Schooling — one of the markers of a country’s competitiveness. Understand that in Ukraine, introducing a mechanism of a New Ukrainian school. According to “HADASHOT”, one of the conditions of success in this way — increasing the motivation of students, give a new meaning to learning. To help solve the problem the concept of “smart money”, proposed by the Israeli team of educators and scientists. We talk about this idea with the team leader, a founder of the Israel Lyceum, Dr. Boris Shtivelmana.
— Boris, practice financial incentives for the child to learn known but sustainable results it brings, not to mention the moral side of the issue.
— You are right, but we do not offer to pay kids for good grades in “hard currency”. If you believe that any socially useful force (including studies) should be rewarded — this is the Foundation of a just coexistence. We — this Dr. of Economics Yuri Finkelstein, Dr. of psychology Aron Bereznicki, Dr. of physics, Prof. Valery Cherkassky, Dr. physics Boris Shtivelmana, teacher Tatiana Barbel, programmers, Eric keel and Ilya Smagley.
The so-called “smart money” (UD) can be the equivalent of real money, but their main function will be the status. Yes, this is a game, a crucial game mechanism is the accumulation. Look like adults (let alone Teens) competing on social networks for the number of “likes”.
Imagine a student having a Bank account in the educational effort are charged directly to the moneythat may be something to spend. Asked the teacher an intelligent question or coped with a difficult task — in your account has increased so much. Decided a simple example — is also something added, but less.
On UD you can “buy” exemption from examination or eligible for an additional retake. Purchase coupon discount of books, courses, sports clubs, theater tickets, etc. in the future, perhaps — to pay them all or part for study at the University. Don’t forget the money — not only a means of payment but also a measure of social prestige. UD and this applies in full measure.
— As I understand it, determine the value of “educational effort” is not a market mechanism, but a particular teacher?
— So far, Yes. Recall that a typical lesson, a lot depends on the “tyranny” of the teacher. The “price” of educational efforts should be determined by its complexity, effectiveness, originality. An essay about the author “critique of pure reason,” is worth more than the answer to the question, who wrote the “Harry Potter”.
The number of BEATS, which manages a teacher will be limited. Emission OOD will be engaged in the Educational Bank, which founders will become professionals — teachers and economists. They will make sure that UD has gradually evolved in terms of money — to start a virtual.
The teacher of a particular subject will receive a certain Fund of UD for a semester, given the social priority of certain disciplines. For example, if a country is lagging behind in world rankings for natural Sciences, teachers of algebra, geometry and physics will dispose of a large Fund of AP. Should take into account the specific features of the school — the subjects that need to improve will be highlighted more.
We forget that ordinary evaluation is the incentive function.
— The use of UD as the monetary equivalent of the educational efforts should lead to a decrease in emotional color inherent to the ordinary assessment. The fact that one student earned on the lesson 10 units and another 20, does not mean that one is “weak” and the other “strong” — just one that’s made more effort.
We dream about the transition from subjective assessment to objective makingwhen a student feels that not encourage or punishable by a scholar, and paid a free individual. Although the amount of payment still is dependent on the teacher, its function changes radically. From a Supreme arbiter, and the arbiter of it will turn into a functionary responsible for a fair consideration.
And, as in conventional Economics, will be able to earn not only in the classroom but also by performing various tests, writing papers, speaking at conferences, participation in competitions etc. including network. In the bus, instead of playing “shooter” or talking in the chat, the child will be able to perform a test on knowledge of physics or history — and earn a UD!
Of course, first and foremost, he will be able to earn right in the classroom! And on the screen of your gadget to see how much I earned. This is our way of dealing with the demon “of agetsuchi” — to tame it, to ride it. Putting the gadget in the student center project, we are transforming it from competitor to companion. As said the character of the popular Soviet Comedy: “Who prevents us — and that we can help”. With the help of the gadget, the student will be able to send a signal to the teacher, the question or request (e.g., “don’t understand” or “can I ask you a question?”) and to see on your screen sent from the teacher “emoticon” (e.g., “good”, “be active”, “don’t make a noise”). Note: all this exchange of information and discrete emotions: it is hidden from all except a particular student and teacher. In other words, between teacher and student during the lesson there is a personal two-way communication channel.
— How the teacher will communicate with the student through this channel?
— With a special application installed on your computer or mobile device teachers. Teachers ‘ applications, related network protocols with gadgets students — is a Central part of our developed platform “EMon”.
