Seminar on Further Education. Seminar for teachers of additional education "modern approaches to the organization of the educational process"
"Game technologies" in pedagogy are understood as a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. "Pedagogical game" has a clearly defined goal and the corresponding pedagogical result, which can be substantiated, highlighted in an explicit or indirect form and are characterized by educational and cognitive orientation.
Download:
Preview:
SEMINAR FOR ADDITIONAL EDUCATION TEACHERS
"Center for the Development of Creativity of Children and Youth"
on the topic:
"USE OF GAME TECHNOLOGIES
IN THE EDUCATIONAL PROCESS
IN THE INSTITUTION OF SUPPLEMENTARY EDUCATION "
Prepared by: methodologist "CRTDiU"
Sibileva Yu.P.
Kamensk-Shakhtinsky
2017
Goal:
- Determination of the values \u200b\u200bof gaming technologies in the educational process.
- Disclosure of the methodology for organizing play activities in the classroom at the Center for the Development of Creativity.
- Familiarization of teachers with various types of lessons conducted in a playful way.
Seminar progress
Part 1. " The use of gaming technologies in the educational process in the institution of additional education for children. "
At the modern pace in which today's children have to deal, it makes you think about how to find the best methods for working with children. Any teacher wants students to work actively and enthusiastically. This is where gaming technology plays a big role.
"Game technologies" in pedagogy are understood as a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. "Pedagogical game" has a clearly defined goal and a corresponding pedagogical result, which can be substantiated, highlighted explicitly or indirectly and are characterized by an educational and cognitive orientation.
In any institution of additional educationgame method can be used in the following cases:
- as an independent technology for mastering concepts, topics and even a section of a subject;
- as part of a larger technology;
- as a technology of educational activities.
Implement game techniques possible in the following areas:
- you can set a pedagogical goal for students in the form of a game task;
- educational and upbringing activities of students are subject to certain rules of the game;
- educational material can be used as a means of play;
- can be used as motivation when an element of competition is introduced, which transforms the pedagogical task into a game one;
- the pedagogical goal is successfully achieved and associated with the game result.
When conducting research by psychologists, it was found that when using game methods, a high result is achieved in mastering the material, since a significant convergence of the educational material and certain practical activities is achieved. At the same time, the motivation and learning activity of children is significantly increased.
The game is incredibly popular with participants of all ages. Students are ready to spend a lot of energy, time, and creative activity to participate in games. And that is why play, having become a means of pedagogy, uses all these possibilities to achieve its specific goals. This means that if a teacher invests educational content in the gaming sphere, then he will probably be able to solve one of the key problems of pedagogy - the problem of motivating educational activities.
Many teachers, having understood the uniqueness of the game and seeing in it a powerful potential in order to overcome crisis phenomena in education, have been successfully using it in their activities for many years.
Pedagogical games can be classified according to several principles:
1.By type of activity:
- physical (motor)
- intellectual (mental)
- labor
- social
- psychological.
2. By the nature of the pedagogical process:
- Educational
- Training
- Controlling
- generalizing
- cognitive
- educational
- developing;
- reproductive
- productive
- creative;
- communicative
- diagnostic
- vocational guidance
- psychotechnical and others.
All developing games in the pedagogical process can be conditionally divided into several stages associated with the age periods of training and upbringing of the child. It:
- game technologies for preschool children;
- gaming technologies for children of primary school age;
- gaming technologies for middle and senior school age.
I would like to present some types of games that can be used by teachers of additional education in their classes. So this:
Imitation games. In the classroom, an imitation of an event occurs, a specific specific activity of people and a situation, the conditions in which an event occurs or an activity is carried out.
To conduct a simulation game, in addition to the plot, the teacher needs to develop and describe the structure of the event.
Operation games - help to practice the performance of certain specific operations. In the course of such a game, the teacher simulates the corresponding work process. Games of this type are played in conditions that mimic real-life ones.
