The author of Golden rules of didictics.Point out the contemporary theories that support this rule.

Rule 1: People learn by doing. Provide opportunities to apply new knowledge and skills by practicing in as realistic a setting as possible. Activities that involve thoughtful responses, decision-making and solving problems encourage active learning and also promote higher order thinking.

Rule 2: Learning is social. Create ways for participants to learn from each other, to interact, discuss and exchange information. Encourage them to join relevant social networks to learn from a diverse group of practitioners. Promote the development of a personal learning environment that will keep participants connected and up-to-date. Relevant social interaction deepens learning.

Rule 3. People remember stories. To make learning stick, tell relevant stories, present case studies and show examples. Talk about your own mistakes and your own successes. Allow participants to respond to stories and case studies. Let them exchange stories with each other. See Why You Need to Use Storytelling in Learning.

Rule 4. Small bits of learning are most effective. Our brains have a limited capacity to perceive and process information. Breaking your content into small learning snacks, known as microlearning, will enhance comprehension and retention of knowledge and skills. For example, keep videos, lectures and tutorials brief.

Rule 5. Learning is strengthened within a strong and caring community. There is a significant emotional component to learning that is often ignored. Take the time to build a cohesive and safe community where participants will feel free to share, interact and work together. Manage the group to ensure that all participants are treated equally and with respect. Read about what makes a strong community manager.

Rule 6. Learners need intelligent feedback. Learners require feedback to reinforce that they are on the right path, to correct misunderstandings and to validate their unique perspectives. In the virtual classroom, respond to individual and group assignments and remain active in discussion forums, yet avoid giving participants the answers. When designing eLearning, provide context-sensitive feedback that presents information in a new way for remediation. See Alternatives to Correct and Incorrect.

Rule 7. Learning takes more than one intervention. People will not develop a new skill from one lecture or one reading. Learning is an ongoing process. Circle back to what was previously taught and provide lots of opportunities to practice new skills. Identify how you can create a blended approach to learning that incorporates various mediums and intermittent learning events.

 

29.Justify the notion of pedagogical management

The term "management" has wide interpretation consequently any its definition will be incomplete. As a whole it is a complex of general approaches, forms, methods providing competent - professional management of the certain system, irrespective of character and kind of a managerial situation on achievement of posed goals and objectives.

As to the educational process the pedagogical management in teaching is the purposeful pedagogical activity of heads on organizing and creating of an effective system of experts teaching process management. Teaching process should be considered as uniform pedagogical engineering process - pedagogical technology. (N.A.Davydov, N.A.Bojchenko, 1992)

Implementation of pedagogical management in educational process made changing in orthodox views of teachers to the pedagogical activity, at last, to receive new quality and satisfaction in pedagogical process.

To present day this quality was lacking both during the process of knowledge transfer, and during its acquirement by the trainees. It can be explained by a residual principle that continues to dominate during the teaching of experts, especially the future experts, causes the irreparable injury, is shown up by the "failure" in development and realization of various reforms.

There was a striking unconformity of needs of developing society in highly competent experts to opportunities of our today's education. And this disharmony approaches a critical situation. This is extremely necessary to restructure extensively and radically all the traditional system of teaching and it is impossible to carry out it without pedagogical management.

In turn management is impossible without regular monitoring of all managerial process. In any administrative process monitoring should be considered as one of the major and extremely necessary technological parts.

Pedagogical control serves as an important condition of improvement of education quality. Furthermore the assessment of education quality must be aimed not only at fixing the condition of system, but also at dynamics of its development. Analyzing the peculiarities of the state of control and assessment of education quality, it should be noted that this problem is many-sided and was considered by native and foreign researchers in various aspects. There are a large number of works concerning such approaches to control and assessment of education quality as evaluating the results of teaching according to requirements of educational standards, learners' competence, control of quality of educational process and conditions. Such division of directions doesn't promote the solution of assessment problem.

Considering education as continuous process, there is a need to organize systematic control and complex assessment with account of driving forces of this process — society and learners.

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