing Committee of the Olympiad, established under the city (district) department of education;
– III round (regional stage) of the Olympiad is held by the Organizing Committee (according to the submitted works of students-winners of the II round);
– IV round ( all-Russian stage) The Olympiad is held in absentia in Moscow (according to the submitted works of students of the winners of the III round).
4.2. For the organizational and methodological support of the Olympiad, the Regional Organizing Committee of the Olympiad is created, which submits an application to the publishing center before December 1, 2016(see Annex 1) for participation in the Olympiad.
4.3. Regional Organizing Committee of the Olympiad:
- organizes the general management of the preparation and holding of the Olympiad;
– determines the timing of the Olympiad (I, II, III rounds);
– provides materials for the participants of the Olympiad;
- instructs teachers to check the work of participants in the I (school) and II (municipal) rounds of the Olympiad;
– organizes the verification of works in the III (regional) round of the Olympiad;
– analyzes, summarizes the results of the III round of the Olympiad and sends the work of the participants of the IV round to the Organizing Committee of the Moscow Olympiad until March 1, 2017 (see Appendix 2).
4.4. The Organizing Committee forms the jury of an odd number of members. The chairman of the organizing committee acts as the chairman of the jury.
4.5. The list of the organizing committee and the jury of the Regional Tour of the Olympiad is approved by order.
5. The order of the Olympiad
5.1. Tasks for the I round (school stage) are compiled independently by the organizing committee of the Olympiad, created under the general educational institution.
5.2. Tasks for the II, III and IV rounds of the Olympiad and the evaluation system are compiled by the team of authors of the EMC system. Tasks for the II, III rounds of the Olympiad for each subject are given in two versions for each of the subjects "Russian Language", "Mathematics", "Literary Reading". The choice of the Olympiad option is determined by the decision of the Regional Organizing Committee. For the IV final (correspondence) round, works on the subjects "Russian language", "Mathematics", "Literary reading" in one version are presented.
5.3. Assignments for the II, III and IV rounds of the Olympiad are sent to the Regional Organizing Committee after receiving an application for participation in the Olympiad.
5.4. The order of the I (school) round of the Olympiad.
5.4.1. The school tour of the Olympiad takes place on the basis of educational organizations operating on the EMC system in October-November 2016.
5.4.2. For the school stage of the Olympiad, the organizer this stage school organizing committees and juries are being created.
5.4.3. Students of the 4th grade of this educational organization, who study according to the EMC system and who have expressed a desire to take part in the Olympiad, take part in the school tour.
5.4.4. Each part of the work (in the subjects "Russian Language", "Literary Reading", "Mathematics") is evaluated by the jury of the school tour with a certain number of points, which are summed up.
5.4.5. The results of the test, indicating the number of points for each part of the work and the final points, are drawn up in the final protocol of the school tour and sent to the Municipal Organizing Committee before December 1, 2016.
5.4.6. Winners (I, II and III places) and prize-winners (in each nomination-in subjects) of the school round of the Olympiad are determined on the basis of the results of the participants, which are entered in the final protocol, which is a table of results with a ranked list of participants, arranged in descending order of their points. Participants with the same number of points are listed in alphabetical order.
5.4.7. The winners are the participants of the Olympiad who have scored the most points, provided that the number of points they have scored exceeds half of the maximum possible points. In the case when the winners are not determined, only prize-winners are determined in the school stage of the Olympiad.
5.4.8. The list of winners and prize-winners of the school tour is approved by the organizing committee of this stage of the Olympiad.
5.5. The procedure for holding the II (municipal) round of the Olympiad.
5.5.1. The municipal tour of the Olympics takes place at the base municipalities in December 2016– January 2017.
5.5.2. To conduct the municipal stage of the Olympiad, the organizer of this stage creates municipal organizing committees and juries.
5.5.3. Pupils of the 4th grade take part in the municipal tour-winners and prize-winners of the school stage of the Olympiad.
5.5.4. Assignments of the municipal tour are sent by e-mail to the municipal coordinator, subject to the submission of an application for participation and submission to the regional organizing committee of the final protocolwith the results of the school tour.
5.5.5. Each part of the work (in the subjects "Russian Language", "Literary Reading", "Mathematics") is evaluated by the jury of the municipal round with a certain number of points, which are summed up.
5.5.6. The results of the test, indicating the number of points for each part of the work and the final points, are drawn up in the final protocol of the municipal round and sent to the Regional Organizing Committee.
5.5.7. Winners (I, II and III places) and prize-winners (in each nomination-subjects) of the municipal round of the Olympiad are determined on the basis of the results of the participants, which are entered in the final protocol, which is a table of results with a ranked list of participants, arranged in descending order of their points. Participants with the same number of points are listed in alphabetical order.