Role-playing games. Here, the tactics of behavior, actions, the specific performance of the functions and duties of a certain person are worked out. To conduct a role-playing game, the teacher develops a model of the situation and assigns roles with “mandatory content”.
Psychodrama and sociodrama.They are very close to "role-playing". It is practically a “theater”, but a socio-psychological one, where the participants practice the ability to feel the situation in the team, evaluate and change the state of another person, the ability to enter into productive contact with him.
Well, what games can be used in additional education will be told by the teacher of additional education Fateeva O.Yu.
Part 2. Types of pedagogical games used in additional education.
(From the work experience of Fateeva O.Yu)
In my work, I, a teacher of the Akvarelka art studio, use the following types of pedagogical games:
Exercise games.
These games usually take 10-15 minutes. They are more often aimed at improving the cognitive abilities of students in association, and are also a good way to develop cognitive interest, comprehend and consolidate the material. These are all kinds of puzzles, quizzes, crosswords, rebuses, teawords, charades, riddles and more.
Travel Games.
These games can be carried out both directly in the classroom and in the process of various educational and public events. They serve the purpose of comprehending and consolidating the material. The activation of students in travel games is expressed in oral stories, questions and answers. Travel games are in the nature of geographical, historical, local history "expeditions", which can be done using books, maps, documents together with a teacher. All of them are performed by children in imaginary conditions, where all actions are determined by playing roles: scientist, archaeologist, zoologist, etc. The hallmark of these games is flexibility and imagination. As a result of such play, a certain activity of the creative imagination is born in children. I use travel games at the beginning of projects where a certain search creative activity is supposed.
Role-playing game.
In this game, the conditions of an imaginary situation are staged and the learners play certain roles. It is in role play that the child learns to cope with uncertainty and life situations.
Competition game.
This type of game can include all of the above types of didactic games or their individual elements. To carry out this game, students are divided into teams and there is a competition between them. A feature of this game is the presence of competitive struggle and cooperation in it. Elements of competition take the leading place here, but cooperation is determined by specific tasks. The game-competition allows the teacher, depending on the content of the material, to introduce into the game not only entertaining material, but rather complex issues of the educational program. This is the main pedagogical value and the advantage of this game over another.
For the best understanding of how to make the use of games more effective for teaching and educating students, how to use games and at what stages it is preferable, I conducted a small research among students of my association and students of other creative associations of the Center. I also conducted a survey. (Attachment 1).
Analysis of the responses gave the following results:
1.In favor of using games in the classroom, 100% positive results were obtained.
2.89% of students at our Center would like to see games used in every lesson, but only if this game is interesting to them.
4.100% of kids enjoy winning games. This desire to win ensures the development of students in play.
Well, at the end of my speech, I want to say that play is an active form of human activity. This model of teaching using pedagogical games, if compared with the traditional one, is more promising. Classes conducted according to the play method quite strongly increase the interest of students in the subject and allow children to better remember the formulations and definitions.
Part 3 (practical).
Master class "Lesson-game is one of the forms of using gaming technologies in the educational process in additional education."
In order that from today's seminar you, dear teachers, could take with you not only theory, but also a small practical baggage, I have prepared for you several options for game lessons.
Lesson - game "Domino".
To conduct a game lesson, it is necessary to prepare cards, each of which is divided into two parts. In these parts we post tasks and answers. We distribute the cards to the participants of the game. All participants take turns placing the cards so that each next card is logically connected with the previous one. But here it is necessary to theoretically substantiate the fact that is written on the player's card. If the participant incorrectly placed the card or could not explain the reason for placing it, then his move is skipped. The player can use the referee's help, but 100 points are lost.
The winner is the private trader who was the first to display all the cards.
Methodical instructions for organizing a lesson:
The game is conducted in the classroom as one of the stages of group work in order to repeat and consolidate knowledge on the entire topic covered or on several topics. Each group must have a judge who will assess the correctness of the answer. The judge can be the most successful child in a given group, or the child who has been trusted by the largest part of the group.
