Singaporean education. "Singaporean" method of teaching in English lessons

Teacher's Guide "Introducing Singapore Teaching Structures" with presentation

Target: introduce some of the teaching structures of the Singaporean teaching methodology.
Work description:
I offer this manual to those teachers who are interested in the Singaporean teaching method and want to work on it.
To ensure the quality of education for schoolchildren, the Ministry of Education and Science of the Republic of Tatarstan implemented a joint project "Improving the quality of teaching in the Republic of Tatarstan" with the Singaporean company "Educare International Consultancy".
In 2014 – 2015 academic year Our teachers were invited by the Department of Education of the city of Zainsk to learn and begin to introduce elements of the Singaporean teaching methodology in their lessons. Teachers from Tatarstan are the first in Russia to master the Singapore method of teaching. In Russia, they have not even heard of such a system. I myself use these structures for only half a year. At first it was all so incomprehensible, and when I started to apply these structures, I even liked it. But it takes a lot of time to prepare for the lesson. It is necessary to select the correct and successful material for the lesson, as students may not have enough time to answer. Each student's answer is given from 10 to 30 seconds. The time is ticked every time. Therefore, there should be a clock in the office (class). The whole lesson does not need to be changed, you can only use some fragment of the lesson. The Singapore system of education is good because the whole class is involved in the lesson. Analyzing the work in the lessons of students of our school, I can say that one student answers, the rest rest at this time. Using this system, students, whether they want it or not, have to learn to think independently, answer the questions posed, complementing each other, and exchange opinions. They develop oral speech. In such a lesson there is no leader, everyone is equal. This technique is also good because the student develops communication, cooperation, critical thinking, creativity - these are the necessary qualities in our time.
The goal of this program is to move from passive learners through learning structures to engaged learners of the 21st century. (slide 1) A diagram is projected onto the screen.
I propose such structures.

1. A structure is projected onto the screen MANAGE MET (slide 2) - a tool for class management. A plate in the center of the table that allows you to conveniently and easily distribute students in one team (shoulder partner, face partner; partner A, B) to organize an effective learning process in teams.

Children are seated in a group of 4 people. They take their places at their desks as shown on the sign.

Fragment of the lesson: organizational moment
Greet each other: Shoulder partners give five to each other; face partners - bang your fists and smile at each other; and now all together greet each other, touching with your right hand.

2. The structure is projected onto the screen HIGH FIVE (slide 3) - literally "high five" - a signal of silence and attracting attention.
This structure is used after the bell at the beginning of the lesson. The teacher raises his hand and says to the class: “Hi five!” The students should also raise their hand in response and look at the teacher. This structure teaches to focus on the teacher and prepare for the next stage of work.

3 The structure is projected onto the screen CLOCKE BUDDIS (slide 4) - "friends by the clock (time)" - a structure in which students meet with their classmates at the "teacher's allotted" time for effective interaction.

Prepare a picture of the clock in advance. Arrange on tables. Children should mark on the clock, for example, the time of 3 and 9 o'clock and write down for this time those with whom they would like to meet. The teacher offers to meet with friends at the hour chosen at 9 o'clock and discuss the solution homework, for example, No. 30(a). They thanked each other. Then the teacher offers to discuss solution No. 35(b) with friends selected for 3 hours. Depending on the number of tasks, the time can be assigned to, for example, 12, 3, 6 and 9 hours. You can discuss for 30 seconds.

4. The structure is projected onto the screen TAKE OFF - TOUCH DOWN (slide 5) - "get up - sit down" - a structure for obtaining information about the class (who solved the problem in one way, two, three), as well as getting to know the class.

Lesson fragment: checking homework
If the students believe the statement is true, then they stand up, otherwise they remain in their places.
1. I did my homework.
2. Homework was difficult.
3. My parents helped me with the preparation of my homework.
4. I am in a good mood.
5. I'm ready for the lesson.

5. The structure is projected onto the screen JOT TOTS (slide 6) - “write down thoughts” - a structure in which participants loudly pronounce a invented word on a given topic, write it down on pieces of paper and put it face up in the center of the table. Without respecting the order, each participant must fill out 4 pieces of paper, therefore, 16 pieces of paper will be in the center of the table.

Each team has A4 sheets on the table. The teacher invites participants numbered 1 to take a blank sheet of paper, divide it in half, give half to a partner on the shoulder. Then divide this half in half and give half to a partner in the face. Now each participant divides the sheet into 4 parts.

Fragment of the lesson: updating knowledge
The teacher gives the task: The numbers 6 are written; 9.4; -234; 96.54; -7; 234; 9.56; 7; 87. What can you say about these numbers?
There may be, for example, such options:
-there are natural
-there are positive
-there are opposites
Put all your answers in the middle of the table. You should have 16 answers. You can give 3 minutes to complete.
When the time is up, you can use the HIGH FIVE structure. The teacher invites the participant at number 3, table number 3 to read out their proposals.

6. The structure is projected onto the screen TIK - TEK - TOU (slide 7) - "tic-tac-toe" - a structure used to develop critical and creative thinking, in which participants make up sentences using three words arranged in any row vertically, horizontally and diagonally.
First, the teacher suggests the JOT TOTS structure. From one leaflet get 16.

Fragment of the lesson: consolidation of the studied material
Each team member takes 4 pieces of paper
On each piece of paper, not following the order, performs the steps:
1) Come up with decimal
2) Say this fraction out loud to your team members and write it down on one piece of paper
3) Lay on the center of the table face up
4) Repeat steps 1-3 until you have used all the leaves.
For example, fractions are written on the pieces of paper: 1.4; 76.2; 0.123; 8.65; 63.2; 7.46; 85.431; 7.34; 9.01; 70.5; 348.01; 6.4567; 56.32; 9.7612; 6784.6; 5.1
The teacher gives 1 minute to discuss which 9 fractions they will leave on the table.
Time is over. Shuffle the leaves and lay out 9 leaves in a 3x3 format
Each team member completes the teacher's task using any three fractions on the same line (vertically, horizontally or diagonally):
a) arrange the fractions in descending order
b) add fractions
c) multiply fractions
You can give 2-3 minutes to complete the task. The correctness of the task can be checked with partners in the face.

7. The structure is projected onto the screen STESE CLASS (slide 8) - "shuffle the class" - a structure in which students silently move around the class in order to add as many of the participants' ideas to their list as possible.

