Educational portal. Dalton plan training system - organization of the educational process - sergey vladimirovich sidorov

Dalton plan

more correctly the Dalton-Plan, a system for organizing teaching and educational work at school, based on the principle of individual learning. It got its name from Dalton (USA, Massachusetts), where it was first applied. The creator of D.-p. E. Parkhurst, an American educator, carried out experimental work on this system in 1904-20 in different schools... When organizing work on D.-p. students were given freedom both in the choice of activities and in the use of their study time. The student received instructions from the counselor teacher on how to better plan his work for the day, and then worked independently. Particular attention was paid to the accounting of students' work, carried out using a complex system of registration cards. The role of the teacher was essentially reduced to the role of a consultant, the class-lesson system of classes was destroyed. In the 20s. this system has penetrated partly into the Sov. school in the form of the so-called. brigade-laboratory method (See. brigade-laboratory method).

Great Soviet Encyclopedia. - M .: Soviet encyclopedia. 1969-1978 .

See what the "Dalton Plan" is in other dictionaries:

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Dalton plan- (Dalton Plan), a laboratory plan for an individualized learning system. It arose at the beginning of the 20th century; by E. Parkhurst. Pupils were not bound by common class work, they were given freedom in the choice of classes, the order of study of individual ... Pedagogical terminological dictionary

DALTON-PLAN- (Dalton Plan), an individualized learning system. Arose in the beginning. 20th century The name was given to Dolton (Massachusetts, USA). Written by D. P. E. Parkhurst. When organizing work on the subject of education, the students did not get involved in common class work, they ... ... Russian Pedagogical Encyclopedia

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colorton plan- (2 m), R. da / lton pla / na ... Spelling dictionary of the Russian language

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DALTON-PLAN- one of the forms of individualized learning that emerged in the United States at the beginning of the XX century. Pupils were not bound by common class work, they independently planned their academic work, determined the order of study of individual subjects and the order ... ... Pedagogical Dictionary

Books

• Dalton technology, Elena Yurievna Guseva. Task methodological manual to acquaint teachers with the innovative Dalton Plan technology and its application in Russian lessons in middle and high school. This guide will help the teacher ...

The Dalton Plan is a learning system based on the use of individual approach to the students. The technique was developed by Helen Parkhurst in 1919 and was first introduced at a school for the disabled, and then in 1920 at a high school in Dalton, Massachusetts. This was the reaction of some progressive educators to the shortcomings inherent in the traditional student grading system.

The essence of the technique

The Dalton Plan divides each item into curriculum schools for monthly assignments. Students are free to plan their own work schedules, but they are responsible for completing one assignment before starting another. The most acceptable form of training is group work. Although the Dalton Plan was popular for a time in the United States, Britain, Europe and the Western colonial world, it has been criticized for its pronounced individualistic approach.

Methodology author

Helen Parkhurst described Dalton's plan this way: “Let's think of school as a social laboratory, where the students themselves are experimenters and not victims of an intricate and rigorous system. Let's think of it as a place where social conditions such as real life"(1922). Helen Parkhurst was born on March 8, 1886, in Durant (Wisconsin, USA), died 1973 in New Milford. She was an author and teacher who studied educational activities and developed the Dalton Plan and founded a school in Dalton, New York.

Parkhurst graduated from College in River Falls (Wisconsin) in 1907, defended her thesis in and also studied at the universities of Rome and Munich, in Italy Parkhurst met and collaborated with another outstanding teacher - Maria Montessori. She later received her master's degree in education from Yale University (1943) and became Yale's first female teacher. For the last three decades of her life, she has lectured, helped institutes to implement the Dalton Plan system around the world, wrote books, and took part in radio and television shows for and about young people. Her books:

• The Dalton Plan — The Learning System ”(1922).
• "Rhythms of Work in Education" (1935).
• "The study children's world" (1951).