Examples of cards for the game:
Lesson - the game "Lotto"
Game conditions: five teams participate in the game. Each team receives a card with only the numbers of ten questions. The teacher takes out a barrel with numbers from the bag. The team, which has this number on the card, gets the right to answer. If the answer is correct, then the team receives the keg and puts it on the corresponding number on the card. If the team does not give the correct answer to the question, then the keg remains with the leader and the other team gets the right to answer, which, if the answer is correct, receives a token. For this token, you can redeem the keg that was removed from the bag, but remained with the leader. The first team to place the kegs on all the card numbers wins. This activity can be done in a generalized revision class or throughout the course.
(Used casks from a real loto), cards with numbers are prepared independently)
Lesson - the game "Auction".
Tasks on a topic are submitted to the auction, which is discussed in advance with all participants. The game involves 3 - 5 teams. With the help of a projector, lot number 1 is projected onto the screen - five tasks on this topic (you can write tasks in advance on a board, on a poster, or use ready-made, printed texts). The first team selects a task and assigns a price of 1 to 5 points to it. If the price of this team is higher than those given by others, then it receives the task and performs it. The rest of the tasks should be bought out by other teams. If the task is solved correctly, the team is awarded points, if the task is failed, the points (or part of them) are removed. The advantages of this simple game are that, when choosing a problem, students compare all five problems and mentally replay the progress of their solution. This game is the prototype of the game "The smartest".
Which of the presented games would you, dear teachers, like to play now?
(A game chosen by a large number of teachers present)
Reflection. Summing up the results of the seminar.
Dear teachers! Summing up the results of the seminar, I would like to say that play is the most accessible type of activity for children and an excellent way of processing impressions received from the world around them. In the game, the peculiarities of the child's thinking and imagination, his feelings, emotionality, activity, and the need for communication are clearly manifested.
An interesting and well-planned game increases the child's mental activity. She is able to solve a more difficult problem than in a traditional class. But, however, this does not mean that classes should be conducted only in a playful way. Play is just one of the methods, and it only works well when combined with other methods: observation, conversation, reading.
Games have a strong emotional impact on all children without exception, they form many skills and abilities. This is the ability to work in a group, and the ability to make decisions, take responsibility for oneself. They perfectly develop organizational skills, foster a sense of empathy, stimulate mutual assistance in solving difficult problems. Thus, the use of game methods in the educational process allows solving a whole range of pedagogical problems.
The participants of the seminar pass the sun to each other, and the person holding the sun in his hands tells his opinion about the seminar.
Dear colleagues, our meeting today has come to an end. We hope that the knowledge you received or consolidated today will be useful to you in your work. Goodbye. Thank you all for your work.
Attachment 1.
Questionnaire for students.
- Do you like it when the teacher uses the game in the classroom?
- How often would you like the game to be used in class?
- What form of play do you like more: individual, group or pair?
- What activities do you like to play (list)?
- Are there times when you don't like the game and why?
- Does your desire depend on the teacher using the games?
- What do you like the most about the game?
Additional education is "an independent, self-valuable, personality-oriented type of education, capable of satisfying the individual and creative needs of the individual, to actively participate in solving the socio-cultural problems of the region" (Buylova L.N., Klenova N.V. How to organize additional education for children at school? - M .: ARKTI, p.9)
The most important characteristic of additional education is its correlation with the principle of conformity to nature: all its programs are offered to children by choice, in accordance with their interests, natural inclinations and abilities, which determines the personal importance of education for children. In supplementary education, in comparison with school, the type of interaction between the teacher and the child is different: the teacher does not just convey information, but forms a developing environment.