Lesson Fragment: Review
Within 30 seconds, students answer the question posed by the teacher. For example, what do you know about a rhombus? There may be answers like this:
a rhombus is a parallelogram in which all sides are equal;
at the rhombus, the diagonals intersect;
in a rhombus, the diagonals of the intersection point are divided in half;
the diagonals of a rhombus are mutually perpendicular, and so on.
After their answers, the guys should draw a line. After this time expires, in 30 seconds, students will need to collect as many answers as possible from their friends. They move around the classroom, find a couple not on their team, stand side by side and write down the answer they don't have. If there is already such an answer, then you can mark it with a tick. And thus, they must meet several times with partners and collect as many answers as possible. Answers are recorded already below the drawn line. Everyone stands up and moves chairs. Time is ticking.
When the time is up They take their seats. After all the written answers, a second line is drawn. The check begins: he will read his answers to us, for example, participant A at number 1 of table number 2. And the guys, listening to the answers, add those that are not there, but write them down already below the second line.

8. A structure is projected onto the board CONERS (slide 9) - "corners" - a structure in which students are distributed in different corners depending on the option they choose.

Lesson fragment: checking previous knowledge
Attached to the four corners of the classroom are the words:
Rectangle.
Parallelogram.
Rhombus.
Trapeze.
The teacher gives the task to remember everything that they learned about these figures in the course of studying these topics.
Students come to the chosen corner, find a partner not from their team, remember the material studied, tell each other, correct mistakes.

9. A structure is projected onto the screen SIMALTINIUS ROUND TABLE (slide 10) - “simultaneous table round” - a structure in which 4 participants in a team simultaneously perform written work on separate sheets of paper or in a notebook and pass each other around in a circle at the end of time.

Fragment of the lesson: fixing
For example, let's solve #563, then #573. Time can be given from two to five minutes.

You can use the SIMALTINIUS RELL TABLE structure - “simultaneous relly table” - a structure in which 2 participants in a team simultaneously perform written work on separate sheets of paper or in a notebook and pass it on to each other at the end of time.

10. A structure is projected onto the screen QUIZ QUIZ TRADE (slide 11) (“poll-poll-swap cards” - a structure in which students test and educate each other on the material covered, using cards with questions and answers on the topic).

Fragment of the lesson: updating previous knowledge
The guys work in pairs on the shoulder.
Each pair is given cards: even numbers - questions, odd numbers - answers. Check each other for knowledge of the rules using pre-prepared cards with questions and answers
Questions:
1. How are decimal fractions added?
2. How are decimal fractions subtracted?
3. Formulate a rule for multiplying by a decimal fraction.
4. Formulate a rule for dividing a decimal fraction by a decimal fraction.
Answers:
1. To add decimal fractions, you need:

perform addition, ignoring the comma;

2. To subtract decimals, you need:
equalize in these fractions the number of decimal places;
write them one under the other so that the comma is written under the comma;
perform subtraction, ignoring the comma;
put a comma under the comma in the given fractions in the answer.
3. To multiply two decimal fractions, you must:
perform multiplication, ignoring commas;
separate with a comma as many digits on the right as there are after the decimal point in both factors together.
4. To divide a decimal fraction into a decimal fraction, you must:
in the dividend and divisor, move the comma to the right by as many digits as there are after the decimal point in the divisor;
then perform division by a natural number.

11. A structure is projected onto the screen TIMED PEA SEA (slide 12) - a structure in which two participants share detailed answers for a certain amount of time.

Lesson fragment: learning new material
The teacher announces that today in the lesson we will learn how to simplify expressions.
Look at the expression: 4a+35a=39a
Think about and write down the answers to the following questions on a piece of paper:
- What properties of arithmetic operations are used here?
Could this expression have been simplified in a different way?
Share your judgments with your shoulder partner. You can use the CLOC BUDDIS structure. Within 30 seconds for each question, the person with the most letters in their name starts. Time has gone.

12. A structure is projected onto the screen MIX PEA SEA (slide 13) - a structure in which participants mix to the music, form a couple when the music stops, discuss the proposed topic using the RELLY ROBIN structure (for short answers) (slide 14) and TIME PEA SEA (for long answers).

The structure is projected onto the screen. RELLY ROBIN - structure. In which two participants alternately exchange short answers.

Fragment of the lesson: fixing
The teacher gives a task according to the textbook (to solve the problem).
The students silently mingle to the music as they move around the classroom. As soon as the music stops, they form a pair with the student closest to them and "high five" (hold hands in the air). Students who have not found a partner raise their hand to find each other.
The teacher asks a question and gives 3 - 5 seconds for reflection.
-What is this problem about?
- What is said about the area of the kitchen?
- Do you know the area of the room?
- What else is known in this problem?
What should be denoted by x?
Students share their opinions with their partners using: RELLY ROBIN and TIMED PEA SEA. Each time, the participant who is older starts.

13. A structure is projected onto the screen MIX FREEZE GROUP (slide 15) - a structure in which participants mix to the music, freeze when the music stops, and unite in groups, the number of participants in which depends on the answer to a question.

Fragment of the lesson: physical education (1 - 2 min.)
The music turns on, the children begin to move around the classroom. When the music stops, they freeze and listen to the question. The answer to the question will be some number. The guys gather in a group of as many people as the answer will be. Condition: none of the guys should voice the answer.
What digit is written in the tens place of the number 13230? (3.)
How much will be 49 - 20 x 2? (9.)
How much will it be if 540 is divided by 20? (27.)

For physical education, you can use the structure TIM CHIR - "chant, motto." TIM CHIR is short, fun exercise to lift the spirits of the audience, encourage or express gratitude.
1. Shake off laziness and fatigue.
2. Reached out to the starry distances.
3. Hid (sat down) from troubles and dangers.
4. Smiled at friends and the spring sun.
5. No noise, quietly landed at their desks

In order for our students to truly become successful, we need to teach them the skills of effective communication, collaboration and teamwork. They also need to master the skills of critical and creative thinking in order to find solutions to the challenges they will face in a world unlike ours. Lessons should be directed towards this. When working in groups, when they move, everyone is involved in this process, they have fun and remember information easily. Teaching according to this method is reduced to a kind of game in which everyone takes part.
Whether this system is good or not, judge for yourself.

In Russia, attempts continue to introduce methods of education that are alien to us

It all started in 2011 with the meeting of the CEO of the EduCare organization, the president of the Singapore Teachers Union, Mike Tiruman ( on the picture) with the leadership of the Republic of Tatarstan through the mediation of the journalist Tina Kandelaki, who at that time was paving her way to the post of Minister of Education of Russia. Mike Tiruman began his intervention in Russia by saying: “What is the difference between education in Singapore and in Russia? 20-25 years behind”, - the backlog, of course, in his opinion, is Russian.

After the planned large-scale trainings, 30,000 Tatarstan teachers had to understand how they should really teach Russian children in order to “catch up with Singapore”.

In 2013, all this has already turned into a three-year program "Improving the quality of teaching in the Republic of Tatarstan", within the framework of which there were ten "tutors capable of independently teaching colleagues a new approach." Now the Singapore model covers the whole of Tatarstan, 77 teachers-tutors and 346 tutors-methodologists have been trained in all regions of the republics, 200 trainers-methodologists have trained more than 17 thousand teachers.

