Methodology of Shatalov, eminent teacher of the USSR, is based on the assertion that any student can be taught, regardless of their skills and abilities. Participants in the educational process are equal and interact with each other. Viktor Fedorovich radically revised the relationship of the teacher to the students, the knowledge assessment system, homework assignments and the structure of the lesson.
Briefly about the author and his achievements
In 2017 Viktor Fedorovich celebrated his 90th birthday. He devoted his entire life to teaching. Teaching mathematics at school, Viktor Fedorovich sought to optimize the learning process as much as possible. His teaching experience is sixty-three years, and fifty of them he is engaged in research and improvement of teaching. The first experiment turned out to be successful. The school curriculum was mastered by students two years earlier than the regular course.
The method of the teacher Shatalov was first presented to a wide audience in November 1971 in Komsomolskaya Pravda. She was a huge success in the teacher's room.environment. However, after the collapse of the Soviet Union, the experiment was closed.
In 2000, a school based on Shatalov's methodology began to operate in Moscow, in which children and adults from different cities study today. In addition, Viktor Pavlovich is the author of more than fifty books, and his audio and video courses are a huge success among both teachers and students.
Currently Viktor Pavlovich lives and works in Donetsk. He teaches a course of lectures on teaching skills. Shatalov's method was most widely used in mathematics lessons, however, innovative teachers are successfully implementing the method for teaching other disciplines. Of particular benefit are the lessons according to the method of Viktor Fedorovich for primary school students.
The essence of the technique
The essence of Shatalov's methodology is the step-by-step management of the educational process. Viktor Fedorovich created a certain algorithm that is successfully applicable to absolutely any subject being studied and does not depend on the age group and level of training of students.
Shatalov's teaching methodology is based on several principles. First, Viktor Fedorovich claims that all children are teachable. There is no division into weak and strong, trainable and not. Secondly, a mandatory requirement for the teacher is a respectful and friendly attitude towards the student. According to Shatalov's method, all students are equal, although this does not exclude an individual approach to each.
In addition, Viktor Fedorovich revised the grading system. There are no bad marks in his methodical system. This is of particular importancethe principle of the Shatalov methodology in elementary school. The child learns to correct his mistakes and control his progress. And collective cognition develops such important qualities in first graders as communication skills, responsiveness and mutual assistance.
In developing his methodological system, Viktor Fedorovich focuses on teaching young children, since a person receives the main development precisely in the first eleven years of his life.
Reference signals
The main distinguishing feature of the Shatalov technique is the use of reference signals. The role of such signals is played by various symbols that cause associations with the studied material. It follows that the methodology is based on the development and active use of associative thinking and visual memory. When creating reference signals, the following principles apply:
1. The signal must be extremely concise. The simpler and clearer the signal, the easier it is to remember and reproduce.
2. Signal structuring helps to systematize the material and highlight the main element. Structure can be achieved using symbols: arrows, blocks, lines.
3. semantic accents. The important is highlighted in color, font, and other ways.
4. Signals are combined into autonomous blocks.
5. The signal is associative and capable of evoking understandable images.
6. The signal is simple and easy to reproduce.
7. The signal is visual, color highlighting is possible.
To develop a group of signals, it is necessary to carefully study the taught material, highlight key points, thenis to get rid of the "water". Key points need to be outlined, observing the order and connections between them. Next, you should convert them into symbols-signals, observing the above requirements. Signals are combined into blocks, links between them are indicated using graphic and color techniques.
Support notes
After creating the signals, the teacher develops a reference note. Reference signals are the key points of the topic under study. They are formulated into a summary, which is a visual structured diagram or model.
There are detailed instructions for creating reference signals and notes, the use of which helps to apply the Shatalov method in the lessons of the Russian language and literature, in creativity and in the natural sciences.
The abstract acts as a kind of "cheat sheet". Volumetric material is presented on the abstract sheet with the help of symbols, abbreviations, graphics and signs. It is logical to assume that memorizing an interesting colorful scheme is much easier than memorizing an entire textbook. For the teacher, the use of notes is also very convenient. The test of knowledge includes repetition of the abstract by the student. Moreover, the teacher does not correct the errors found in the student's abstract, but only puts down the grade. It is up to the student to find the error himself. In this case, the game aspect is used, which undoubtedly increases the interest in learning.
Explain and state
These are the firstthree stages in Shatalov's teaching methodology. First, the teacher introduces the topic in detail. The task of the teacher is not only to explain the material in detail, but also to interest the students. That is, it is required to present the studied material using images, causing emotional associations. The task of the teacher at this stage is to ask students questions that help to reveal the topic being studied.
At the second stage, the studied material is offered to students in the form of a summary. For better memorization of voluminous material, the teacher reduces it to an information poster.
The poster is a reference abstract consisting of structured reference signals. The teacher explains the meaning of one or another reference signal and their relationship with each other. The third stage of the Shatalov methodology in the classroom is the study and memorization of reference signals by students.
It should once again be noted the importance of using correctly formulated reference signals. Practice shows that the most effective are the signals developed by the teacher directly for this topic and for this group of students, and not borrowed from past experience. This is the only way to take into account the individual characteristics of students.