WHAT IS A FURTHER EDUCATION PROGRAM? The goals and objectives of additional educational programs, first of all, is to provide education, upbringing, and development of children. In this connection, the content of additional educational programs should: correspond to the achievements of world culture, Russian traditions, cultural and national characteristics of the regions; the corresponding level of education (preschool, primary general, basic general, secondary (complete) general education); directions of additional educational programs (scientific and technical, sports and technical, artistic, physical culture and sports, tourism and local lore, ecological and biological, military-patriotic, socio-pedagogical, socio-economic, natural science); modern educational technologies, reflected in the principles in the principles of teaching (individuality, accessibility, continuity, effectiveness); forms and methods forms and methods of teaching (active methods of distance learning, differentiated learning, classes, competitions, competitions, excursions, hikes, etc.); methods of control and management; methods of control and management of the educational process (analysis of the results of children's activities); teaching aids teaching aids (a list of equipment, tools and materials required for each student in the association).
To be aimed at: creating conditions for the development of the child's personality; development of the child's personality motivation for cognition and creativity; ensuring the emotional well-being of the child; familiarizing students with universal human values; prevention of antisocial behavior; creation of conditions for social, cultural and professional self-determination, creative self-realization of the child's personality, his integration in the system of world and national cultures; the integrity of the process of mental and physical, mental and spiritual development of the child's personality; strengthening the mental and physical health of children; interaction of teachers of additional education with the family.
1. Model programs 1. Model programs represent the state educational standard. These programs are created at the state level, approved by the Ministry of Education and Science of the Russian Federation and are basic in the work on this profile. 2. Modified (or adapted) programs 2. Modified (or adapted) programs in content and logic coincide with the standard ones, have been changed taking into account the peculiarities of the organization and formation of children's associations, the regime and time parameters of activities, non-standard individual results of upbringing, development and education. Changes are made to the structural components at the discretion of the author, there is no standard rationing in quantitative and qualitative terms. Diagnostics of the results for these programs is determined both by quantitative indicators embedded in the program (knowledge, skills, abilities) and by the practical achievements of students (reporting concerts, competitions, exhibitions, Olympiads, etc.). H. Experimental programs H. Experimental programs are designed to reflect changes in the foundations of the content of education, or a change in principles, methods, forms of education in the interests of its improvement, as well as introduce new pedagogical technologies. However, such programs, after successful approbation and examination, may become an author's program. Types of working educational programs of the system of additional education for children.
4. Author's programs 4. Author's programs are fully developed by a teacher, methodologist or a team of teachers or methodologists. Their content is a set of proposed means of solving problems in education, which are distinguished by their novelty and relevance, and originality. The author's program should contain a hypothesis and its conceptual justification, goals, objectives, ways to achieve goals, ways to diagnose results at intermediate stages and at the end of implementation. Productive ideas in author's programs are ideas aimed at creating a comprehensive educational route for students. Such programs must be equipped with copyright technological aspects, have two reviews: internal and external.
By the level of mastering By the level of mastering the programs can be: General developmental, aimed at solving the problems of forming the general culture of the child, expanding his knowledge about the world and about himself, social experience. It is supposed to satisfy the child's cognitive interest, expand his awareness in a specific educational area, enrich the skills of communication and joint activities in mastering the program. Specialized, aimed at identifying and developing the abilities of children, their acquisition of certain knowledge and skills in the chosen type of activity. These programs are focused on the development of competence in a particular area, the formation of skills at the level of practical application. Professionally oriented, aimed at familiarization and subsequent deepening of one or another professional sphere of life. They help to identify the personal capabilities of students and determine their choice of a profession, get the basics of professional knowledge and skills. These educational programs provide for the achievement of high educational results in any subject or practical area, the ability to see problems, formulate problems, and look for ways to solve them.
