Methods of applying the concept of visible thinking in the educational component "self-management of leadership qualities and social leadership"

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Methods of applying the concept of visible thinking in the educational component "self-management of leadership qualities and social leadership"

N.P. Pavlyk*, N. A. Seiko**, S. M. Sytniakivska

The article presents the method of applying the concept of visible thinking as an innovative method of teaching students majoring in 231 "Social Work". The main factors that require updating the content, forms and methods of social workers training are defined; it is also noted that the importance of using the capabilities of modern information and communication technologies (ICTs) in the teaching of compulsory and selective educational components is substantiated. Based on the study of scientific sources and materials of the latest educational Internet platforms, the content and features of the implementation of the concept of visible thinking as a tool to ensure conscious participation of the subjects of educational process are outlined.

It is proved that the integration of this concept into the direct educational process within the educational program "Social Work" is carried out through its systematic, purposeful and multiple implementation, which allows to form soft skills of students such as: critical thinking, strategic thinking, information skills, creativity, cooperation and dialogue, emotional intelligence, tolerance for other points of view and other experiences. Based on the analysis of Project Zero results, methodological techniques and procedures of thinking are outlined, and their prospects in teaching the educational component "Leadership Self-Management and Social Leadership" at Zhytomyr Ivan Franko State University (using the case "Invisible Women") are extrapolated. The research potential of teaching methods based on the concept of visible thinking (observation and research of interesting things, in-depth research, intensification of search for causes and explanations, research of different points of view, broadening horizons, reflection of ways and factors of changing the opinion, verification of ideas and proposals, substantiation of facts data and judgments)is substantiated. The conclusion is formulated that the implementation of the concept of visible thinking in the educational process of Zhytomyr Ivan Franko State University allows to make the process of thinking conscious by encouraging the active participation of students in the study of the specified educational unit. social work learning innovative

Key words: concept of visible thinking, training of social workers, educational component, innovative teaching methods.

Introduction of the issue

Today the training of future social workers needs to be substantially updated due to several key factors: the need to transform the content of training to meet the powerful challenges of postmodern society (including pandemic constraints); gradual standardization of the process of social sphere specialists professional training according to European requirements; active development and implementation of innovative forms and methods of forming readiness for professional activity, which form the basis of modern scientific and methodological support for training specialists in higher educational institution. The Standard of Higher Education in the specialty "Social Work” is based on these provisions [1].

In this regard, the latest theories and practices of teaching special subjects, including modern information and communication technologies, need a specific scientific justification. In fact, these innovative technologies are improved traditional ones:problem solving learning, dialogic method, discussion method and so on. Case studies, binary teaching methods, bilingual education, etc. have become quite popular in the system of higher education. Modern educational platforms (as well as ICT in the field of education in general) provide the necessary information, methodological, technological resources for the development and implementation of authorial models, forms and methods of teaching students to form the appropriate level of their readiness for professional activity.

Current state of the issue

Issues of social workers professional training are considered by scientists from different points of view, including:a general methodological point of view (T. Alekseenko, O. Bezpalko, I. Zvereva, A. Kapska, G. Laktionova, T. Semigina, etc.), in the context of updating the content and methods of training (L. Koval, N. Kolyada, L. Romanovska, N. Seiko, G. Skachkova, S. Kharchenko, etc.), in terms of the use of current foreign experience (O. Homonyuk, M. Kandyba, A. Kulikova,N. Chernukha, S. Sytniakivska, etc.), in the field of methods and practice of implementing the innovative experience in teaching special subjects within the educational program "Social Work” (O. Gorpynych, A. Kulikova, N. Pavlyk, I. Savelchuk) etc.Instead, we believe that some innovative methods of teaching special (professional) subjects (especially foreign ones) within this educational program are being researched and tested rather slowly, and their scientific substantiation is not complete and deep.

Aim of research is to analyze the existing experience and opportunities for the introduction into the educational process the innovative teaching method within the professional training of future social workers - method of applying the concept of visible thinking.

Research methods

Heoretical analysis of methodological and pedagogical literature, Internet resources on the issue connected with the method of visible thinking; synthesis and generalization.

Results and discussion

The concept of visible thinking is described in detail on the educational platform Stories that Move [4] as a tool to ensure conscious participation of learners. The concept was launched at the Lemshaga Academy (Sweden) as part of the Innovation with Intelligence project, aims to develop students' thinking through the development of truth, understanding, justice and imagination skills and has been disseminated through Harvard University research [3].