For primary school students, the first three stages are the most important. At these stages, the teacher lays the basis for memorizing and mastering the topic. Therefore, it is so important to create the most memorable reference signals. To remember them, the student must be interested in them.
Assimilation of the topic
At the fourth stage, students study the notes on their own at home. Interestingly, the term “homework” is not typical for Shatalov’s teaching methods at school. The teacher asks the student to do their homework. There is a fundamental difference in this. Homework is a set of specific exercises that must be done independently during the study of the topic. The student himself decides whether to do it in one day or stretch it over the entire period of studying the material, start it at the last moment or do it even before the lesson starts. When using this technique of the Shatalov method in elementary school, children develop the ability to self-organize from an early age.
After self-study of the material, the student at the next lesson reproduces the reference notes and answers the teacher's questions on the reference signals. These are the fifth and sixth stages and another significant difference between the school according to the Shatalov method. In this situation, the students have no fear of uncertainty: “Will they ask, will they not ask?”. Each student in each lesson answers questions on the studied material. And it is the student who determines the degree of his preparation. Moreover, the rest of the students actively participate in this process. Thus, the answer at the blackboard turns into a collective discussion. For the student, this reduces the fear of answering alone on the topic being studied, since he knows that classmates will help him if necessary. But at the same time, the student is trying to cope with the answer at the blackboard on his own, without resorting to anyone's help.
Multiple repetition
In his methodological system, Shatalov actively uses all kinds of repetition methods at different levels. Without repeated repetition, it is impossible to achieve a clear understanding and assimilation of the studied material. Moreover, as Viktor Pavlovich notes, it is imperative to use various repetition techniques in order to avoid rote memorization.
In the lessons taught under the Shatalov program, information is given not in paragraphs, but in large blocks. This saves quite a lot of time. Much of that time is spent on repetition. At each lesson, the teacher invites students to recall the material covered earlier. This happens through the use of creative, productive and reproductive learning activities.
Reproductive repetition is characterized by the actualization of theoretical knowledge. With productive repetition, a generalization of the studied material occurs. Creative lessons are open-minded lessons that involve creative reflection on the material covered. Repetition is based on reference notes. The teacher keeps records of repeated topics, thus systematizing this process.
Where and how did the triplets disappear
For his pedagogical and scientific activity, Viktor Fedorovich wrote more than sixty books. One of them is the book "Where and how the deuces disappeared." It deals with the issues of optimizing the time of the lesson, the relationship between the teacher and the student, knowledge control. The system for assessing knowledge according to the Shatalov method is fundamentally different fromconventional school system. The most important principle of his system is an open perspective. This means that the student can always correct his bad mark. Twos, according to Shatalov, do not motivate, but rather oppress the student, depriving him of the desire to learn. This axiom is best understood by elementary school teachers. They deal with the subtle children's psyche, which can easily be hurt by bad grades. The child should not be afraid to make mistakes and always have the opportunity to correct them.
Knowledge is recorded through an open statement. This is a large sheet to which every student has free access. Low grades are marked in pencil. When a student corrects his mistakes, increases the level of knowledge, his mark in the statement also increases. This is the most important factor in the Shatalov technique. When a student gets an A or a C and the teacher notes it in the journal and diary, the student is upset and depressed but unable to fix anything. The received mark is a fait accompli. This significantly reduces the desire for knowledge.
Learn victoriously
In 1956, the first practical studies of Shatalov's methodology took place at the lessons of mathematics, physics and astronomy. Since then, the technique has been improved and developed. But the basic principles of training according to Shatalov remained unshakable. Chief among them is openness. The teacher communicates openly and respectfully with students, their relationship can be compared with the relationship between colleagues. The primary school teacher is both a patron and a friend for the student. The student in this casefeels calm and confident. He is not afraid to make a mistake, he is not afraid to look stupid.
Equal relations develop between students. There are no excellent students and doubles. Everyone is capable of getting only good grades. Students develop a sense of camaraderie. All students are constantly involved in the learning process. When one of them answers, the others listen and are ready to help their comrade in case of need. In addition, the teacher creates an atmosphere of friendliness. There is no competition between students. Having spent the first years of school in such an atmosphere, the child will not become a smart-ass or an egoist in the future.
Parents are also involved in the learning process. The teacher should convey to parents the importance of creating a favorable and peaceful environment at home. Parents do not scold for a bad grade, they encourage and support the child, motivating them to get a higher score. The child is trusted, believed in his abilities, which increases his level of self-esteem and self-confidence.
Benefits of using the technique
Obviously, Shatalov's method, used both in elementary school and in high school, has a number of advantages. First, it is a significant time saving. Through the use of abstracts, a large amount of information can be studied in a shorter period of time. Moreover, the quality of the acquired knowledge does not suffer at all from this reduction.
Secondly, the new knowledge assessment system allows the student to independently control hisachievement by developing self-reliance. A favorable environment at home and at school significantly contributes to the growth of interest in learning. The use of reference signals and notes facilitates the learning process for the student and teacher.