According to the purpose of training According to the purpose of training, programs are distinguished: 1. Cognitive, giving in-depth knowledge of the studied discipline, developing intellectual abilities, expanding horizons. The goals of these programs are acquaintance, expansion and deepening of knowledge of children and adolescents in certain areas of science, art, national and regional culture, as well as the formation of an individual mechanism for the development of socio-cultural activities). 2. Research orientation, aimed at revealing and developing the creative abilities of children for scientific activity, the formation of the necessary skills for research work, the ability to implement the author's idea. 3. Social adaptation aimed at the development of positive social experience by children, social roles and attitudes, the development of value orientations. 4. Professionally applied, giving certain skills and abilities in practical activities, forming a specialist with professional knowledge, skills and abilities. Focused on 2 main goals: a) the formation of a specialist in the field of science or practical activity, which is absent in the basic secondary school; b) familiarization and development of certain skills and abilities in the areas of science or practice that are relevant today. 5. Physical culture and sports, helping to carry out a healthy lifestyle, developing a system of prevention and correction of students' health. 6. Leisure, filling the students' free time with active, emotionally and psychologically comfortable content. 7. Developing artistic endowments, which affect the emotional sphere of students, carry out "immersion" in the artistic image
According to the form of organization of the educational process, programs are distinguished. According to the form of organization of the educational process, programs are distinguished: 1. Complex, in a certain way connecting individual areas, directions, activities into a single whole. 2. Integrated, studying several industries in a single way. They are based on the theory of knowledge and understanding that the search for knowledge is the best way of research, which establishes connections between academic disciplines. H. Modular, consisting of several independent, stable, integral blocks. 4. Cross-cutting, comparing the material in the directions included in them, taking into account the age characteristics of children, their number in groups, physical condition, moral and psychological comfort, etc. Creating an educational program is a creative and complex process that requires special training and painstaking work. The educational program of the teacher is a clear indicator of his professional pedagogical skills "(Kulnevich S. V. Ivanchenko V. N. Additional education of children: methodical service. - Rostov-n / D: Publishing house" Teacher ", pp. 84-88) ...
The structure of the program of additional education for children The program of additional education for children, as a rule, includes the following structural elements: 1. Title page. 2. Explanatory note. 3. Curriculum. 4. Educational-thematic plan. 5. Content of the studied course. 6. Methodological support of the additional educational program. 7. List of literature: - list of literature used by the teacher; - a list of recommended literature for children and parents; 8. The list of equipment required for the implementation of the program (based on the number of students). When developing a program for several years, the structure of the program becomes more complicated mainly due to the repetition of parts 4 and 5. The volume of each block of the program may be different. Applications of a different nature can be added to the program (creative scenario of the event, proposals for the creation of illustrative material for the topic of classes, methodological developments for organizing individual work with children, etc.).
Scheme of drawing up an explanatory note Program focus. ………………………………… The novelty of the program is ……………………………. Distinctive features of this program from the already existing educational programs ...................... Relevance of the program .................................................................................. The pedagogical feasibility of the program is that ... ... (Brief analysis of the educational level of children, features of the educational environment) ……………………. Purpose of the program: …………………………………………………… Students age: ……………………………………… The lower age limit is explained by the fact that …… ……… Age limits may vary according to the individual characteristics of children. Duration and stages of the educational process. The program is designed for ---- years of study. The volume of the program is …… hours, which are distributed as follows: 1 year of study - 144 hours (4 hours per week). Training modules: "____", "_____", 2nd year of study - 216 hours (6 hours per week). Training modules: "____", "____", 3rd year of study - 216 hours (6 hours per week). Training modules: "____", "_____", Content and amount of starting knowledge required for the initial stage of mastering the program …………… Training is based on the following pedagogical principles: ……………………
The following methods are used in the learning process: ……………………………………………………………… The program provides for frontal, individual, group forms of educational work with students. Frontal work presupposes (allows, provides, provides ...) ………………………… Group work presupposes (allows, provides, provides ...) ……………………………… Individual work presupposes (allows, provides, provides…) ……………………… The following forms of training are used in the learning process: …………………………………………. Mode of classes: .. (how many times a week for how many hours, breaks, time intervals between classes) …………………. Predicted results and criteria for their measurement As a result of mastering this program, students should know: ………………………………… .. should be able to: …………………………………………… …… The learning process provides for the following types of control: Introductory (………), current (………), midterm (………), final (……….). Forms of control: …… (test, test, interview, mini-conference, report, creative report, participation in the Olympiad, defense of the project…) Forms of summing up the results of the implementation of the additional educational program at the end of each year of study:…. (exhibition, festival, intellectual marathon, final holiday, competitions, educational and research conference, etc.) …… Funds required for the implementation of the program:… (educational and methodological, material and technical support, etc.) …… ..
