Позитивные изменения. Образование. Школа будущего (Тематический выпуск, 2022)/Positive changes. Education. The school of the future (Special issue, 2

Future skills are by definition versatile and flexible skills that can come handy in a variety of contexts. The School of the Future teaches us not to put life on hold, but to live a community life within the school walls. Its values are responsibility for your own personal track and for your community.

GLOSSARY OF TERMS FOR COMPARING SCHOOL MODELS

Describing the cases and features of the educational process requires using reference categories from the terminology of comparative educational studies.

Project-based learning focuses on learning to handle practical problems. The student is engaged in the material through product development activities and through team interaction (Kazun, Pastukhova, 2018).

Problem-based learning represents a shift away from school subjects toward a more topical grouping of material. Students are presented with a problem and theoretical material required for solving it. The model implies high autonomy in the study of theoretical material, the motivation to learn, which is reinforced through the relevance of the problem (Ermakova, 2014).

Inquiry-based learning focuses on a central question that the student is asked to answer independently, under the teacher’s supervision. In this model, the emphasis is made not on theoretical material, but on the methods of independently answering a question (Pedaste, 2015).

The cases of schools with the pedagogical technologies listed above differ positively from the average school — not just in student grades, but in the very structure of the educational process and educational outcomes, which are interpreted more broadly than mere subject knowledge.

Educational technologies, as a set of tools to achieve educational outcomes in organizational terms, are formalized in the form of organizational models. Organizational models of schools as a way of organizing curricula, functions, and opportunities can be categorized into the types described below.

The school is becoming more than just a place to teach children academic skills, but a community center that engages students, their parents and residents from other parts of the city.

Small learning communities are based on a model in which a small learning group pursues its own personalized curriculum and is assigned to a set of teachers. The pedagogical effect is enhanced by building a sense of community among the students and between students and teachers. The small communities tool is used at the Orange School (Haynes, 2011).

The academy model sees the school as a pre-university institution, where the teacher is a leader and the student is an individual to be developed. The model involves student self-assessment and a focus on developing academic skills for university admission. The model is also characterized by its linkage with the practical sector to provide career guidance for students and continuing professional education for teachers. The Tanglin Trust School of Singapore, with its structured grading system and focus on university admissions, resembles this model in foreign practice (Hall, Clappe, 2016).

Integrated learning moves away from school subjects and is associated with problem-based learning: students take an interdisciplinary approach to a subject area, developing skills and knowledge in several disciplines at once. The so-called «Finnish» model of education fits this description (Gürkan, 2021).

It is assumed that each organizational models described above can be formulated with the help of specific criteria and can cover specific cases. The advantage of these organizational models is that they give a formal description of the educational models, leveling out country and topical differences.

REFERENCES

1. Dukhanina, L. N., Mertsalova, T. A., Belikov A. A., Gorbovsky, R. V., Zair-Bek, S. I., Matyunenko, Yu.A. (2019). Private Schools in Russia: Current State, Trends, and Development Prospects. Analytical Report. Moscow: NRU HSE (In Russian).

2. Bray, M., Adamson, B., Mason M. (Ed.). (2014).

Comparative education research: Approaches and methods.

Springer. https://doi.org/10.1007/978–3–319–05594–7