5.5.8. The winners are the participants of the Olympiad who have scored the most points, provided that the number of points they have scored exceeds half of the maximum possible points. In the case when the winners are not determined, only winners are determined in the municipal stage of the Olympiad.
5.5.9. The list of winners and prize-winners of the municipal round is approved by the organizing committee of this stage of the Olympiad.
5.6. The order of the regional round of the Olympiad.
5.6.1. The regional round of the Olympics takes place in February 2017.
5.6.2. Students of the 4th grade take part in the regional tour-winners (I, II and III places) of the municipal stage of the Olympiad.
5.6.3. Children's works are sent to the Regional Organizing Committee of the Olympiad for verification.
5.6.4. The winners of the regional stage of the Olympiad are the participants who have scored the most points, the prize-winners-
5.6.5. The list of winners and prize-winners of the regional round is approved by the organizing committee of this stage of the Olympiad.
5.6.6. The works of the final (all-Russian) round are not checked, they are sealed in an envelope and sent to the joint publishing group "DROFA-VENTANA" at the address: 123308, Moscow, st. Zorge, d. 1., c Center for Preschool and primary education(off. 718), Sudina E. A.-until March 1, 2017 by postmark (see Appendix 3).
5.7. The order of the (correspondence) round of the Olympiad.
5.7.1. The final round of the Olympiad takes place in absentia in Moscow in March 2017.
5.7.2. Students of the 4th grade take part in the final (correspondence) round-winners (I, II and III places) of the III (regional) round of the Olympiad.
5.7.3. Works of students for verification are sent to the Jury of the Organizing Committee of the Olympiad in Moscow until March 20, 2017 (inclusive).
5.7.4. The winners of the final (correspondence) round of the Olympiad are recognized as the participants who scored the most points as winners-participants following the winners in the final table, provided that the number of points scored by them exceeds half of the maximum possible points.
5.7.5. The list of winners and prize-winners of the IV (correspondence) round is approved by the organizing committee of this stage of the Olympiad until April 20, 2017.
6. Summing up the results of the Olympiad
6.1. The winners of the I (school) round of the Olympiad are awarded by an educational institution, the winners of the II (municipal) round-municipal education authority.
6.2. According to the results of the III (regional) round of the Olympiad, the winners are determined (I, II and III places), as well as prize-winners in each nomination (in subjects). If there are a large number of works that deserve encouragement and appreciation, the jury may establish special nominations and note individual works participants.
6.3. All students who took part in the III (regional round) receive electronic certificates of participants in the regional round of the Olympiad.
6.4. According to the results of the (correspondence) round of the Olympiad, the winners (I, II and III places), as well as prize-winners in each nomination (in subjects), are determined. If there are a large number of works that deserve encouragement and high appreciation, the jury may establish special nominations and mark individual works of the participants.
All students who took part in the final (correspondence) round receive electronic certificates of participants in the All-Russian correspondence round of the Olympiad. Winners are determined in nominations by subjects and are awarded with diplomas and valuable gifts.
To the era high technology and automation of a significant number of processes familiar to us, to remain a sought-after specialist, new skills and abilities are required. About what these skills are and why you can’t do without them in modern world, we spoke with University of Melbourne professor Patrick Griffin, the leader of the largest international scientific project to assess and teach skills and competencies of the 21st century.
Patrick Griffin. Professor at the University of Melbourne, leader of the international scientific project on the assessment and teaching of skills and competencies of the 21st century (ATC21S).
- Professor Griffin, as one of the leading experts in the field of assessment and teaching of skills of the XXI century, could you explain what exactly is hidden under the phrase "skills of the XXI century"?
To be precise, my area is the analysis and evaluation of any skills, exams and educational results. 21st century skills is just one of the areas that I have pursued over the course of recent years. But this is a special direction that attracts the attention of many educated people currently. The essence of the concept is this: the key skills that determined literacy in the industrial age were reading, writing and arithmetic. In the 21st century, the emphasis is shifting towards the ability to think critically, the ability to interact and communicate, and a creative approach to business. Many researchers add curiosity to this, although this is perhaps not so much a skill as a quality, a personal characteristic of a person.
– There is an opinion that the education system in its modern form was formed in response to the beginning of industrialization, when large industrial enterprises, requiring a large number of workers who would come to their workplaces day after day and, without asking too many questions, stood at the conveyor for 8-10 hours, performing their narrow operations. Is it really true?
