How to Make Education Productive?

How to make education productive?

Education one is the most valuable part of our life. We study permanently. And now when sophisticated technologies exist like edit my resume online, there is an optimization of educational process. So, let’s see how to make education more productive and easy.

Restructuring Prior Knowledge

Counterintuitive information, that is, that which is proven by scientific methods, but human intuition and emotions still interpret it as misleading – not news. After all, the fact that the Earth is round, not flat, could not be accepted for a long time. Indeed, sometimes what we already know about the world prevents us from remembering new information. This most often happens in the study of mathematics, physics and biology. So how to overcome the problem in which previous knowledge and life experience interfere with the assimilation of new material?

  1. If the previous experience of students contradicts the new information, do not sharply prove the opposite – it only contributes to the emergence of misleading judgments. Build new knowledge based on what students already know and gradually bring to understanding the correct concepts.
  2. Provide counterintuitive information with evidence: experiments, observations, data.
  3. It takes time to absorb new information. It is better to consider fewer topics, but work longer with each of them.

Understanding Rather Than Memorization

Learning is more effective when it focuses on understanding general principles and concepts, rather than memorizing individual facts and algorithms. Understanding itself is the key to the practical application of knowledge in life situations. This is important, because even the tasks of the world-famous PISA test do not test how well children know the school program, but how effectively they are able to use school knowledge in everyday life. And to really understand the material, it needs to be discussed and given enough time to think.

Learn to Transfer

Learning becomes more effective and meaningful when students learn to apply knowledge in real life situations. This is logical, because why know Newton’s laws, if they exist only in tests and in the pages of the textbook? The child will be more willing to learn new knowledge if he knows that he can apply it outside of school.

  1. Teach for understanding, not memorizing facts.
  2. Explain to the children how new information can be put into practice and draw principles from examples, not the other way around.

Time for Practice

It takes time to absorb information. To apply it in practice – too. For example, students’ reading and writing skills depend on how much time they actually read and write.

  1. Spend more time on active learning (remember the principle of active participation of children in the classroom). Passive acquisition of new information is much less effective than tasks that involve students: it can be planning experiments, measuring, discussing, preparing projects.
  2. Dedicate time to conscious practice, in which students independently assess their own progress and regulate the learning process accordingly: we talked more about this in paragraph 6 of the previous material. It is also important to take breaks between practices to prevent burnout.
  3. Keep in touch with parents to jointly create a full-fledged learning environment that depends not only on the school. Atmosphere at home, parents’ attitude to educational success – these factors directly affect how a child learns.

Developmental and Individual Differences

Individual differences play a major role in the learning process. Usually, the school pays attention to abilities in either the humanities or the exact sciences, but they cannot be classified into only two categories. Someone may have outstanding spatial thinking or fine musical hearing, so it is worth organizing training so as to identify and nurture the individual differences of each student.

  1. A wide range of tasks and formats will help to interest different students. Some like the text, some like the image better, and some like the sound. If students have a choice, they will be able to find the best option for themselves.
  2. Identify the strengths and weaknesses of the child: this will require confidence and patience. Take a look at how each student perceives different activities, where he feels confident and works hard, and where he quickly drops his hands.
  3. When identifying students’ strengths and talents, encourage them to use them as they learn.
  4. Create conditions for interaction with people from a certain field of activity. For example, a doctor, journalist, physicist, cook can visit the class and talk about their profession.

Creating Motivated Learners

A motivated student is easy to recognize – he strives to achieve the goal and devotes enough time and effort to it. All teachers want to work with children who are motivated to learn, but as motivation directly affects learning, so does the teacher affect motivation. So how to do it right?

  1. Recognize student achievement. Praise them for their success, but focus on internal rather than external factors. For example, say not “you have a good grade”, but “you have good ideas”.
  2. Help students believe in themselves. Do not underestimate their abilities, do not compare with each other, because they are all unique and develop at their own pace. Have the children hear words of support from you and receive assignments that meet their level, goals, and needs.
  3. Help students set goals and adjust them so that they are realistic. After setting goals, tell students how to choose the best learning strategy.
  4. Group children according to their abilities and encourage cooperation instead of competition: for example, they can jointly implement educational projects. A VARK survey will help determine the best learning strategy for each individual student.
  5. Suggest interesting tasks: not too easy, but not too difficult. The child should feel that he can potentially solve them – this will encourage him to make more effort.
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