"High-level" Singapore pattern

Prior to the 1979 reform, Singaporean education consisted of an elitist English school and a scattered network of national mother tongue schools; with a general predominance of the Chinese population, Chinese schools dominated, often funded from mainland China.

The founding father of Singapore, Lee Kuan Yew, took a course to "improve the quality" of his own population and proclaimed: "Everyone should learn English, and native language should become a second language.

This caused angry public protests and accusations of cosmopolitanism, erosion of national identity, leading to the loss of national identity, etc., but did not stop the process.

To transfer the entire education system to the principles of bilingualism, it was necessary to lower the standards of oral and written English, which led to the emergence of the Singaporean dialect "singlish".

In 1979, primary and secondary schools in Singapore introduced streaming education - grouping students by ability in order to give each child the opportunity to graduate from high school and find a job in the future in accordance with the type of his certificate.

In 1992, when it turned out that many children after graduation elementary school unable to pass the transfer exam, a special technical stream was introduced for them, in which they taught more English and improved technical skills - then they received the right to enter the Institute of Technical Education.

In 2004-08 it became clear that the flow system in elementary school destroys motivation - it was canceled and replaced by the study of subjects of the elementary school student's own choice and on the recommendation of the school.

At the secondary school, the streams were kept, but they gave the student the right to apply for studies and apply for a transition to a stream of a higher level.

Now education in Singapore includes a three-year pre-school, a six-year primary and a four-year school. All kindergartens in Singapore are private, often confessional. Pre-school education continues from 3 to 6 years: nursery, first (K1) and second (K2) year; the program includes communication, native language (Chinese, Malay or Tamil), English, counting.

There are two stages in elementary school: basic (grades 1-4) and orientation (grades 5-6). The program includes English, mother tongue, mathematics, civics, art, music and physical education; from grade 3 are introduced natural Sciences. At the end of elementary school, students take final exam(PSLE), on the basis of which students are placed in a secondary school.

Directions of study in secondary school: special, "express" (in-depth English), academic, technical, as well as an integrated and professional training program. The duration of study is 4 years, according to the academic profile and the integrated program - 5-6 years. In addition to mandatory schoolwork students must attend additional acting classes, sports sections, etc.

At the end of a special and express direction after passing the exam, a certificate of complete secondary education of the O-level (O-Level) is issued, giving the right to enter a technological or centralized institute; after the normal academic and normal technical profiles - a certificate of secondary education N-level (N-level) lower level, giving the right to enter colleges, institutes or polytechnics.

Now there are only 350 schools for 5 million inhabitants in Singapore; for one teacher - more than 40 students. For the successful implementation of the new program, an effective system of promotion and encouragement of teachers was created: their number was halved and their salaries were increased proportionally.

In other words, for children, the bar of requirements and the level of achievements have been reduced, for teachers, the workload and salary have been increased.

The essence of the Singaporean methodology

The methodology is based on the system corporate training Dr. Spencer Kagan, a former Soviet and now American specialist. Tiruman does not hide the fact that the methodology is also based on the ideas of the famous Russian psychologist Lev Vygotsky and the Soviet teachers Davydov and Elkonin; domestic experts emphasize that these techniques are also present in the methods of teachers of the 90s. gg. – “Dramohermeneutics” by P.M. Ershov and the socio-game methodology of V.M. Bukatova and E.A. Ershova.

The methodology is a set of structures (theses and formulas) - thirteen main ones, about two hundred and fifty in total. At the request of the Educare company, the teacher must use only the English names of the structures, which are very peculiar: “manage mat” (class management, distribution of students in one team of 4 people: who is sitting next to and who is opposite, as an opponent, as them to communicate); "high five" (concentration of attention on the raised palm of the teacher); klok baddis ("friends in time"); "tek of - touch down" ("get up - sit down"); "jot toast" ("write down a thought"); “tic-tek-tou” (make a sentence with the obligatory words in the scheme); “ste ze class” (“mix the class”, students are allowed to roam freely around the class); "conners" (distribution of students in the corners of the class according to the options they have chosen); “simaltiniuss round table” (all four members of the group complete written assignments, and at the end pass them around to a neighbor for verification); “kuiz - kuiz - trade” (“interrogate - interrogate - exchange cards”); "timed pea shea" (two participants exchange full answers on a timed task); "Mix pea shea" (arbitrary movement to the music with the formation of random pairs and discussion of the topic in short (relly robin) or in full answers); "mix frieze groups" (mixing students to the music), "tim chir" (warm-up time).

For the duration of the lesson, the names are canceled - the children are numbered (the structure of Numbered Heads Together, “numbered heads working together”), divided into fours, seated face to face, each group receives a task and performs it noisily.

New material is studied by children on their own, each of the children takes turns playing the role of a teacher, then the teacher summarizes - it is believed that this forms a team spirit and independence among schoolchildren.

Structures emasculate the essence of the work of the teacher, who no longer has to make plans, look for ways to convey information, but only select the appropriate modules for the lesson and group them in various combinations, aimed at the interaction "student - student" and "student - educational material”, but not on the “teacher-student” model.

It is also important to understand that children are "trained" on the automaticity of performing actions on a foreign command.

Education assessment

For motivation Russian education For the next modernization, Singaporean reformers cite the results of studies conducted at the initiative of the International Association for Evaluation educational achievements(IEA). These are the PISA, PIRLS and TIMSS studies, which “allow to identify the features of teaching reading, mathematics and science subjects in primary, secondary and secondary schools and evaluate the quality of general education in terms of educational priorities developed by the “international community”.

The Chestnut Hill Boston College (Massachusetts, USA) is responsible for the international testing project, tasks are prepared at the data center in Hamburg (Germany); In Russia, data collection with the active participation of the Ministry of Education and Science of the Russian Federation and Rosobrnadzor is carried out by the Center for Educational Quality Assessment of the Institute of Content and Teaching Methods of the Russian Academy of Education.

The main conclusions reached by American, Australian, German, Dutch and Japanese researchers, who make up the organizational core of the project, is that a group of countries in Southeast Asia and the Pacific region (Japan, South Korea, Singapore), and Russian schoolchildren “do not have significant differences in general education with their peers in most developed countries of the world, but experience difficulties in applying knowledge in situations close to everyday life, as well as in working with information presented in various forms” .

Based on the "priorities in education developed by the international community", the results of Russia in comparison with other countries, which Mr. Tiruman relies on, do not look the best.

So, according to the results of 2011 ( GPA TIMSS - 500) - reading, grade 4: Hong Kong-China - 571, RF - 568, Singapore - 567; mathematics, grade 8: Singapore - 606, Korea - 605, Hong Kong - 602, Taipei-China - 591, Japan - 585, Northern Ireland - 562, Belgium - 549, Finland - 545, England - 542, Russia - 542; mathematics, grade 8: Korea - 613, Singapore - 61.1 Taipei-China - 609, Hong Kong-China - 586, Japan - 570, Russia - 539, etc.