Yes it is. Until now, the education system in most countries of the world has rewarded students for how much they know, and, accordingly, education has been aimed at accumulating knowledge. Now we are moving away from the era of industrialization, which you quite correctly describe as an era of assembly line work, when people were hired to perform relatively simple repetitive actions many times a day. Now all these routine operations can be performed automatically thanks to robotics and digital technologies. This means that people now need to be taught not what was taught before; it is necessary to teach them the ability to think, independently obtain information and critically evaluate it, and not just accumulate and memorize. Very soon educational establishments will be forced to move from the old, "industrial" curricula to such a system of education, which will train personnel for the innovative economy and the information society. Approaches to teaching, accordingly, will also change - today, thanks to the Internet and information technology, students in schools and universities sometimes have much more knowledge in some areas than their teachers. Therefore, teachers from transmitters of knowledge will turn into teachers-organizers. For many of today's teachers, this transformation will be very difficult. Curricula in the post-industrial age should focus on the development of critical thinking, communication skills, creative ingenuity and interaction skills, because the most in demand in this era are the ability to build interpersonal relationships. As soon as some routine, repetitive part of this or that production process is automated, the labor of people in this part becomes no longer needed, and it is impossible to reverse such processes - it is impossible to return manual labor to those areas where it no longer exists.
Until now, the education system in most countries of the world has rewarded students for how much they know, and, accordingly, education has been aimed at accumulating knowledge. But now there is a departure from the era of industrialization - the era of assembly line work, when people were hired to perform relatively simple repetitive actions many times a day. Now all these routine operations can be performed automatically thanks to robotics and digital technologies.
Everything is changing, even things like the role of legal professionals. In the United States, people now conduct about 80% of personal litigation themselves, without hiring lawyers to represent them. It turned out that people are able to sue on their own - they just look for similar court cases on the Internet, collect information themselves and no longer need the services of a lawyer. Or here: in one of the programs of British TV it was told about young man who decided to turn an old barn into a country house for his family. And he did it on his own, simply by collecting the necessary information on the Internet.
Thus, everything that can be learned on the Internet can replace many of the existing professions. Literacy as the ability to read, write and count, of course, will remain mandatory, but in the modern world this is no longer enough. When compiling curricula, it will be necessary to focus on broader professional competencies - the ability to find non-standard solutions to problems and problems, teamwork skills, and so on. But while we still have teachers of geography, history, physics, chemistry, but no teachers of critical thinking, teachers of interaction or teachers of curiosity.
Does that mean that fundamental changes in the entire system are needed?
Yes. Curricula should first accommodate the teaching of these skills within traditional disciplines, and then gradually move from the content of a particular subject to the development of skills and personal qualities students. It will not be easy to immediately abandon the disciplinary-type curriculum that is familiar to everyone, so it is better to go towards this gradually, first changing how and in what form these traditional disciplines are taught.
- Some experts argue that the very concept of "profession" in the future is doomed to extinction. This will happen because it will be important not the typical set of skills that you possess, but the ability to reassemble these skills each time, for a specific task. In fact, we are talking about the project approach, which will become predominant.
Quite right. I think that the project and task approaches are really starting to slowly crowd out traditional methods learning. This also includes the concept of "training in learning". Talks about this have been going on since the 80s of the last century, but now it is turning into an urgent need. We must teach children the skills of self-education, self-study - for this, both the students themselves and the teachers must be activated and reorganized.
- You focused your attention on the fact that manual labor will gradually disappear. But in our time, there are still plenty of people standing at the assembly line ... Moreover, at the time of the beginning of industrialization, people were required with the skills that you designate as mandatory in the 21st century. After all, it is hardly possible to make an industrial revolution without having critical thinking or not being able to negotiate with the environment. So what has really changed since then?
There were two major, in essence, revolutionary shifts. The first one was in the 50s and 60s. XX century, when the computer was invented and the very idea of digital computing devices. The second revolution also took place in the middle of the last century. You might be surprised, but I mean the invention of the birth control pill. At first glance, it may seem that these are two things that have nothing to do with each other. However, it is not. The development of computer technology has forever changed the way we work. Thanks to this, the means of labor, the means of learning and the way we think have changed. But the development of the pill has changed the nature and structure of the workforce: the emergence of the ability to avoid unwanted pregnancy has led to the fact that the share of women in the total mass of the employed population has approached 50%, while in the era of industrialization it was only a very small number. Thus, two processes are taking place simultaneously: the number of activities requiring manual labor from a person is reduced due to the automation of production, and the number of people included in production is almost doubling, since men and women are already almost equal in terms of their employment opportunities. This is today's reality, and it is in this reality that we need educated personnel who can make the final shift from assembly line production to a post-industrial model of work. As for your remark that a large number of people are still working on assembly lines, this is only because their companies cannot afford to automate production. In the future, such companies will inevitably go bankrupt, because their competitors will do the same at a much lower cost, because the cost of human labor is higher than the cost of machine.