Helen Parkhurst's ideas

When Helen was still a schoolgirl, it was difficult for her to just sit, listen, practice and repeat all the time. After becoming a teacher in 1905, she wanted to act differently. She believed that it was simply impossible to organize effective training in accordance with established methods. It was a school in which about forty students of different ages and levels were educated. Parkhurst came up with a simple and ingenious solution: she put aside the school schedules and asked the children to choose from the proposed teaching material something that would allow them to learn the programs on their own.

The student and teacher began a collaboration in which the child was obliged to achieve his chosen learning goal within a certain amount of time. Master promised to help if needed. In 1922, Parkhurst outlined her theory of education in a book on the Dalton Plan, in which she concretized its principles:

• freedom;
• a responsibility;
• cooperation.

Dalton's philosophy

Inspired by the thinkers of the turn of the century, Helen Parkhurst began to take a new progressive approach to education. She caught the spirit of change and created Dalton's plan. This is not just a system, it is an influence, a vision of how people learn, this is the teacher's attitude to students. The author of the methodology believed that students should be listened to and then challenged to find out what they are really capable of.

Dalton Plan technology: principles

The teacher's task is to provide any student with such a structure so that he can freely learn within the framework of the assignment. Freedom means being able to handle responsibility. The starting point is belief in the ability of all children. The student himself evaluates what he needs to complete the task, and in what period of time. Personal experience is actually the best teacher. Students should be given the opportunity to acquire the art of learning.

The signs of the individualized training system "Dalton Plan" are as follows:

• Students master free learning step by step. Preschoolers start small and choose tasks they can do on their own. Children and young people develop, and tasks gradually become larger and more difficult.
• Responsibility is learned in the company of their fellows. This is a kind of adventure, where the relationships that are built in school life will then be applied in real life.

"Freedom and Responsibility to Work a Miracle Together"

These are the first two principles of the Dalton technique. Freedom is needed in order to make your own choice, to find your own path. But freedom does not mean that everything is possible and allowed. Ideal freedom is not a will from commitment, and even more, it is not a lack of discipline. A child who simply does what he wants is not free, on the contrary, he becomes a slave to bad habits, selfishness and is unfit for life with other people.

The third principle is cooperation

To be able to subsequently participate in the life of society, you need to learn to cooperate. Therefore, a lot of attention is paid to games and work in small groups. For example, students from the same class perform an assignment together, it can also be groups of different ages. By doing things together, they learn to listen and respect each other.

Value Based Education

For Parkhurst, there was no separation between teaching and raising a child, she had a belief in a sensible school, where children learn, and they are given the opportunity to take responsibility for their own learning process. She tailored each student's curriculum to his or her needs, interests and abilities. She wanted to encourage each child, making him independent and reliable at the same time. The Dalton Plan was intended to hone social skills and increase children's sense of responsibility towards others.

International recognition

Over the years, Dalton has received widespread international recognition... Schools in the Netherlands, Australia, England, Korea, Taiwan, Czech Republic, Japan, and Germany have adopted the Dalton Plan in part or in whole as an educational technology. This technique is based on the firm belief that whenever children are given responsibility for their learning, they instinctively seek The best way achieve their goal, and carry out tasks with special attention and rigor, which leads them to success.

Based on this, the main goals of the Dalton plan are:

• adapting each student's program to his or her needs, interests and inclinations;
• fostering independence and reliability;
• increasing social skills and a sense of responsibility towards others.

To achieve these goals, a model has been developed that reorganizes education from being teacher-centered to child-centered. Thus, important responsibilities teaching is partially transferred from the teacher to his student.

Denisova Irina Anatolyevna,
English teacher GBOU SOSH number 471,
Vyborgsky district of St. Petersburg

Modern pedagogical technologies should be based on personality-activity and competence-based approaches in education. Most of the pedagogical technologies are aimed at the formation of general educational, information and social competencies of students. Modern pedagogical technologies provide for the wide use of various methods of organization educational process and methods of activities in the lesson. I believe that the learning technology based on the Dalton plan combines the most effective methods and forms of educational activity and allows you to develop the personal qualities of students.