What Mr. Tiruman wants to teach us

Mike Mariyappa Thiruman, CEO of Educare International Consultancy Limited, President of the Singapore Teachers Union (STU) spares no effort and money traveling around Russia with reports, speeches, presentations on the topic: “Thinking Schools, Learning Nation”, in which he explains how different "passive learners of the industrial age" from the reference "engaged learners of the 21st century".

His calculations state that the modern Russian educational space is regressive, childhood must be competent, so children do not need adults, and in general they repeat the “road map” of the notorious juvenile foresight project “Childhood-2030” (2010).

According to Mike Tiruman, “the role of the teacher as a transmitter of ready-made knowledge has become obsolete. Students need to be taught to think for themselves. The teacher becomes a facilitator (providing group communication), he helps children acquire knowledge on their own. At traditional education the whole focus is on the teacher, while the focus should be on the student. It is the student who speaks, does, presents, and not the teacher.

In particular, in kindergartens in Singapore, the task is not to teach children how to play - it is believed that children will learn this themselves, but they, together with teachers, “create projects” and “develop under supervision” (including video recording); the main achievement at this stage is the ability of children to ask questions and ... argue.

Today, the ideal student "in Tiruman's way" is a highly qualified Internet user, enterprising and proactive, able to learn without a teacher, capable of changing the type of activity, orientation of interests and activity by a conventional sign and a memorized command.

Education "in Singapore" is a technological production of an intellectual product for a specific order.

But the most important feature of the Singaporean model is caste education.

To each according to his ability

When planning a new education system, the leadership of Singapore approached the process in an extremely utilitarian way: no extra expenses. A so-called “meritocratic” system (“power of the worthy”) was created, for which a policy of large investments in the development of “human resources” was implemented through education, training and retraining of workers and students.

In the instructions of the Ministry of Education of Singapore of those years, it was said that "a caste spirit should reign in schools", the main slogan called: "Select the people and choose the best, with whom to go further." As a result, a model emerged: education is an investment in the formation of skills (competencies) for the production of labor force.

Accordingly, the priorities of Singaporean education were determined: competitiveness; determination of the key sector of the economy at this stage; the formation in schoolchildren of precisely those skills that are now necessary for production; training - only basic disciplines; specialization - delayed, depending on demand.

The acquisition of academic knowledge and spiritual and moral education were not declared as the main goal.

global education

The main requirement of the information society is that education must meet the “requirements of the global economy” (the so-called “knowledge economy”), which led to the creation of the Unified World (global) educational system based on uniform educational standards.

The World Bank, as one of the customers of the global educational policy, aims at the internationalization of education, the creation of a single educational space ( Bologna system), infrastructure optimization educational sphere, organization of a system of "independent quality control of knowledge" (USE, PISA, PIRLS, TIMSS), integration of national educational systems of education into the world system of higher education.

The ideal product of such a Global Educational System should be an employee with basic skills of a given level (writing, counting, reading), a certain way of thinking, able to clearly and adequately perform assigned tasks, socially adaptive, ready to be easily retrained and reprofiled.

In other words, the international market needs smart and hardy performers with initial skills no higher than the average level, who are able to change their professional and life program on a prearranged signal.

The reaction of the education system

The educational environment is a place where creative ambition becomes a professional engine: there will always be educators who are ready to seize the novelty and do something that can surprise colleagues.

In Tatarstan, teachers already show open lessons and report on the use in their work of the structures “round table”, “class building”, “team building”, “conners”, “timed care shea”, “hey eye guard”, “quiz quit trade”, "ste ze class", etc., as well as "chir" - special exercises, with the help of which students "thank each other, cheer each other up and charge each other with positive for the whole day."

From the reviews of Russian teachers:

“The Singaporean system is for Singapore, enough experimentation in education. How much can you rearrange everything upside down. First from school curriculum they will remove the classics of Russian literature, then we will not conduct lessons, but play, dividing the children into groups according to the color of the eyes, the length of the hair, the color of the shirts. Previously, groups were based on mental abilities - this was the main criterion. From this newfangled system, only individual elements can be adopted for holding games and competitions.

“Groups of 4 people, changing the location of groups more than once per lesson, independent search for information. So this is my last lesson. Only Singapore has nothing to do with it. Ershov's Drama Hermeneutics and Bukatov's Socio-Game Methods, quite Russian teachers.

“There is a gesture that is used in the Singaporean methodology, which is called “hi-fi”: the teacher’s hand rises up, the mouth pronounces these two words. The Bugulma teachers considered that the gesture was similar to “Heil Hitler!” and bombed this technique to smithereens. The school’s Russian expert said that the use of this gesture in a country that defeated fascism looks blasphemous.”

“Lessons are given. They check. They advise. Numbered tables. Typed 1.2.3.4. Our children are "shoulder partners". No names - instead of No. 1, No. 2 ... "

“On Monday I will give a lesson on this system. The soul does not lie to this nonsense, not only with me, but also with children. I agree with my colleagues - the "hi-fi" gesture cannot be used in our country. Analyzing Zamyatin's novel "We", we are talking about "numbers". So we lived up to these #1, #2. How to deal with the system?

“And why “hi-fi” when there is just a method of a raised hand?
He is ours, and Singapore is not needed!

Promotion in Russia

In Russia, in addition to Tatarstan, they tried to introduce the Singapore method in 2013 in Udmurtia.

In 2014, the program was promoted by one of the agents of change in Russian education, the Moscow Institute of Educational Policy Evrika, which organized a trip for Russian educators to Singapore with a visit to an Adventist school, and then held a series of seminars with Singaporean specialists at its base in Moscow.

In 2015, the educational system of Tyumen became the testing ground for the Singapore tests.

Also in 2015 in Moscow at the conference of the IGO trade union and ANO "Profzashchita" on the topic: "Prospects for the development of modern educational systems. What can be done today? – Mike Tiruman held a presentation of the Singaporean model and called for its implementation not only in Moscow, but throughout Russia.

In 2016, the Higher School of Economics (HSE) came out in support of the Singapore model as the only right path for Russian education.

The principles of the Singaporean methodology have already been included in the Federal State Standards (FSES) for elementary school, and only the sluggishness of the educational system (akin to the army: “Having received an order, do not rush to carry it out - wait for the cancellation”) does not allow us to feel them in all their glory.

The Russian version of the Singaporean caste education based on the portfolio of children in 2015 in a pilot mode in the program "Modernization of the Children's Movement in Transbaikalia" tried to introduce the Kudrin Foundation to support civil initiatives into the education system; in 2017, it was planned to extend this system to the whole of Russia.

Why is it moving forward

If we ignore a specific state and try to understand the reasons for the imposition of foreign methods on Russia, then the picture is interesting.