One of the developers of the concept, David Perkins (2003), in his article "Making Thinking Visible" gives an interesting example of the relevance of the implementation of visible thinking in the learning process: learning almost always involves imitating what we see; so, it is difficult to imagine learning the arts (music, sports, dance, drawing, etc.) without observing the visual actions of artists; but the process of thinking is almost invisible, those who learn are incomprehensible hidden processes of drawing conclusions or constructing judgments; the factors that evoke certain ideas or encourage reflection are also inconspicuous [2]. Accordingly, the art of thinking becomes complex, people pay little attention to its preconditions and often do not know how to work with information.

The concept is integrated through its systematic, purposeful use in the educational process, which allows forming students' soft skills:critical thinking, strategic thinking, information skills (analysis, synthesis, generalization, interpretation,etc.),creativity, cooperation and dialogue, emotional intelligence, tolerance for other points of view and other experiences. The concept is aimed at students as active participants of the learning process and provides time for exchange of views and discussions. It is important to emphasize that in the process of applying the concept it is not possible to assess the accuracy or correctness of students' answers; the application of the concept is not possible to quantify the level of knowledge or experience of students; it serves as a tool for building open empathic communications as a fundamental basis for the quality of pedagogical processes.

The concept of visible thinking is based on research on how to make the thinking process visible to others and, accordingly, to promote the ability to work with information: the use of thinking language (Tishman & Perkins, 1997); application of methodologicaltechniquesand

procedures of thinking (Ritchhart, 2002; Tishman, 2002) [2].

We have analyzed and summarized in Table 1 the techniques and procedures of thinking developed during the implementation of Project Zero [3]. Here is an example of the application of these techniques in the process of future social workers professional training within the study of the educational component "Selfmanagement of leadership qualities and social leadership" (at Zhytomyr Ivan Franko State University for bachelor students mastering the educational program 231 "Social Work").

Case materials:

1) video material from the Stories that

Move: Shirel, Austria, 17 years old (Shirel expresses her opinion on how the media affects the appearance and sexual attractivenessofgirls)

https://www.storiesthatmove.org/uk/isto rii/mediagramotnis/

2) crystal Ponty's article "Your ideal of

beauty:does it really exist?", which

presents the results of modern research on the perception of the appearance of others

https://www.bbc.com/ukrainian/vert-

fut-45682220

3) the #ShowUs online project is a collection of women's photographs created by women to break stereotypes about beauty and show women as they are in life

https: //www.dove.com /ua/stories / camp aigns/showus.html

Table 1

Techniques and procedures of visible thinking, according to Project Zero research [3]

The techniques and procedures presented in Table 1 make the thinking process visible or conscious by encouraging active participation in the discussion of the learning material. In the process of studying the educational component "Selfmanagement of leadership qualities and social leadership" one of the objectives of the course is to characterize important social problems, forming an active social position of students and joint search for tools to solve social problems. The examples of application the techniques of visible thinking within the educational component "Self-management of leadership qualities and social leadership" presented in Table 1 allow to implement professional tasks, personal and scientific development of students.

Conclusions and research perspectives

Thus, we presented the analysis of the methodology of applying the concept of visible thinking as an innovative method of teaching students majoring in specialty 231 "Social Work". The main factors that require updating the content, forms and methods of social workers professional training are noted; the idea of the need to use the capabilities of modern informationandcommunication technologies in the teaching of compulsory and elective educational components is substantiated.

Based on the analysis of some scientific sources and materials of the latest educational Internet platforms, it is emphasized the need of the implementation the concept of visible thinking as a tool to ensure conscious participation of the members of educational process.

Prospects for further research are associated with the construction of a set of cases for the implementation of innovative teaching methods within the educational program "Social Work".

REFERENCES (TRANSLATED & TRANSLITERATED)

1. Vyshcha osvita [Higher education]. (2019). Pro zatverdzhennia standartu vyshchoi osvity za spetsialnistiu 231 "Sotsialna robota" dlia pershoho (bakalavrskoho) rivnia vyshchoi osvity - On approval of the standard of higher education in specialty 231 "Social work" for the first (bachelor's) level of higher education. Retrieved from: https://osvita.ua/legislation/Vishya_osvita/64423 [in Ukrainian].

2. Perkins, D. (2003). Making Thinking Visible. Harvard Graduate School of Education.

Retrievedfrom:

http: //www.pz.harvard.edu /sites/default/files/MakingThinkingVisible_DP.pdf[in

English].

3. Project Zero's Thinking Routine Toolbox (2016). Harvard: President and Fellows of Harvard College; Harvard Graduate School of Education. Retrieved from: http://www.pz.harvard.edu/thinking-routines [in English].

4. Stories that Move (2016). Amsterdam: Anne Frank House. Retrieved from: https://www.storiesthatmove.org/uk/vidime-mislennja/ [in English].

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