But these processes also lead to educational problems. The question arises: what to do with those students who were trained for manual labor, with those guys who have learned for professions that are now disappearing?
The changes that production has undergone have dramatically redirected the vector of development of society. And the education system must also move very quickly in this direction. Creativity, communication, critical thinking or curiosity, of course, did not appear at all in the post-industrial era, but it was with its advent that these qualities became vital, approximately to the same extent as reading, writing and arithmetic.
Reading, writing and arithmetic were the key skills that determined human literacy in the industrial age. But today the emphasis is shifting towards the ability to think critically, the ability to interact and communicate, and a creative approach to business.
- You never mentioned such a factor as entrepreneurial activity - the ability to find new ideas and turn them into businesses. But a significant part of the skills that you have identified are certainly top priorities for an innovative entrepreneur.
Quite right. At the World Economic Forum, which was recently held in Abu Dhabi, entrepreneurial ability was named among the main characteristics that need to be developed in today's world. In fact, the experts who spoke at this forum developed three lists - a list of literacy ( basic literacy, numeracy, scientific and cultural literacy), a list of competencies (ability to solve problems and problems, creativity, etc.) and a list of required qualities (curiosity, entrepreneurial ability, teamwork, and so on). As another example, early last year The Economist published a study of 19 business sectors in 26 countries, and entrepreneurial thinking was named as one of the most important skills. modern man. Some researchers also say that critical thinking, curiosity and creativity are the skills that form the basis of entrepreneurship. Although the same researchers forget about the ability to take risks, which, undoubtedly, is one of the key components of entrepreneurship. Indeed, if you are not ready to take risks, you simply cannot do business.
Entrepreneurial ability - the ability to find new ideas and turn them into businesses - is becoming one of the main characteristics of a person that needs to be developed in the modern world.
- Tell me, what prompted you to take up the study of such a problem? Some features and disadvantages educational system Australia or certain global trends?
I had a good opportunity to do this, and I did not miss it. The vice presidents of the three largest companies - Microsoft, Cisco and Intel took the initiative to launch a project to develop a new education system, as they considered that schools and universities do not prepare graduates who could fit well into virtual workplaces and new system production. They were commissioned by American scholar Bob Kozma to write a study called "Call to Action" that gave these companies the reason to ask the governments of six countries - Australia, Singapore, Portugal, Finland, the UK and the USA - to launch a major assessment and teaching research project. 21st century skills. The three-day conference dedicated to this topic was attended by about 250 representatives of industrial companies and academia. The University of Melbourne was chosen as the lead organization and I was asked to lead the project. The fact is that I specialize in psychometrics in the field of education and, therefore, I own scientific methods development of specific tasks and training programs for certain skills.
Our first step was to develop a list of 21st century skills. Education experts from all over the world have written a series of articles about this. We spent round tables, seminars and conferences. At a general meeting in 2010, we decided that the skills of critical thinking, problem solving and interaction can be combined into one complex skill - the skill of collective problem solving. That same year, research began on how social media could be used to teach these skills to schoolchildren and students. That was six years ago; we are now in the process of developing specific templates and methods that will develop these skills in students.
– How many countries are included in your project now?
In 2010, six countries participated in the project. Due to the economic crisis, Portugal and the United Kingdom fell out of the race, but the Netherlands and Costa Rica came in their place. A lot of money is being invested in these studies in the US, we are talking about tens of millions of dollars. In addition, Latin America (primarily Argentina, Chile and Colombia), China, South Korea and Thailand. Japan is also eyeing the project. Last November I was in Moscow high school Economics, work is underway to translate our materials into Russian, which means that your country has also been affected. In general, about 20 countries are involved in the project in one way or another.
Today, many governments are well beginning to understand that the transition to a new educational system is inevitable. Last year, the Organization for Economic Co-operation and Development (OECD) tested our invention - the skill of collaborative problem solving - within the International program Student Educational Achievement Assessment (PISA). The test took place in 53 countries around the world - based on this figure, you can imagine what coverage the project has reached and how quickly it is developing.
- You said that in the USA a lot of money is invested in the project. And who exactly is investing - the government or large companies like Microsoft?
Everyone is investing little by little. For example, Princeton University raised a $35 million budget to research and evaluate the potential of teaching collaborative problem solving. As far as I know, in 2017 they will be conducting this study nationwide. Such an event can be expected to set off a chain reaction around the world.
In 2010, only six countries participated in the project - Australia, Singapore, Portugal, Finland, Great Britain and the USA. Today, more than 20 states have already joined the project to one degree or another. The United States plays the leading role in financing the project.
– Is the concept developed by you more applicable to secondary or higher education?