An example of a curriculum for 3 years Name of the topic - subject Total hours 1 year 2 year 3 year 1 Acting skill Stage speech Stage movement Mass work Fundamentals of makeup Theater history-816 7 Applied art-12- 8 Etiquette --- 9 Staging a performance Individual work - 16 Total hours: 144216
An approximate scheme for drawing up a curriculum-thematic plan Curriculum-thematic plan of 1 year of study Topic Total number of hours Including Theoretical (hour) Practical (hour) 1. ……… 22- 2. ……… ……… ………… … …….….… ……. ….… Total: The curriculum includes the titles of modules, sections, topics and hourly distribution of material. This gives an idea of \u200b\u200bthe stages of completing assignments and acquiring knowledge. The educational-thematic plan is drawn up for the amount of time provided by the program for each year.
Approximate scheme of drawing up the section "Course content" Course content First year of study Section 1 ……. / Title / …… .. (2 hours) ……………………………………………………… ……………… Section 2 ……. / Title / …… .. (10 hours) 2.1 ………… / title / ……………… …………………………………… ………………………………… Practical exercises: ……………………………………… ………… / title / ……………… …………… ………………………………………………………… Practical exercises: …………………………………………………… / title / …… ………… ……………………………………………………………………… Workshops:………………………………………… ………… / title / ……………… ……………………………………………………………………… Practical exercises: ………………… ……………………… Section 3 ……. / Title / …… .. (8 hours) ………………………………………………………………… ……
Methodological support of the program: providing the program with methodological types of products (development of games, conversations, hikes, excursions, competitions, conferences, etc.); recommendations for laboratory and practical work, for setting up experiments or experiments, etc.; didactic and lecture materials, methods for research work, topics of experimental or research work, etc. List of literature - a list of literature used by the teacher; - a list of recommended literature for children and parents. Sample placement of sources of literature in the list: Fadeeva E. I. Labyrinths of communication: Teaching aid. - M .: TsGL, p. or Galanov A.S. Games that heal (for children from 1 to 3 years old). - M .: TC Sphere, p.
Moscow seminar for training of personnel for complex development and organization of work in the field of tourism and regional studies of educational organizations of interdistrict boards of directors of educational organizations of the city of Moscow. The aim of the seminar is to improve the quality of school, inter-district and city competitions and rallies in sports tourism, improve the quality of school, inter-district competitions, improve the quality of organizing sports trips and expeditions. Seminar objectives: development of uniform standards of regulatory documents when organizing the release of groups on tourist routes, preparing and holding competitions in sports tourism and competitions; creation of safe conditions during hiking and sports tourism competitions and the Safety School competition; working out uniform requirements for organizing competitions, setting stages and preparing distances, organizing judging and the work of the secretariat at rallies and competitions in sports tourism, competitions "School of Security"; creation of a system of interaction between interdistrict (support) sites for tourist and local history work in the system of additional education in the city of Moscow. The seminar consists of a theoretical part, a practical part, as well as credit judging at the city stages of events. The theoretical part of the seminar is held according to the schedule (see Appendix "Seminar program"). The theoretical part of the seminar is held at the Moscow Children's and Youth Center for Ecology, Local History and Tourism at Bagrationovskiy Prospect, 10. Directions: st. metro Fili (1st carriage from the center), then walk 5 minutes. The practical part of the seminar is held according to the schedule of classes (see Appendix "Seminar program"). Credit judging includes a minimum of two days of judging at city events. Judging is counted only if the results of the competition are "good" or "excellent". Participants who successfully completed the seminar receive a certificate of participation in the seminar from the Moscow Children's and Youth Center for Ecology, Local History and Tourism, as well as a certificate of the seminar (for assigning or confirming the judicial category) from the Federation of Sports Tourism - an association of tourists in Moscow. Judging is counted only if the results of the competition are "good" or "excellent".