TEACHING TECHNOLOGY BASED ON DALTON - PLAN.

Principles.

1. Complete freedom of action.

2. Self-reliance.

3. Collaboration.

Basic provisions.

1. Individualization.

2. The effectiveness of independent work.

3. Autonomous learning activities.

Algorithm of the teacher's activity.

1. Selection of methodological support.

2. Selection of teaching aids.

3. Development of Dalton assignments (matrices).

4. Development of checklists.

Dalton assignment (matrix) is a "contract" between the teacher and the student, which contains the following sections.

1. Introduction.

4. Instructions.

5. Sources of information.

6. Forms and methods of control.

7. Classes-consultations at the end of thematic blocks.

Dalton-plan, more correctly the Dalton-Plan, is a system of organizing teaching and educational work at school, based on the principle of individual learning. It got its name from Dalton (USA, Massachusetts), where it was first applied. The creator of D.-p. E. Parkhurst, an American educator, carried out experimental work on this system in 1904–20 in various schools. When organizing work according to the Dalton Plan, students were given freedom both in the choice of activities and in the use of their study time. The student received instructions from the counselor teacher on how best to plan his work for a given day, and then worked independently. Particular attention was paid to the accounting of students' work, carried out using a complex system of registration cards. The role of the teacher was essentially reduced to the role of a consultant, the class-lesson system of classes was destroyed. In the 20s. this system has penetrated partially into Soviet school in the form of the so-called brigade-laboratory method.

The purpose of the Dalton Plan is to teach students to independently acquire knowledge, using well-written Dalton assignments, which provide an overview of a specific section that requires assimilation. One can rather expect flexibility, resourcefulness, efficiency if all the proposed tasks correspond to the student's mental powers, worse, if the proposed tasks are higher than the student's understanding. The student must understand what is required of him before he can properly allocate time and activities for systematic work on completing assignments. Only work that is accessible to understanding awakens interest and promotes the disclosure of creative potential. It is logical to assume that the basic pedagogical principles that are implemented in this form educational work it is a personality-oriented approach and differentiation in the selection of educational material, taking into account the level of training of children.

I would like to consider each of the principles of the Dalton School in detail.

1. Freedom is freedom of choice. I organize the educational process in my group in such a way that the students, with the help of the teacher, choose for themselves the optimal ways of mastering knowledge, skills, and abilities. Students learn to dispose of the freedom provided and are responsible for the enjoyment of this freedom. The result is a high motivation to participate in the educational process. At the same time, I retain an important role for myself (I lead, stimulate, maintain freedom, control and teach).

2. Independence encourages students to independent activity, to their own discoveries. In this case, everything is remembered better, since the student participates in an active memorization process, and not in a passive one. In the course of independent assignments, I try to rationally allocate time so that everyone can get help exactly at the stage at which he needs it. It is also important that students learn to use their time efficiently. To organize independent work, I:

· I formulate tasks clearly and clearly;

· Set realistic deadlines for completing assignments;

· I define the conditions under which it becomes possible to register the work done;

· Differentiate assignments for “fast” and “slow” students;

· Indicate auxiliary sources of information;

· I define clear rules of conduct, providing the opportunity for free movement when completing assignments, without interfering with the work of other students.

3. Collaboration. The student is not alone in the class. He works with other students and a teacher. Students can ask each other for help. In the first lessons, students in my group identified important aspects of cooperation:

· The ability to listen to each other;

· Make joint decisions;

• clearly express their desires and intentions;

· Resolve conflicts;

· Trust each other, feel comfortable in the group;

· Feel responsible for the task.

It is my job as a teacher to provide guidance and assistance. I also believe that a very important element is the assignments, which describe the educational material for the students to master independently by the specified time. Therefore, I think them over carefully, clearly design them, so that the implementation does not cause any problems for the students. I have already noted that students independently plan work on the assignments received, keep records of their work, work with additional sources of information themselves, decide for themselves what kind of help and from whom they need. For my part, I closely monitor the progress of students in completing assignments and, if necessary, provide them with the required assistance.