There is a customer new system education (“knowledge economy”) – World Bank. There is a transnational order - the cultivation of a productive force with certain cognitive (mental) and behavioral characteristics: we need obedient, hardy and executive people - the very “service person” that director of the Kurchatov Institute Mikhail Kovalchuk spoke about not so long ago in the Federation Council.

The group methodology, on which the Singapore model is based, teaches the student to work exclusively in a team, when the collective mind operates and the criticality of the individual is leveled.

The exclusion from the process of education of the teacher as a "schoolmaster" who has access to the formation of the student's worldview and value attitudes makes the trainees an inert mass that can be easily controlled and modeled from the outside.

Replacing teachers with Internet technologies creates a system of invisible control of the masses in the right context, the uncontrolled creation of new behavioral stereotypes and the formation of alien motivations.

"Competence-based approach", which has become the basic criterion in modern European educational programs, tritely hides in itself the habitual formation of skills for us, but at the same time means the replacement of previous academic knowledge with these skills.

Continuity of education, which is now being talked about more and more insistently, does not mean at all an opportunity for a pensioner to learn computer literacy, but - the ability of the employee, at the first request of the legislator, to quickly retrain and radically change the profession or type of activity.

"Knowledge economy" means a differentiated approach to the material costs of education, so the new ideology suggests that you can spend money only on those who work off the money spent, and the amount of investment should be determined by the prospects of tomorrow's worker; all this can develop only in a situation of caste formation.

So, the Singaporean technique is a single educational standard Global Education System, designed to unify national educational systems, set a development ceiling for them and legitimize caste education.

Covering their true intentions with a hodgepodge of old Soviet methods and theories (and the West has not yet invented anything new), calling it their breakthrough and convicting Russia of inertia and backwardness, confirming these assessments with the results of ratings that they themselves invented and evaluated themselves, transnational customers of the new reality purposefully destroy traditional education.

Russia is a large country, and by applying this technique to it, after some time you can get an unlimited amount of cheap productive, and simply, labor force - obedient, executive and unpretentious.

Lyudmila Arkadievna Ryabichenko - Chairman of the Interregional social movement"Family, love, Fatherland"

Special for the Centenary

On February 22, 2018, the press center of the Ministry of Education of the Moscow Region announced that the Minister Marina Zakharova and the General Secretary of the Board of the Singaporean company Educare (Educare International Consultancy PTE LTD) Mike Tiruman signed a cooperation agreement. In accordance with the agreement, the Singaporean trainers of the Educare company undertook to conduct training for teachers in the Moscow region.

“Often we hear about the leadership of the Singaporean education system, so I am glad that an agreement has been signed with our foreign colleagues”- said Zakharova. According to the minister, with the support of Educare, teachers near Moscow will learn "recent trends in the global education system".

Digressing from the main outline of the article, I would like to note that, as such, there is no single global education system. And it is incorrect to rank one of the many education systems - namely Singapore - as "the latest trends in the world education system."

What happened after the signing of the agreement?

During the two-day training, Mike Tiruman selected the most interested educators, who then completed an internship with Educare trainers. Their training took place from February 23 to February 28, 2018 at the gymnasium No. 11 of the city of Korolev. The Russian teachers who went through the trainings received Educare certificates.

Immediately after that, they were given the task of training colleagues from their own schools. They did this until March 5 under the supervision of mentors from Educare. Thus, a significant number of teachers from the Moscow region were prepared to teach according to the Singaporean teaching methodology.

Once again I emphasize that establishing the leadership of the Singaporean or other educational system is an ambiguous issue. There are a large number of different international tests. Test results on different tests for the same country can vary significantly. Singapore consistently performs well in the PISA rankings (testing reading, math, science and computer literacy) and TIMISS (testing math and science knowledge).

At the same time, Russia also shows quite high results in these ratings. Especially in TIMISS, where our country is consistently in the top ten. In the PIRLS ranking (testing the quality of reading and understanding of the text by elementary school students), Russia took first place in 2016, surpassing Singapore. In the ranking of the level of education in the countries of the world, compiled by the UN in 2016, Singapore was only in 36th place, behind Russia, which occupies 34th place.

As you can see, based on the ratings, there is no reason to believe that the Singaporean education system is much better than ours. Therefore, ideas about the world leadership of the Singaporean educational system, to put it mildly, are greatly exaggerated.

Having said this, let's see what kind of knowledge trainers from Singapore share with Russian teachers.

The article “The Singaporean system helps weak schools”, posted on the Uchitelskaya Gazeta website on November 23, 2017, says that in 2013 the Ministry of Education and Science of the Republic of Tatarstan signed an agreement with the Singaporean company Educare. In the same article, with reference to teachers from Tatarstan, a brief information about the features of the Singaporean methodology used is published.

Here is what it says:

“At the heart of the system on which lessons are built in Singaporean schools is the communication and cooperation of students. Plus - a strictly defined algorithm ".

Further, the article talks about the fact that in the Singaporean system the lesson is built from various elements and even a comparison is made with the Lego constructor. Such elements in Russian are called "structures" . “Each structure (there are 250 in total) has a rigid framework and its own name. You can connect them to each other in any order. At the next lesson, the teacher scatters the structure and assembles it in a different way..

It is said that all structures are numbered. Therefore, it is enough to enter the numbers of structures in the lesson plan, so that later they can be used in the lesson.

One of the requirements for drawing up a plan is the selection of material in such a way that students give the shortest answers to questions. Meanwhile in Soviet school, as in the Russian school, which is still obviously based on the Soviet legacy, detailed answers have always been appreciated. They show the depth of the student's knowledge, his understanding of the topic and the ability to formulate thoughts. For the sake of what it is necessary to move from detailed answers to extremely short answers?

The article goes on to say: “We need to ask everyone. Each child must have enough time to respond, even if the Singaporean system gives no more than 30 seconds. The optimal answer is 10–20 seconds. Time is always ticked. There must be a clock in the office.

One of the important elements of the Singaporean system is that the class is divided into pairs or groups. After the teacher asks a question, each student must answer it, as well as help his neighbor with the answer. And only in this case, the couple or group will receive a good mark from the teacher. In this case, hints are made at the command of the teacher. In the Singaporean system, almost all the actions of students are done at the command (namely, at the command) of the teacher.

It further says: “The authors of the methodology propose to divide students in the class into four levels of performance. They are seated so that they help each other. If there are 40 people in the class, groups of 8 students are formed ...

The teacher becomes the moderator of the discussion. It is easier for him to check the material covered and to allocate time to explain the new..

In the system under discussion, the Methodists act sequentially: they number everything. School tables, children and so on are numbered. Children seem like wheels and cogs inside the constantly folding and crumbling cubes - the structures of the Singaporean methodology.

From the foregoing, we can conclude that Educare trainers train Russian teachers in the methodology of conducting school classes. And at the same time, the "Singapore" lesson, in which the teacher is the "moderator" of the educational process, is opposed to the classical lesson familiar to us.