When you are signed in, the student shall register (the”succinimide”) in the classroom, just as it makes passenger aircraft. This moment creates a two-way communication channel between the mobile device of the student and “teacher’s” network applications. And by the way, a teacher can be like a real teacher, and “virtual”. We are working on creating special programs — computer assistant teachers, who will take care of the routine part of the lesson.
On the left of the student screen, right — teachers
— The teacher will not only teach, but also “controlled” with the computer. Not too great a burden?
— Yes, at first will not be easy. But what could be more important than to see the students with glowing eyes, not bored and indifferent? In addition, a personal channel of communication with each student and computer assistant will greatly facilitate the teacher work with the class.
— Suppose the student expressed interest in the proposed game. Where is the guarantee that after some time he doesn’t get bored?
— Do not discount the effect of “pull”: the more time and effort invested in the project, the higher the motivation not to “go the distance”. We all play some familiar games, not thinking about it. For example, many Housewives are watching the discounts on products, sales, etc. the Purpose of this game — not only a win for the family budget (usually small), but also the satisfaction of a successful purchase. Has drawn in this game is played constantly, it becomes part of their lifestyle. I hope that our game will be familiar to those who are involved.
Lastly, let’s not forget about the main thing in the lesson — its content. The process of earning will awaken interest in the subject, and interest in the subject, in turn, will help to make more money. This will ensure a harmonious combination of internal and external motivation, craving for knowledge with the desire to win the game.
— Is that different students account for a different number of “smart money”. What is fraught with the consequences of this inequality?
— In–the first, a personal account of the student in the Educational Bank will be classified as anyone Bank account. In–the second, we put all the project participants in equal starting conditions. Success depends on the student. Student private provincial schools will receive the same opportunities “earnings” that disciple of the preference capital. Thirdly, everyone will be able to focus on one discipline or set of disciplines that are closer to him — this is the division of labor, which begins with economic freedom.
Yes, “leveling” will not. One student may be more curious and persistent than another — because after all, conventional Economics is based on competition, where the winner is more proactive. Why not offer future professionals already on the school bench to learn to be competitive? Despite the fact that in the “adult” competition rule “play the game” is often violated. In our game it will be fair. And, most importantly, in the context of the UD there is no place for the subjective selection of students for the “strong”, “middle” and “backward”.
— Imagine two students a math lesson. The first is strong in this subject, second — not. In this first ambitious, he is interested in only difficult task. During the lesson, the first to solve one complex problem at 10 “Imanov” and relax. The second will work throughout the lesson and solve three tasks of average difficulty price of 5 “Imanov” each. As a result, “advanced” student work for lesson 10, and “average” — 15, because he made more effort for their development. Note that under the evaluation system, the first student would get an “a”, and the second three “three”.
One more important point. Each child’s temperament, his perception, in other words — your internal rhythm. For example, one active in the lesson, but by the end of the session tired. The other, on the contrary, a long “swinging” and closer to the final shows a good result. Each of the stages of the lesson (“debut”, “middlegame” or “endgame”) provides opportunities for earning the UD, and at different stages they are earned in different ways. This allows everyone to Express themselves without breaking the internal rhythm.
— How much “smart money” will increase motivation and learning efficiency?
— I hope radically. Remember that galloping pace is starting to develop the economy, where the Patriarchal economy comes from the competitive market, but guilds and Guild give way to cooperation of free individuals, self-selecting the scope of application of labour. Modern school largely bears the imprint of Patriarchal relationships rooted in the middle ages. Exaggerating, we can say that in education, the New Time has not yet arrived.
— Did your concept, so to speak, of clinical trials?
— Experiments in real classrooms are conducted, and their results exceed all expectations. Even small efforts to increase motivation lead to higher performance.
The first version of an application made two programmer — new immigrants from Kiev, she passed the test in dozens of Israeli schoolchildren of 9-10 grades. Today we use the second version of an application, developed by Technion graduates as a graduation project. Now developed the third version, even more perfect. The program was shown twice in the parliamentary lobby in the Knesset and has earned good feedback from our “test” — students, teachers and organizers of training.
— This is all very interesting, but who needs a study to study, and by this can result in “gaming” the concept of UD?
— Our main landmark — is the high-tech industry. The current approach to learning, and when parents should be happy, and the teacher, and evaluation need high — is a mechanism that is long discredited in the economic sphere. New mechanisms should make the study of the Patriarchal school training in successful progress in any field. Just as the industrial revolution transformed the world by changing the attitude of workers to their work, so I hope the concept of UD will change the effectiveness of the study. The lesson starts, switch on your gadgets!
Interviewed By Alexander Feinstein