Consider the teacher's activities in the Dalton lesson. Pedagogical activity the teacher is conditioned by the following functions:

· Motivational;

· Supportive;

· Instructive;

· Controlling;

· Correctional;

· Consulting;

· Reflective analysis.

To achieve the greatest efficiency of educational activities, it is necessary to implement differentiated approach to the selection of educational material and taking into account the level of training of students. The results of the introductory diagnostic tests make it possible to conditionally distribute the students into groups. The minimum program of the developed tasks includes only the most basic elements of the studied thematic section and the implementation of this program will not require special stress on the part of linguistically weak students. Average program satisfies a group of students with an average level of training, I develop the maximum for the most prepared students of the group. I also draw up a program in the form of a prospectus, which defines the volume of educational material and includes instructions for working methods and a list of questions and tasks for control tests.

Now let's take a closer look at the Dalton assignment scheme.

One of the main components of the Dalton Plan is the assignment. The term of the assignment may vary - from several days to several months (individual project). An assignment is a kind of contract between a teacher and a student. The student undertakes to complete a certain amount of work by a certain deadline. The student is, as it were, hired to do this work, and that is why in the practice of using the experience of the Dalton plan one can find the term “in succession” instead of “task”.

When compiling Dalton assignments, I developed the following principles.

1. For the student, I reserve the right to determine for myself the level of mastering the material and the nature of work on it.

2. In the tasks there should be a regular change of various aspects, both didactic and organizational. For example, in one assignment I focus on working with the text, and in another - on a joint discussion of a certain issue.

As for the design of assignments directly, work with assignments can only be effective if the student at any time of the day can see what the assignment is. I achieve this in the following ways:

1. I reproduce the assignment sheet for each student;

2. I post the assignment sheet (if it is common for everyone) in the classroom on the notice board, and students have the opportunity to rewrite the content of the assignment in a notebook.

By implementing the teaching technology based on the Dalton plan, the teacher has the opportunity to use various forms educational activities. Let's take a look at some of them.

1. Collective lesson.

2. Cool lesson.

3. Lesson conference.

Naturally, all these names are purely arbitrary. Each teacher can come up with names that will most fully reflect learning activities its class (group). I want to take a closer look at all of these forms.

1. Collective lesson. In such a lesson, a problem is revealed that has appeared as a result of the activities of various students, but is common for a certain group. The teacher is a participant and organizer of the discussion, and the student is a participant and subject organized activities... The result of the collective lesson will be the solution of the problem and the exit to follow-up through the questions that have arisen.

2. A cool lesson is traditional lesson, aimed at practicing skills and abilities and at their consolidation. In some cases, a class lesson can be a lesson in collective reflection, analysis, and summing up. It could be a frontal conversation test performing test tasks.

3. Lesson-conference. Its main features are:

a) the need for a certain period to prepare for the discussion of the problem, which is known in advance;

b) speeches are prepared in the form of reports-presentations;

c) the conference has its own rules of conduct and behavior, thereby introducing certain cultural norms;

d) speeches at the conference are reviewed by the teacher (commission) in terms of their quality.

In my work, I pay great attention to working with tests, because testing students is becoming more widespread. I consider it necessary to purposefully prepare students for the One state exam on English language starting from the first day of training. I use tests compiled by highly qualified specialists in this area: O. Afanasyeva, T. K. Sigal, K. M. Baranova, M. N. Cherkasova, L. N. Cherkasova, I. V. Mikheeva, A. S. Sahakyan, A. Yu. Frolova, N. K. Malysheva, S. V. Fursenko. In addition, for high school students I use CMM and demonstration materials to prepare for the Unified State Exam as test work. For middle-level students, I compose tests myself, since these manuals are still difficult to understand. I do tests of various difficulty levels based on the student's level of skill. Each test reflects a specific aspect in language learning and allows you to check the depth and quality of learning the material

Due to the fact that personality development occurs in the process of activity, it is necessary to provide motivated substantive activity in a foreign language lesson. The development of personality requires its interaction based on the joint subject-oriented activity of students between themselves and the teacher. An exceptional role in organizing such interaction is played by the revitalization of students' activities with the help of Dalton assignments. All this not only helps the student to master foreign language as a means of communication, but also shapes his personality, stimulates creative activity and independence.