This concept is applicable to all levels of learning - school, university, and on-the-job training. There are already those who apply or are going to apply new approaches. Chiang Mai University in Thailand plans to teach 21st century skills at the Faculty of Business. Monash University Melbourne is going to do the same. In Finland, at the University of Jyväskylä, this concept has already been included in the teacher training program. Steps are being taken to include it in the university program in Stellenbosch, South Africa. Universities are involved in this work more slowly than schools. But judging by how quickly it spread at the school level, I think that the concept will take root in universities soon. As for manufacturing companies, there are completely unexpected areas for us to apply our research. For example, the British Council has studied the problems of unemployment in the countries of the Middle East. For example, in Egypt, 56% of university graduates are unable to find a job for the simple reason that the economy of this country is not adjusted to such a number of workers with higher education. In this regard, the British Council plans to conduct a study based on our material in order to understand what skills acquisition will allow these graduates to provide themselves with work.
– As the development of information and communication technologies, the emergence of the Internet and social networks affected education? Is it possible, from your point of view, to use them more intelligently and effectively than is being done now?
Undoubtedly. Technology advances at an astounding rate - three- and four-year-olds often handle tablets and computers better than their parents. Educators like me who have worked in this field for over 50 years often encounter students who are far more versed in high-tech devices than we are. Many older teachers are simply afraid of computer technology and do not know how to use it at all! I read this morning that a fifth grade girl in America was taken to Silicon Valley because she wrote an iPhone app to teach her little sister to recognize animals, and the app became popular, famous all over the world. Fifth grade school! It's incredible!
Now many are advocating to introduce programming into school curriculum. I think that this idea will very soon turn into something significant, and this will also have an impact on the entire education system, because the new, rising generation will be able to program, which will open up unlimited creative possibilities for them. Now even in scientific research in my field of learning outcomes and psychometrics, I can't hire an assistant unless he's also a programmer, because that field is now entirely digital. And the same will happen with teaching.
How do you think schools should change? How should universities change? What changes should take place in the educational process? Should students still go to lectures and seminars, solve labs and take exams?
I think it would be strange to try to change everything at all - it is impossible, and it is not necessary. Education is a very conservative system, and any progress here is slow. At our University of Melbourne, we have managed to completely change the structure of programs teacher education, so they have become more up-to-date and evidence-based and critical thinking. But so far we have not been able to move away from the disciplinary approach, because all my colleagues are teachers of mathematics, geography, natural sciences and other similar disciplines, and here it is necessary to change not only what they teach, but also how. As for exams, practical tasks, laboratory work - all this will remain, but the nature of assessing student results will change. Examiners will test not how many facts students can remember, but how they can think and learn on their own. The form of exams and tests will also become new in the near future. In the tests that we are developing, students do not need to find the value of x in an equation, memorize the names of capitals of countries, formulas, historical dates etc. Instead, they, communicating with each other through computer devices, will jointly decide various tasks and the computer to record their steps - everything they say and write. After that, we will look at these records and, based on them, assess their communication skills, critical thinking, creativity, and so on.
We are exploring the possibility of using such an assessment system for massive open online courses - there are some nuances in terms of objectivity and subjectivity, but we find certain levers in order to simplify and automate the assessment process. Universities have room to develop here - in the future, the research side of universities will become more pronounced, while teaching will become more automated, including through massive online courses.
- Does this mean that there will be fewer teachers?
I'm afraid so. The teacher will cease to be a specialist in the transfer of certain knowledge and become an expert in how to help people learn. Already now there is such a thing as an “inverted classroom”, where students read on their own, learn some facts, and when they come to the lesson, they systematize the acquired knowledge and consolidate it. And this will be new role teachers: this is an organization independent work students at home and in the classroom. Professor Harvard University Eric Mazur, who developed this system, received a very prestigious award for it. As far as I know, your magazine managed to communicate with him personally and discuss this topic in a conversation.
- Yes, we really talked with him ... But I would like to hear your opinion on another initiative - what Elon Musk is doing. He recently created his own school for his own children, which also includes the children of some of his SpaceX employees. The peculiarity of the school is in a different approach to learning. There is no first, second or third class. All children are trained at the same time. Musk argues that the personal interests of schoolchildren are much more important than their age, therefore, training should be carried out taking into account their abilities and attitude to subjects. Can a school of this format develop all the skills you are talking about?
I think yes. In fact, the more emphasis is placed on self-education and self-learning, the less important are classes and levels of learning. When I first came to school to work as a math teacher in the 1960s and tested my seventh grade, I was horrified to find that the level of children ranged from second to ninth grade. I asked my colleagues: how can we teach children when they have such different levels within the same class? And we decided that we would not have classes and levels, but instead we allowed each of the students to work at their own pace and at their own pace, effectively eliminating the possibility of “failure”. We gave them educational materials different levels difficulties, practiced an individual approach, tried to interest children, but also applied some control mechanisms. I worked at this school for five years, and all these five years we did not give the children any homework - it was impossible because of their different levels. But the parents complained that the kids were doing too much math homework! It turned out that they were so fascinated by this subject that they themselves came up with tasks for themselves and devoted everything to mathematics free time! They were excited about her because they were motivated by the possibility of success. At that time there were no concepts that would proclaim the advantages of such methods, it seemed just common sense.