Meanwhile, it is interesting to read the opinion of the teacher of Macquarie University (one of the leading Australian universities) Amanda Weiss. She argues that Singapore's student success reports are silent on the role of private tuition. At the same time, according to Weiss, 60% of high school students and 80% of elementary school students in Singapore use the services of tutors and special coaching colleges, and half of Singaporean parents spend at least $500 per month on additional education for each child. The teacher calls these figures amazing. Amanda Weiss argues that it is private tuition and individual work with students that explains their high results.

So what happens? Does Singapore owe success in international testing not to the methodology of conducting school classes, but to classes with tutors?

Unlike the Singaporean system, where the entire lesson is built strictly from a limited (albeit not small) number of elements, a teacher in Russia has ample opportunities for creatively conducting classes with children. I have seen a wide variety of scenarios for school lessons, which included intensive work in a group, a quick test of the knowledge of each student in the class, students compiling assignments for each other, etc. Russian teachers are as good at inventing “structures” as Singaporean ones. But it is one thing when a teacher shows creativity and is responsible for the result. Another thing is when someone else's "achievements" are imposed on him from above, clamping the teacher into strict limits that limit his creativity.

Interesting remarks about the Singaporean methodology were made in the article “Singapore’s Example for Teachers of Science” on the website of the electronic media “Pedagogical Council” (the article was posted on December 11, 2017). I will quote several critical remarks of the author.

“For those who do not know: there is such a Singaporean model of education, which in many ways “feeds” the country's current successes in the economy and science. And the leadership of the RT(Republic of Tatarstan - S.T.), having visited Southeast Asia, decided to immediately implement and promote this model - as they understand it.

And they perceived it, being non-specialists in pedagogy, at the level of external signs. Which is fine. And the pedagogical authorities, of course, did it "under the hood". Which, alas, is natural. And now teachers are periodically gathered in a room where tables are made up of squares for 4 people, and the organizers are walking around the stage with a predatory look (sometimes foreigners - no state money is a pity for a good deed). This means that in the next 4–6 hours, those who have fallen “under Singapore” will have to draw pictures, draw A4 sheets into quadrangles, depict something like a “stream” on command and, at the signal of the leader, raise their hands up, demonstrating controllability and obedience.

I don’t know about anyone else, but to me, these kindergarten exercises for adults are painfully reminiscent of the characteristic techniques of network marketing with an admixture of team building.

Judge for yourself:

a large number of simple tasks are performed (the obvious goal is to create a sense of success among the recipients);

stages and procedures are called sonorous and incomprehensible to the audience by foreign terms (for example, “high five”, “clock buddy”, “manage mat” - what is it?);

the facilitator persistently repeats the same verbal constructions (“high five” is even pronounced whenever the students start making noise and talking, that is, every 3-4 minutes);

the show is focused exclusively on team and group actions to the detriment of individual ones; incredibly monotonous, "conveyor" type of action, in addition, it is distinguished by excessive (taking into account the planned result) duration.

To be objective, I must say that there are different opinions about the Singaporean technique. Some teachers say that the technique is good, you just need to know how to use it correctly. For example, in the article by Dmitry Mzalevsky “Is it like - you can walk around the class and talk out loud?” Here is the opinion of the teacher:

“Not everyone accepted the system. Teachers, students, parents said, they say, it doesn't work, it's inefficient. But the teacher must be flexible and open to experiments... Much depends on the professionalism of the teacher and his ability to find the right application of these techniques. If you apply them incorrectly, without understanding the basics, everything will turn into a farce. Singaporean technologies are like an ax: you can kill a person, or you can build a beautiful house. Therefore, the main problem of this system is not the system itself as such, but professional training teachers."

I would like to object to this: if the trainers from Singapore did not teach the teachers how to properly apply the methodology they presented, if the teachers do not understand how to adapt it to their subject and whether it should be done, then such trainings are a farce. An even greater farce is when teachers who have completed a five-day training and have never applied their knowledge in practice, begin to teach "Singapore" to their colleagues. The statement that the problem here is with teachers, and not with coaches, looks like an attempt to blame a healthy head on a healthy one.

It is also worth paying attention to how Educare promotes the Singaporean lesson model in Russia. The secretary of the board of the Singaporean company Educare, Mike Tiruman, stated in 2011 that the difference between the Singaporean and Russian educational systems is "20–25 years behind". In fact, two methods are opposed: Singaporean and Russian, while the Russian one is declared outdated and does not correspond to the latest trends in the field of education. And this despite the fact that the ratings do not show such a gap. That is, this statement is absolutely unfounded and is designed for an uncritically thinking audience. And such is not only among teachers, but also among officials from education.

Educare has been active in Russia since 2010. For several years, she managed to gain a foothold in several regions. It all started in Tatarstan. In 2010 Mike Tiruman took part in the All-Russian Festival school teachers held at the Kazan Federal University.

In 2011, journalist Tina Kandelaki in the article “New Tatar teacher. The Singapore version” stated that in Tatarstan Singapore was accepted as the standard of education, and that “we can certainly envy this fact”. Here we meet Mike Thiruman again: “All summer, Mike and his friends from Edusare, hired by the republican government, taught hundreds of their Tatar colleagues in 8 schools in Kazan”.

In April 2012, Educare representatives held educational seminar for teachers of the Institute of Pedagogy and Psychology of KFU.

In September 2012, President of the Republic of Tatarstan Rustam Minnikhanov visited the Hwa Chong Institution school during his visit to Singapore. During this visit, the president was accompanied by Lilia Mukhametshina, a representative of Educare, who is responsible for cooperation with Russian-speaking regions. By the way, Mukhametshina often works in tandem with Mike Tiruman. IA Tatar-inform claims that Minnikhanov was pleased with the visit to the Hwa Chong Institution and expressed his readiness to cooperate with Singapore in the field of education. From this moment, the victorious procession of the "Singapore" in the schools of Tatarstan begins.

In November 2012, the President of Tatarstan met with Mike Tiruman in the Kazan Kremlin. The press service of the Government of the Republic of Tatarstan writes: “The parties discussed the prospects for the presence of Educare in the educational market of Tatarstan, the possibility of creating an effective system of methodological coaching for school teachers in the republic, as well as creating a system of authorial development of school content based on international experience and other issues.”

In 2013, the Ministry of Education and Science of the Republic of Tatarstan entered into an agreement with Educare to train teachers using Singaporean methods. In August 2013, the Vechernyaya Kazan newspaper reported on the republican teachers' council in Arsk, which was attended by the president of Tatarstan and Mike Tiruman. A Singaporean has criticized "traditional" schooling, saying it kills curiosity.

The newspaper reported: “Tatarstanis are waiting for another experiment. In August, Singaporeans trained 400 methodologists of educational institutions of the Republic of Tatarstan, and at the end of September the best of them will start training 10,000 teachers of the republic. Schoolchildren can feel the fruits of this preparation as early as November.”

