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4 learning outcomes

I am addressing this article to teachers and parents, and parents in the first place. I do this for two reasons.

Firstly, the situation with education now has developed for the most part such that “the salvation of drowning people is the work of the drowning people themselves.” Therefore, if the parents themselves do not learn something with their child, then no one else will probably learn.

Secondly. As for the rare – good teachers, they are just constantly learning new advanced techniques, spending their leisure time and money on this, so the high-quality methodologists who train them will explain to me “how to teach” without me. But still, my information, which does not pretend to cover particulars, but sets out a general concept, will, in my humble opinion, be useful to thoughtful educators as well.

The great child and family psychologist, the author of best-selling books, Julia Borisovna Gippenreiter at one time deduced a formula about four important results of any training. I suggest everyone to get acquainted with this formula.

So, when a child or student (or even an adult) learns something, he ultimately acquires (or, unfortunately, does not) four results, with which he then comes to life as a personal treasure. How many treasures he has in his wallet will depend on the teacher.

The first learning outcome. First Treasure (The Most Obvious)
Knowledge, skill, skill, behind which the student, in fact, came to the teacher.

The second learning outcome. Second treasure
Training of the general ability to further self-education (The famous “learn to learn”).

The third learning outcome. Third treasure
Self-esteem or an emotional mark left from occupations by this type of activity. Having engaged, the student at the exit receives either 1) satisfaction (with himself and the world), or – 2) disappointment (with himself and the world). They then lead either to love or to hatred in relation to entire areas of knowledge. And most importantly, they lead either to increase self-confidence or, conversely, to lower it …

The fourth learning outcome. Fourth treasure
The memory of the teacher. The memory of the relationship with the teacher. She, this memory, influences a lot.

If the student and teacher were satisfied with each other, the student may no longer need further painful career guidance, in a professional search for himself. He will clearly imagine his place in the world, and this place will be painted for him in positive colors. No matter what problems and doubts this person later conquered, a positive experience of communication with a teacher will not allow him to disappear or lose faith in himself and his craft.

***

And now I want to dwell on the first two treasures.

The first result of the training is “knowledge, skill, skill, after which the student came to the teacher”.

The second result of training, the second treasure is the training of the general ability for further self-learning, the famous “learn to learn.”

Do you know what “very bad pedagogy” is? This is when instead of the four learning outcomes, teachers try to achieve only the first, considering it the most important, while the rest are insignificant and “beautiful-hearted.”

At all times, when education had as its goal – to provide education, the emphasis was on the second result – the ability to teach a student to learn independently.

And today, in some places this goal is at the forefront.

What is the basic idea underlying this belief, the belief that the main thing is to learn to learn?

The basic idea that underlies all this is this.

Man is a creature capable of self-learning. Because he has consciousness, thinking …

The only thing a person needs from outside is a tool, with the help of which he will be able to organize the chaos of the unknown world into an understandable and simple one – orderliness, harmony.

Such a “tool” are: a set of methods of cognition of the world, knowledge of general principles, laws of life. Having understood the method, having understood the general principle of working with any material offered by life, a person will independently and successfully apply it in the future to various – stereotypical tasks.

In our domestic pedagogy, this “training of the general ability to further self-education”, this famous “learn to learn,” was called shortly –

development of logical thinking.
The famous teacher of the 19th century, Konstantin Dmitrievich Ushinsky, began to introduce this into a mass school. He wrote textbooks for public schools and composed the most primitive (seemingly) tasks and exercises. I began, I remember, by observing nature and compiling a herbarium from a nearby grove. But behind this “bring cones and branches” was a powerful training of logical thinking.

Ushinsky’s students, who learned to think logically “on the bumps”, later made Russian science …

Unfortunately, teaching logical thinking is very difficult. To do this, you need to possess it yourself. It is much easier to stuff a student with the knowledge that makes him sick as soon as he leaves the door.

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