I believe that this method has its positive and negative sides, just like any method. TO positive sides include the following:

· Individualization of the learning process;

· Development of the ability to choose;

· An active way of learning;

· Stimulating the development of individual abilities;

· Development of a sense of responsibility;

· Development of cooperation skills;

· Development of their own ideas;

· The opportunity to experiment with a new way of life;

· The acquisition of the ability to work with all kinds of reference literature.

I consider it possible to attribute the following to the negative aspects in the organization of Dalton lessons:

· Labor intensity in the preparation of Dalton assignments;

· The need to compile assignments for each student;

Large preparatory work;

· Creation of appropriate conditions for the implementation of Dalton assignments;

· Organization of consultations after the main lessons for the implementation of Dalton assignments.

In conclusion, I would like to express my opinion that the implementation innovative technology learning based on the Dalton plan certainly contributes to the implementation of a student-centered approach to teaching and a differentiated approach to material and students. In addition, work with the Dalton plan guides students towards the development of their individuality, the ability to be a person through activity, motivated focus, involvement in the space of interindividual connections, and the acquisition of social experience.

Bibliography.

1. Didactics high school, ed. M. H. Skatkina, M., 1982;

2. Dewey E., Dalton laboratory plan, translation from English, [M.], 1923;

3. Kupisevich Ch., Fundamentals of General Didactics, translated from Polish, M., 1986.

4. New systems educational work in schools Western Europe and North America, ed. S. V. Ivanov and N. N. Iordansky, M., 1930, p. 156-68;

5. Parkhurst E., Education and training according to the Dalton plan, translated from English, [M.]. 1924;

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Based on the materials of my lectures.

In 1905, a system of individualized education appeared, the author of which is an American teacher. A new way to plan and organize educational process got the name dalton plan, since it was first used in schools in Dalton (Massachusetts). Other names for the Dalton plan - laboratory system, workshop system - speak for themselves. In the organization of the educational process proposed by E. Parkhurst, the main difference from the classroom-lesson system was immediately apparent: the main educational work was carried out not in the classroom in the classroom, but individually in laboratories, workshops, classrooms, libraries.

The purpose of training according to the Dalton plan was to organize individual educational work with maximum consideration for the characteristics of each student.

The Dalton plan lacked the teacher's explanation of the new material. The teacher's role was to organize the work of the students and provide them with the necessary assistance.

The class as a group of students was preserved, but the lessons in the usual sense did not exist. Collective work with the participation of the entire class was given only one hour a day, the rest of the time the children had to study individually, completing the tasks developed by the teacher. For this, students' workplaces were staffed with the necessary teaching aids, instructions for the study of theoretical material and the implementation of educational tasks.

There was also no general plan of classes. The training programs were divided into a number of tasks by month, with an indication of the timing of their completion.

Accounting for the implementation of educational tasks was carried out in individual student cards and the class summary table.

The desire to individualize the educational process is undoubtedly one of the main advantages of learning according to the Dalton plan. This made the new training system very popular all over the world. For its implementation, many methodological techniques, which are still used today for the individualization of the educational process and the activation of educational and cognitive activity. The Dalton plan became the basis for the development of a number of other training systems, such as the brigade-laboratory method.

However, training according to the Dalton plan also revealed disadvantages, which were due to a decrease in the role of teachers and students in the educational process and led to a decrease in the level of training. This led to the fact that the popularity of the Dalton plan after two decades of its active distribution began to decline.