Educare has firmly settled in Tatarstan, but the company did not stop trying to build on its success in other Russian regions. In 2013, she tried to gain a foothold in Izhevsk, in 2014 - in Vladivostok, in 2015 - in Tyumen, in 2016 - in Omsk.

On the website of the educational project "Effective School" it is reported that in December 2016, at a seminar for school principals in Kazan, the head of the Institute of Education high school Economics (NRU HSE) I. D. Frumin met with Mike Tiruman, who by that time had taken over as chairman of Educare. HSE University and Educare signed a memorandum of cooperation. The parties agreed to cooperate in the field professional development educators of schools with low learning outcomes, functioning in adverse social conditions. In addition, Mike Tiruman received an invitation to participate in the work of the expert group in the direction of "Education", which was engaged in the development of the Strategy for Social and Economic Development Russian Federation until 2035.

In October 2017, Mike Tiruman held a seminar for directors of schools near Moscow, the seminar was attended by the Minister of Education of the Moscow Region, Marina Zakharova. And in November 2017, the Governor of the Moscow Region, Andrey Vorobyov, visited the already familiar Singaporean school Hwa Chong Institution.

So, we see that Educare is quite successfully promoting itself in Russia. There is no reason to think that this advance will end in the suburbs. Quite the contrary - having established itself in the Moscow region, and then in Moscow, Educare will have an excellent opportunity to enter any Russian region.

It should be noted that “Singapore” in the Russian regions is not promoted by individual enthusiastic teachers, it is done “from above”. Teachers are gathered for trainings and seminars, regardless of what they think about foreign methods. Apparently, Mike Tiruman and his colleagues at Educare manage to establish contacts with Russian officials.

It seems to me that what Educare is doing in Russia can be called the “monetization” of the educational rating. Singapore's high results in some international rankings make it possible to say: “We have the most advanced education system. Do you want us to teach you too? The Russian official agrees because he is impressed by the results of international tests, the history of the "rise" of Singapore and the presentation of the Hwa Chong Institution school.

But in reality, the point is not to reproduce the Singaporean education system in Russia, but only to take one small piece from this system - to offer the Russian teacher a different form of teaching! This is the business of Educare. What needs to be done to make this business successful? It is necessary to convince the official that Russian domestic methods are outdated, that they are no good.

“Singapore” is planted in schools with talk of outdated, inefficient and boring “traditional” school education. Formula "traditional education kills curiosity"- this is even more serious than the famous phrase of Minister Fursenko that higher mathematics kills creativity. This is a real sabotage against Russian education.

The education system is not a set educational technologies. It is inseparable from society, from its culture, values and ideals. Russian teachers can study the Singaporean system and take the best from it. But to impose "Singapore" on teachers under the pretext that domestic methods are bad is unacceptable.

15.04.2018

Signing of the Agreement on cooperation in the field of education between the Ministry of Education of the Moscow Region and Educare International Consultancy (Republic of Singapore)

“Often we hear about the leadership of the Singaporean education system, so I am glad that an agreement has been signed with our foreign colleagues,” Zakharova said. According to the minister, with the support of Educare, teachers near Moscow will learn "the latest trends in the global education system."

What happened after the signing of the agreement?

Having said this, let's see what kind of knowledge trainers from Singapore share with Russian teachers.

Here is what it says:

« At the heart of the system on which lessons are built in Singaporean schools is the communication and cooperation of students. Plus - a strictly defined algorithm».

Further, the article talks about the fact that in the Singaporean system the lesson is built from various elements and even a comparison is made with the Lego constructor. Such elements are called "structures" in Russian. “Each structure (there are 250 in total) has a rigid framework and its own name. You can connect them to each other in any order. In the next lesson, the teacher scatters the structure and assembles it in a different way.».

It is said that all structures are numbered. Therefore, it is enough to enter the numbers of structures in the lesson plan, so that later they can be used in the lesson.

One of the requirements for drawing up a plan is the selection of material in such a way that students give the shortest answers to questions. Meanwhile, in the Soviet school, as in the Russian school, which is still obviously based on the Soviet legacy, detailed answers have always been valued. They show the depth of the student's knowledge, his understanding of the topic and the ability to formulate thoughts. For the sake of what it is necessary to move from detailed answers to extremely short answers?

The article goes on to say: “ Everyone needs to be asked. Each child must have enough time to respond, even if the Singaporean system gives no more than 30 seconds. The optimal answer is 10–20 seconds. Time is always ticked. There must be a clock in the office».

It further says: " The authors of the methodology propose to divide students in the class into four levels of performance. They are seated so that they help each other. If there are 40 people in the class, groups of 8 students are formed ...

The teacher becomes the moderator of the discussion. It is easier for him to check the material covered and to allocate time to explain the new».

So what happens? Does Singapore owe success in international testing not to the methodology of conducting school classes, but to classes with tutors?

« For those who do not know: there is such a Singaporean model of education, which largely "fuels" the country's current successes in the economy and science. And the leadership of the Republic of Tatarstan (Republic of Tatarstan - S.T.), having visited Southeast Asia, decided to immediately implement and promote this model - as they understand it.

Judge for yourself:

a large number of simple tasks are performed (the obvious goal is to create a sense of success among the recipients);
stages and procedures are called sonorous and incomprehensible to the audience by foreign terms (for example, “high five”, “clock buddy”, “manage mat” - what is it?);
the facilitator persistently repeats the same verbal constructions (“high five” is even pronounced whenever the students start making noise and talking, that is, every 3-4 minutes);
the show is focused exclusively on team and group actions to the detriment of individual ones; incredibly monotonous, "conveyor" type of action, in addition, it is characterized by excessive (taking into account the planned result) duration».

« Not everyone accepted the system. Teachers, students, parents said, they say, it doesn't work, it's inefficient. But the teacher must be flexible and open to experiments... Much depends on the professionalism of the teacher and his ability to find the right application of these techniques. If you apply them incorrectly, without understanding the basics, everything will turn into a farce. Singaporean technologies are like an ax: you can kill a person, or you can build a beautiful house. Therefore, the main problem of this system is not the system itself, but the professional training of the teacher.».

Educare has been active in Russia since 2010. For several years, she managed to gain a foothold in several regions. It all started in Tatarstan. In 2010, Mike Tiruman took part in the All-Russian Festival of School Teachers, held at Kazan Federal University.

In 2011, journalist Tina Kandelaki in the article “New Tatar teacher. The Singapore version" stated that in Tatarstan Singapore was accepted as the standard of education, and that " we can certainly envy this fact". Here we meet Mike Thiruman again: All summer Mike and his friends from Edusare, hired by the republican government, taught hundreds of their Tatar colleagues in 8 schools in Kazan».