In the photo: Patrick Griffin, together with his Asian colleagues, discusses the future of world education.
- And in conclusion: tell us how you see the main future steps of your project - over the next 3-5 years.
In the next 3-5 years, our work will be taken up by a new generation of researchers, and I will probably retire by now. Young scientists in Latin America show particular interest in this area. Ahead is the development of new methods for determining and evaluating skills, the search for new tasks, new areas of application of our concept. The number of researchers employed in our project is growing rapidly, and I think that in the near future we will have new breakthroughs in this area. The work we did was innovative, pioneering. Figuratively speaking, so far we have only invented the wheel, but soon we should expect the appearance of the Rolls-Royce, and then space rockets. But we are very proud of our wheel. This is only a small step, but it opened up a whole new scientific direction that will continue to develop. I hope that in 5-6 years we will have new approaches and methods for assessing and teaching skills of the 21st century - I think, more effective than the current ones.
- Education, Development, Trainings
teacher and student XXI century: relationships and a look into the future
The 21st century has become an important milestone in the history of the development of the educational system Russian Federation. accepted the federal law"On Education in the Russian Federation" sets a new goal for teachers - to create conditions for the development of a modern, creative, versatile and harmoniously developed student's personality.
A student of the 21st century should have not only knowledge, skills and abilities in different subject areas. A young person of the “new generation” is a holistic personality with a bright personality, capable of reflection, addicted, challenging himself and society. This is especially true for students of the music school, who are creative, ambitious and bright.
Under the new conditions, the organizational side of the learning process is also undergoing changes. In the first place in the methodology of teaching disciplines, including music, there is a phenomenon called "educational partnership between student and teacher." "Educational partnership" is interpreted as the involvement of equal participants - a student and a teacher - in a joint pedagogical process to achieve common goals.
The goal of the activity of a teacher of a children's music school can be formulated as follows:
enrichment of the spiritual world of the younger generation;
development and formation of moral and aesthetic views and feelings in it;
the formation of a need, interest in the knowledge of the achievements of national and world culture and art.
Peculiarities pedagogical activity in a children's musical educational institution are that the means of musical art are designed to solve the pedagogical goals we have identified earlier. A modern music teacher should be a well-educated specialist who knows:
special and general scientific knowledge;
actual methods of teaching the discipline;
skills and abilities of pedagogical activity.
Personal self-improvement is key point in the activities of the teacher. A teacher in a music school is certainly a creative person, capable of captivating students with his love for music, constant monitoring of musical innovations, regardless of their musical preferences. teacher school music lesson
Of course, the transfer of knowledge begins with the mastery of the classical canons of music by students. This is a complex process, requiring patience, diligence, and sometimes even meticulousness both from the teacher and from the young talent. A young person, often carried away, driven by his own impatience, emotional impulses, can show incontinence, start coming to class unprepared. Modern teacher own example, virtuoso skill, tact and attention should literally "infect" the student with a craving for knowledge, instill the ability to work. And this opportunity to see the future result of their musical activity will allow the student to start practicing the skill of playing a musical instrument.
Modern educational process sets a goal for the music school to prepare a person adapted to adult life. The organization of creative evenings, concerts, competitions by the teacher will form the student's psychological readiness for public speaking, an adequate attitude to criticism and competition.
The teacher's own behavior at these events, his impartiality, decency and professionalism will lay the foundation for a culture of human relationships in the student, not only in a creative environment. So, in the course of our reflections, we come to an important conclusion - the teacher of the 21st century should become a standard for the student in the profession, life and communication.
In my opinion, the teacher in his work demonstrates:
Love for work;
Permanent practice;
Striving for self-improvement;
Ability to argue one's position;
Ability to work in a team;
Honesty, openness, decency, upbringing;
Loyalty to someone else's point of view.
These and many other characteristics will become for the representative of the “new generation” the standard that he will adhere to throughout his life.
Studying at a musical educational institution forms in a young person the ability to see the beautiful, respond to the emotional message of the work, and interpret the author's intention. The ability to think, analyze, interpret, not be afraid of a non-standard position is character traits in demand in the new millennium. At the same time, do not forget about the past. In the course of the learning process, the student's horizons expand, his own taste is determined, knowledge of classical art is laid. Thus, a serious responsibility is assigned to the music teacher, namely the formation of the cultural foundations of the student's personality.
