Practical Implementation of the Competence-based Approach on Innovation - type Lectures

Abstract

The paper presents the methodology of lectures of an innovative type. It is aimed at developing students' instrumental competences (ability to process information: create an associative array, paraphrase, interpret, assign to a concept; ability to organize information: to identify, differentiate, classify, establish a consequence, forecast; ability to analyze verbal and visual information; ability to find inconsistencies in reasoning, etc.). Understanding of educational information by students is rooted in self-study of the trainees, which creates conditions for development of their instrumental competences during the lectures. Learning outcomes in the intellectual and developmental education space is evaluated not according to the amount of information, given at the lecture, but to the depth of students’ understanding of this information and development of their instrumental competences, determining their ability to further self-education.

Philosophy Of Interpenetration Of Traditions And Innovations In Primary School Teacher Training

“…Using pedagogical observation and questionnaires of the "Primary education" programmed students, we have made sure that lectures, in their classic form, really do not arouse interest and intellectual emotions in the audience, who figuratively call them "dictations". Already in 2013, in the article "Practical Implementation of the Competence-based Approach on Innovation -type Lectures", we presented the first experience of using the technology of intellectual development training aimed at managing the development of students' intellectual structures in the form of interactive lectures at higher schools (Solovjova, 2013). The methodological idea of this technology is to divide educational information into logical elements; to construct on their basis a series of tasks that develop students' thinking, analytical and synthetic perception, imagination and semantic memory; to ensure the "acceptance" and success of their performance by students due to anticipation of the result using hidden clues.…”

Teacher - Pedagogical Creativity and Developer Promoter

“…Pašreizējā laikā radošuma problēma ir kļuvusi tik aktuāla, ka daudzi zinātnieki uzskata to par "gadsimta problēmu", un tās atrisināšana gulstas uz veselām rindām nozaru, tai skaitā izglītību, kas ir mūsdienu skola. Šādā situācijā pirmajā plānā izvirzās pedagoga personība, kura galvenā profesionālā īpašība ir spēja būt radošam sadarbībā ar studentu (Solovjova, 2012). Tieši pasniedzēja pedagoģiskais radošums spēj atrisināt jebkuras vispārizglītojošās iestādes funkcionēšanas problēmas, nodrošināt sabiedrības prasības pēc augsti kvalificētiem speciālistiem, kuri spēj efektīvi veikt izvirzītos uzdevumus, nestandarti reaģēt uz mūsdienu tehnogēnās sabiedrības izmaiņām (Korotenko, 2014).…”