Types of training

• frontal training . With the front-end organization of training, all students advance along the curriculum simultaneously: from topic to topic, from class to class (from course to course).

Front-line training can be organized in different ways.
In the classroom there can be an absolute common front - all students do the same thing in a given period of time, in the same way and with the same means. The forms of training organization used linearly replace each other, for example, a question is explained to the whole team, then students complete tasks in pairs, after which each one does the same thing individually.
There are frontal classes with a more complex structure of the forms of organization of instruction used, when at the same time a variety of forms of organization of instruction or types of work are observed at the lesson, for example, a teacher works with part of the students, part of the class works in pairs, and the rest individually. But at the same time, everyone is mastering a common theme (question).
With frontal training, the same training route for mastering the curriculum is provided for all students. Transfer and final exams usually take place at the same time.

• non-frontal training . Students realize different goals, study different fragments of the course, using different methods and means, spending different time to master each fragment of the course; there are rare cases of the simultaneous start and end of a job.

The totality of the educational content that is being studied in a team at a given time (someone is studying some fragments of the course, and someone else) is called the scale of the lack of a common front . The scale of the absence of the front can be different: the volume of the section, year, the entire course, etc. The larger the scale of the absence of a common front, the more the organization of training is non-frontal.

Types of training can be distinguished based on the communication structures of people in eventual situations. The list of situations is limited to the following: indirect communication, communication in a pair and communication in a group. In turn, a group can have two different structures of interaction between its members: “one speaks, does - the others listen, observe” (one communicates with several as one) and “each communicates in turn with each”. Being nearby, but doing autonomous individual work, the group does not represent.
Thus, there are only four of the following forms of organization of training (they are called V.K.Dyachenko basic):

• individually-mediated form of training . It corresponds to mediated communication (individual work of a student with educational material, through which he is in a situation of communication with another person);
• paired form of training organization . It corresponds to the interaction in a separate pair (its results are not used in other pairs, that is, the participants in the lesson do not represent a group);
• group form of training organization . It corresponds to group communication, when each speaker sends a message to everyone at the same time;
• collective form of training organization . It corresponds to the interaction in the group when communication takes place in pairs of exchangeable composition.

At the end of the 20th century, the organization of educational work in pairs took shape in the technology of pair learning .

Basic forms are “building material”. In specific learning processes, a combination of these four types of training is used in various proportions. A certain combination of basic forms is a “concrete form of training organization”, just as different structures are built from the same bricks. This combination is both simple and very complex.

Based on the concepts of a common front, a training route, temporary cooperation of students, the whole variety of training sessions is divided into three groups:

• Individual training sessions . There is no common front, the teacher works with each student in turn, all the others act individually.

This is an individual training .

• Group training sessions (group training). All students do the same thing in a given period of time, in the same way and with the same means. For all students, the same training route for the development of the curriculum is provided. The attitude of “teaching - group” prevails.

This is group training .

• Collective training sessions . There is no common front. Students master the general content of the course on different educational routes, the mastered content and didactic positions are redistributed among the participants (trained, educated, checked, checked, organizer, etc.). Temporary training cooperations are being created at the intersections of training routes. These are groups that are not constant in composition or separate pairs for the performance of a particular educational task. As a rule, several cooperations operate simultaneously, differing in basic forms, themes, working methods, and the number of students.

This is a collective learning .

• Socratic dialogue (Socratic conversation). The teacher, dividing the thought into small links and presenting each in the form of a benevolent question, each of which is followed by a short, simple, predictable and, as a rule, affirmative answer, leads the student (acting as an interlocutor) to a more complete view of the subject of discussion and conclusions , which were initially not obvious to the interlocutor. The interlocutor comes to the truth himself (albeit with the help of a teacher).
• Dogmatic training . Aimed at providing hearing and mechanical memorization.
• Explanatory and illustrative training .
• Self-knowledge acquisition under the guidance of a teacher-consultant.

* Programmed training is a special type of self-knowledge acquisition.

* Algorithmic training - training in the implementation of the prescribed sequence of elementary operations to solve any of the problems belonging to a certain class, for example, grammar analysis of sentences.

• Learning that exploits opportunities arising in the development process. Learning follows development and adapts to it.
• Learning identified with development .
• Developmental training . Education that goes not only after development and not only keeps pace with it, but mainly ahead of development, advancing it further and causing neoplasms in it. The basis of developmental education is the “zone of proximal development” (the concept belongs to the outstanding Soviet psychologist L. S. Vygotsky ).

• Training
• Types of Training
• Forms of organization of training
• Collective way of learning
• Master Class

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