In April 2012, representatives of the Educare company held an educational seminar for teachers of the Institute of Pedagogy and Psychology of KFU.

In November 2012, the President of Tatarstan met with Mike Tiruman in the Kazan Kremlin. The press service of the government of the Republic of Tatarstan writes: “The parties discussed the prospects for the presence of Educare in the educational market of Tatarstan, the possibility of creating an effective system of methodological coaching for school teachers in the republic, as well as creating a system of authorial development of school content based on world experience and other issues.”

The newspaper reported: " Tatarstan residents are waiting for another experiment. In August, Singaporeans trained 400 methodologists of educational institutions of the Republic of Tatarstan, and at the end of September the best of them will start training 10,000 teachers of the republic. Schoolchildren can feel the fruits of this preparation in November».

The website of the Efficient School educational project reports that in December 2016, at a seminar for school principals in Kazan, the head of the Institute of Education of the Higher School of Economics (NRU HSE) I. D. Frumin met with Mike Tiruman, who by that time had taken over as chairman of Educare . HSE University and Educare signed a memorandum of cooperation. The parties agreed to cooperate in the field of professional development of educators of schools with low learning outcomes, functioning in unfavorable social conditions. In addition, Mike Tiruman received an invitation to participate in the work of the expert group in the direction of "Education", which was developing the Strategy for the Social and Economic Development of the Russian Federation until 2035.

"Singapore" is planted in schools with talk of outdated, inefficient and boring "traditional" school education. The formula “traditional education kills curiosity” is even more serious than Minister Fursenko's famous phrase that higher mathematics kills creativity. This is a real sabotage against Russian education.

The education system is not a set of educational technologies. It is inseparable from society, from its culture, values and ideals. Russian teachers can study the Singaporean system and take the best from it. But to impose "Singapore" on teachers under the pretext that domestic methods are bad is unacceptable.

Singapore teaching methodology.

A modern lesson is, first of all, a lesson in which the teacher skillfully uses all the opportunities for the development of the student's personality, its active mental growth, deep and meaningful assimilation of knowledge, for the formation of its moral foundations.

Konarzhevsky Yu.A,

The education system in Singapore was created almost from scratch and over the 45 years of the independent existence of the state has achieved tremendous success, which favorably distinguished it at the world level. Many countries take this education system as an example for the development of their own, because it uses the most modern technologies.

These methods are used in schools in Singapore, it is based on teamwork, creating a psychologically comfortable, safe environment for students, using a variety of structures both for academic purposes and for class building (class integration), team building (team integration), etc. .

According to Educare specialists, the program consists of five modules: trends in the development of education in the 21st century, the development of critical thinking among schoolchildren, problem learning, joint group training, formation of innovative pedagogical teams. The system that we were taught involves the whole class during the lesson. This is a method that allows you to teach children to think, express their opinion, and be constantly active.

New methods can be widely used to teach younger children school age, as it is based on various forms (structures, exercises) of learning, on a combination of academic, entertaining, game material. A lot of attention in this system is paid to the formation of a cooperative, caring team (class), where everyone knows how to listen, hear and support their partner.

After a meaningful, exciting training, I gradually began to apply the Singapore method. First of all, I seated the students in groups of four, dividing them into groups, alternating those who mastered the educational material at different levels. The guys should work in a team, in a group of four people, paired with a partner “on the shoulder”, “on the face” can be traced in most of the structures used by teachers., when answering questions, all express their thoughts orally or in writing, help the weak. No one should be left out of the game. Along with consolidating the learned, refreshing the memory of the forgotten, the development of speech, this contributes to the development of a sense of respect for each other, tolerance. There are no leaders here, everyone is equal. The kids like this method too. And it helps teachers to correctly allocate time, to test the knowledge of all students in one lesson. But the most important thing, in my opinion, is that the teacher, together with the students, should now look at the educational process in a different way: the teacher should practice using new structures, and the students themselves should learn to think independently, answer the questions posed, complementing each other. friend to exchange opinions. I note: this technique does not require a change in the course of the entire lesson, it provides for the use of only one or two elements of the methodology, which the teacher himself has the right to choose. Moreover, they can also be used on classroom hours, and on extracurricular activities, and even at various holidays and parties. I consider it acceptable to use the teaching structures of the Singaporean methodology at various stages of the lesson when homework is repeated and the topic is consolidated: when communicating with their partners, the student is forced to repeat the material several times, which contributes to its development and assimilation. Children are interested. With great pleasure they prepare questions for their classmates, communicate. Yes, and moving around the class during the lesson, finding a partner for cooperation positive influence for the entire course of study.

I have been working in the direction of the project-based learning system for several years now. Therefore, from the learning structures I chose a similar structure " Coners", which provides for the division into interest groups. Tried to work with Round table". With this written work, the team takes turns doing it on one sheet. Structure " Timed care" consists in the fact that two participants give complete answers in a certain time. The rest will be introduced only after detailed memorization English titles and methods, honing the algorithm of action

At the lesson of fine arts on the topic "Reality and Fantasy", where I used the structure HEY IG GUARD(Before and after) First, the students had to write down their first opinions about fairy tale character, Baba Yaga on a piece of paper (this is called “Before”, that is, before explaining a new topic). After its introduction, they again wrote down their opinions, but already in a column with the inscription "After." As a rule, the first and subsequent opinions differ. I use structures in my lessons. QUIZ QUIZ TRADE(Poll, poll, swap card) and STESE CLASS(Collect as many opinions as possible from class members.) In teaching practice, we used similar elements before: work in pairs, preparing questions on the text, interviewing comrades, etc. Now they are presented in a new form and have new terms.

The atmosphere in the classroom contributes to a more successful assimilation of the material by children. Working in groups helps children to think creatively and reactively, in communication they jointly solve tasks, find and explain each other's mistakes, listen to each member in the group, respect his choice and opinion. The use of the Singapore system of education helps students to open up from a new perspective, since the main thing in the lesson is the student himself and his activities, and the teacher is an assistant, mentor. emotional level, which means it has a beneficial effect on the health of the body.

Such a working environment is created, from which it is already impossible to leave, and you don’t want to, it captures you so much. There will never be anyone bored in such a lesson, because students will not just have to sit and write.

Practice shows that the new method develops in the student vital qualities in our time, such as: communication, cooperation, critical thinking, creativity

Also, every time the lessons are held in a new interesting form, the so-called “chirs” are used - special actions, movements and words with which students thank each other, cheer each other up and charge with positive for the whole day.

All new structures must be used skillfully, which we still have to learn. This project has a really very good rational grain that needs to be used in the learning process.

I want to end my speech with the words of the German teacher A,

“Teach the student to work, make him not only love, but become so close to her that she becomes his second nature, accustom him to the fact that it was unthinkable for him otherwise than to learn something on his own; so that he independently thinks, searches, manifests himself, develops his dormant forces, develops a steadfast person out of himself.

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