But the generation of the 21st century strives to produce its own musical trends. Therefore, the specifics of the activity of a music teacher largely consists in the disclosure creativity the rising generation. An alternative culture that contrasts sharply with the classical legacy of the past is not always taken seriously by adults. However, it should be remembered that the inclusion educational program acquaintance with modern musical trends, the teacher's sincere interest in learning new directions is the practical embodiment of the "educational partnership between student and teacher" within the walls of the children's music school.
Non-standard forms of lessons, composition musical compositions, comparison of classical and modern styles will make the learning process multi-level, containing unusual forms of acquaintance with new material, which could embody the activity of students, the activity of the nature of thinking, the craving for independence.
Contemporary music is a reflection of our life, its values, problems and aspirations. The student's musical creativity in one of the alternative styles is an attempt to find himself in the present tense, to reveal his own talents. The support of the teacher, his criticism and praise, joint creativity will make the learning process in a children's musical educational institution filled with bright, unforgettable moments of creation.
I suppose that in the future the nature of the joint activity of the "student and teacher" in the children's music school will become even more informal and lively. Classical canons of music education will be shaded by alternative phenomena contemporary art. The generation of the 21st century is active, free-thinking, creatively developed, not afraid to express themselves differently in musical creativity. For them, a music teacher should become an equal partner, able to understand the aspirations of the younger generation and accept the subjective products of creativity.
The creative individuality of the music teacher of the children's music school, the readiness to implement the artistic and pedagogical process as creativity, the desire to create a creative laboratory in the classroom is an urgent task set by modern times for pedagogical teams.
List of used literature
Bezborodova L.A., Aliev Yu.B. Methods of teaching music in educational institutions: Textbook for students of musical faculties of pedagogical universities. - M., 2002.
Lobova A.F. Theory and methodology of musical education in primary school: Tutorial. - Yekaterinburg, 2002.
Osenneva M.S., Bezborodova L.A. Methods of musical education of junior schoolchildren. - M., 2001.
4. Chudinova V.P., Socialization of the personality of the child and the media: acute problems. 2004.№4
The fact that today I am a 9th grade student of Novoselitskaya high school No. 8 imposes a certain responsibility on me. AT school years There is much to be learned, much to be learned. After all. The 21st century is the century of computer and nano technologies. Therefore, from the knowledge that is given to me at school, I must build a strong and reliable foundation for my future, adult life. Parents and teachers not only teach me to love the whole world, God, my country, but also my Small Motherland, their relatives and friends.
I love the village where I live, my house, my parents and sisters. I respect and appreciate my classmates, my school friends and I am proud of my Novoselitsky district.
I like all the school subjects that I study, but I pay special attention to learning English. I believe that today a modern person cannot do without knowledge of foreign languages.
I like playing the guitar. In 2011 I graduated from the art department of the children's art school. Some of my work I want to show you today. I like taking pictures and making videos. I love helping my mom around the house, raising and playing with my little nieces.
Development creativity enriches my mind, intelligence helps to focus on learning and see the main thing.
For example.
In the 2008-2009 academic year, I took part in the regional multi-subject remote Olympiad for schoolchildren "Intelligence in the Russian language."
She was awarded a certificate of honor for good study, active participation in public life school and district, for participation in the competition "Connoisseurs of traffic rules."
Awarded with a Certificate of Honor for participating in regional chess competitions IV Spartakiad of students for III command post and II place in the personal standings.
In the 2009-2010 academic year, she took part in the regional multi-subject distance Olympiad for schoolchildren "Intellect" - in English (3rd place in school), in Russian (1st place in school), in computer science (5th place in school), in mathematics (4 place in the school).
In the 2010-2011 academic year, she took part in the Regional multi-subject Distance Olympiad"Intellect" for schoolchildren in intellectual abilities (1st place in school), in Russian (1st place in school), in mathematics (1st place in school), in physics (4th place in school), in English (4th place in school ).
She was awarded a diploma for excellent studies and active concert activity at the MOU DOD NRDSHI.
She was awarded a diploma of the head of the Novoselitsky municipal district and the village of Novoselitsky A.G. Knyazev, for 2nd place in the regional essay competition "My native village" in honor of the 225th anniversary of the village of Novoselitsky.
She was awarded the Diploma of the winner of the school stage of the All-Russian Olympiad for schoolchildren on the basics of life safety.
I am interested in taking part in all competitions and olympiads, testing my knowledge and showing innovative thinking.
I also love to compose poetry, cook and write essays.
I think that my main works are still ahead, and this is the beginning and a test of the pen.
