Today everything has changed – both the space of lessons, and the time spent on them online, and in the home independent work of students, and most importantly, the way children perceive knowledge and information has changed. In the era of domination of the “digital generation”, the cognitive, emotional-volitional, and social spheres of the individual have acquired their specificity. Galina Soldatova, a well-known Russian psychologist who studies the processes of digital socialization and the changing child in the world of technology, notes that today it is necessary to talk about the emergence of a new social and cultural-psychological phenomenon – digital childhood as a special historical type of childhood.

One cannot but agree with the scientist’s conclusions that modern schoolchildren not only receive information from information sources, but also actively communicate with them: we are talking about communication with living and non-living elements of the online space, online consumption, as well as cultural, psychological and technical aspects of the use of electronic devices. Digital socialization today complements traditional socialization, being an important part of it, and the developing digital culture complements the culture of offline everyday life, representing a new stage in the development of society, urgently requiring new views and approaches [7].

Has the need of schoolchildren for live communication decreased? Now schoolchildren need communication very urgently, they need to share their views, experiences with the teacher and with each other – and not only about what they have read, but generally tell about themselves, about how they feel and think about their future profession.

the realization of their abilities. So, in literature lessons, starting communication with students, it is important to first talk a little with them, ask what difficulties they face when preparing homework.  Such a beginning of the lesson will help the teacher not only to establish contact with the children, but also to immerse them in the world of literature in a psychologically comfortable environment.

Of course, the modern school is actively developing new ways of communication and new opportunities for organizing the learning space. Teachers spend a lot of time reviewing homework assignments and preparing new lesson formats.

What is the best way to organize your lesson, your own time and make the study sessions a joy? Maybe, when answering this question, it is worth turning to time-tested methods and techniques or actively using digital learning technologies? For example, in literature lessons, teachers are accustomed to being, what is there to hide, a “talking head”. Of course, today group forms of work are also widespread, but, as a rule, lessons are held according to the standard scheme: the teacher talks – the children listen. The best means to overcome this situation can be dialogue and heuristic conversation using interactive technologies using various platforms (ZOOM, Discord, etc.), as well as group work methods, for example, the scrum method. Modern young teachers are already actively using these methods, and they really “work”!

What is a scrum method?

Group self-study methods are more suitable than ever for teaching lessons today. The scrum method has recently begun to spread in education, but has already attracted the attention of many teachers for its interactivity, and most importantly, for its wide opportunities for independent work of students.

Scrum technology began to spread in Russia for about the last 5 years. Its main advantage is the motivation of the responsibility of children, their independence. The teacher can borrow some elements of this technology or supplement the outlined framework with his own ideas. In any case, scrum technology is a new opportunity to solve the problems of developing children’s cognitive activity and their communication skills.

A successful experiment in the use of scrum technology is being carried out in the educational process of school No. 25 in Balashikha, Moscow region. Pavel Rabinovitch, Director of the Center for Project and Digital Development of Education at the Institute for Applied Economic Research, RANEPA, and Elena Matviyuk, a mathematics teacher at school No. 25 in Balashikha, have repeatedly broadcast the results of using scrum technology at scientific and practical conferences at various levels: Elena Matviyuk March 29, 2018 d. at the IX All-Russian conference with international participation “Information technologies for a new school” in St. Petersburg held a master class on the topic “Projects that change the school: Agile-transformation of lessons”; at the Moscow International Forum “City of Education”, August 30, 2018 – master class “Experience of scrum transformation of lessons: ideology, methodology, technology.” In recent years, a number of publications have appeared on design technologies, including scrum [1,4,5,6].

How does scrum affect agile skill development?

Today’s youth, after graduating from secondary school, is often faced with the problem of a lack of competencies for the implementation of their knowledge and abilities. There is a problem of choosing a profession, a lack of independence, responsibility in making decisions and setting goals. This sometimes leads to early dropouts from higher education institutions, to feelings of dissatisfaction and even depression.

In turn, Edu Scrum technologies affect the development of flexible skills (soft skills), which are characterized as over-professional, behavioral and communication skills and reflect the reaction of a person to the behavior of another. It is known that Edu Scrum technology most effectively allows to simulate the changing conditions of the modern world, thereby developing such groups of flexible skills as teamwork, personal skills, planning and resilience [2]. A comparative analysis of the federal state educational standards requirements for school graduates and the list of skills successfully formed using Edu Scrum makes this technology the most promising tool for the development of soft skills in secondary schools [3].

The Scrum method helps to activate the role of the teacher as a co-organizer of educational activities – this is how the subject-subject approach is implemented in the classroom. Students also change their roles: they become responsible participants in learning, are brought up and develop at the same time. Schoolchildren learn to hear each other, help each other, there is mutual learning within the teams. In addition, it is interesting for the guys to work in a team! Language and literary competencies are mastered more efficiently.

So, the scram method is a personality-oriented technology, its application generates the development of critical thinking and communication skills. This technology has a great future!