I like to be involved in the life of my school and my class. Participate in school-wide events, competitions, play chess, defend the honor of the school, participate in a torchlight procession, a parade in honor of Victory Day. Of course, not everything and not always goes smoothly for me, but I try. Most importantly, I am very interested in studying at our wonderful school.
I am especially grateful to my parents, who always support me in my studies and in my work. Mom sews all sorts of outfits for me and cooks delicious food. Dad buys musical instruments for me and plays chess with me. I really love my parents.
My life credo.
Do not judge anyone, be sincere and natural, more friendliness and good mood and friends will be drawn to you. Reach for the sun, and hide from the rain. In general, the secrets are not tricky, positive - as much as possible! And as little negativity as possible!
I allow myself to be sometimes bold, cheerful and express my opinion!
My opinion expresses me.
It is important for me to know for myself: “Who am I?” and "Where am I going?"
Sometimes I think about who is a self-sufficient person? And sometimes I come to the conclusion that the main thing is not to be afraid to think, even if it is wrong. Let me be young and I have little life experience. The main thing is that I am, and my opinion has the right to be, just like any other. Let this opinion seem ridiculous and stupid for someone, the main thing is that it exists. My opinion expresses me and my I.
My school friendship code.
1. Friendship is born from a smile and words of support, from experiencing joy and sadness with another person.
2. Friends at home do not get bored.
4. Friendship is the joy of communication, it is something very important in our life.
5. Friendship is everything to me!
Technological advances have changed many areas of life. Communication, collaboration, learning and teaching have become different in the 21st century. With new phenomena, concepts appeared in the language: digital natives - the same age as the digital revolution, digital immigrants - representatives of the older generation who use modern technologies, generation Z and teacher of the XXI century. Teaching has changed following the advent of digital technologies: you can study anything, any way, anywhere. Teachers are no longer the bearers of unique knowledge, but no one will take away from them the mastery of pedagogy, which helps to adapt information for students, communicate with them, and inspire.
What should a teacher know and be able to do in order to attract attention and arouse interest in the subject among modern students? Here are 5 characteristics of a 21st century teacher.
Takes a personal approach
All students are different and each has their own interests and needs. One goes to literature classes with pleasure, loves to read books, is going to become a philologist, another can spend hours writing code, but you can seat him for a book only under the threat of depriving him of his computer. The first student will be happy to literary analysis works, the second wants to know the content of novels and poems exactly in order to give arguments in the graduation essay. When a student knows that he can choose a task according to his interests, the motivation and quality of task performance increase.
Inspires content creation
56% of Russians go online every day, more than 80% of them are children in grades 6-10, according to a 2017 study by the All-Russian Public Opinion Research Center and a 2016 survey by the Regional Public Center for Internet Technologies. Most people regularly use this powerful tool for entertainment. Thus, according to a survey by ESET, 48% of schoolchildren on the Internet play online games, listen to music, watch videos, movies. 27% of students prepare school assignments and engage in self-education. Current students have devices that allow them to create blogs, infographics, videos, but only 16% of students use these opportunities.
Digital tools can be used for educational purposes. A modern teacher will offer students a task for which they need to use the skills of creative work with modern technologies. Let as homework students will create a digital story for the blog, record a video, make interactive infographics. They will be able to be proud of the result of such work, share it with friends, collect it in a portfolio.
Not afraid of new technologies
Do not use new technologies in the classroom 20% of teachers under 29 years old, 10% - at the age of 40-59 years. Such unexpected statistics are given in the article "Professional development and training of young teachers in Russia" . To offer students new tools for solving problems can be a teacher who has the knowledge and practical experience in use information technologies at the level of a confident user. Ability to use cloud technologies, educational applications, interactive whiteboard, create multimedia presentations, online lessons are just a small part of the technological skills that will help make the lessons convenient, exciting and useful for future students.
Don't mind gadgets in class
The task of a modern teacher is to show that technology is not a toy, but a tool for gaining knowledge. A student may not know how to use gadgets wisely unless they see it through an example. A teacher of the 21st century should not prohibit the use of smartphones and tablets in the classroom. Its mission is to inspire the student to independently search for answers to questions using devices, to learn how to check the sources. Moreover, the teacher is not a walking encyclopedia, he has the right to say: “I do not know the answer to this question. Use Google and share what you've learned with others."
Saves paper
Students throw away or at best shove away homework in notebooks and handouts on sheets of paper. In the 21st century, all conditions have been created for organizing training in an online format. Sharing links, working on shared documents, discussing learning topics in chat rooms, working with planning and tasking tools encourage students to use the Internet to organize their learning activities.
The teacher of the 21st century is, first of all, a diligent student himself, following new trends in education that will enrich his pedagogical experience. Only those who successfully learn themselves can teach others. What else should you know modern teacher? Share your opinion in the comments.