To participate in the seminar, you must send applications in the form (see attachment) to the email address: [email protected] until September 14, 2017 inclusive .
Contacts: Dmitry Kovalkov
Methodical development of the seminar
for teachers of additional education on the topic
Kudryashova N.L., methodologist
Klyavlino, 2016
Annotation of the seminar on the topic: "Creation of a developing educational environment
for students in the classroom "
This methodological development of the seminar is devoted to the topic of creating a developing educational environment by teachers for students in institutions of additional education for children.
The methodological materials of the seminar are aimed at increasing the psychological and pedagogical competence of teachers of additional education for children in
the field of organizing a developing educational space in the classroom,
in the provision of psychological and pedagogical support to each child.
The relevance of the seminar is due to the fact that these psychological and pedagogical
knowledge testifies to the great importance of a developing educational environment and psychological and pedagogical support from a teacher for the development of a child's personality, preserving his psychological health.
Gaining theoretical and practical experience at the seminar will guide
teachers for success in further teaching.
Seminar materials can be used in the field of additional
education of children in the work of methodologists on the organization of seminars, individual consultations, in the work of teachers of additional education directly in order to self-education and improve their psychological and pedagogical competence.
Explanatory note methodological development of a seminar on the topic "Creation of a developing educational environment for students in the classroom"
The purpose of the workshop is to provide the teacher with additional
education awareness, feasibility and effectiveness of creating a developing educational environment in the classroom with students.
Seminar objectives:
1. To motivate teachers to work to create and improve
developing educational environment for students in the classroom.
2. To acquaint teachers with the concepts of a developing environment and the conditions for its creation.
3. To develop the ability to provide support to students in the classroom through
interiorization of professional ways of doing practical exercises.
Target group: teachers of additional education.
Organizational parameters of the seminar. The workshop consists of one meeting,
which can be held throughout the year. The duration of the meeting is 1 hour.
The number of seminar participants is from 8 to 15 people.
Seminar duration: 1 hour.
Seminar type: practice-oriented.
A brief description of the expected result. Participants' work at the seminar will contribute to:
Systematization of knowledge on the creation of a developing educational environment for
students in the classroom;
Gain hands-on experience in supporting children in their
training and education;
Mastering the experience of analyzing one's own pedagogical activity and finding ways to improve it.
Methodical and logistical support of the seminar:
Handout kit;
A4 sheets and pens;
Large room: it should be possible to move freely
participants, their arrangement in a circle, uniting in microgroups.
PLAN of a seminar on the topic
"Creation of a developing educational environment for students in the classroom"
Date: 11.03.2016
The seminar starts at 09.00.
Venue: JV "Prometey" GBOU Secondary School No. 2 named after V. Maskina
1. Greetings. Creating an emotionally positive attitude to work at
seminar lesson.
2. The theoretical part of the seminar - familiarization of the PDO with the techniques that provide a developing and comfortable educational environment for students, theses in combination with the work of the participants using sets of handouts
3. Practical part of the seminar - Working out the elements of theoretical material when performing practical exercises and games.
4. Summing up the results of the seminar - reflection of the participants on the possibility of using the materials of the seminar for further work, wishes at the end of the seminar
Seminar progress:
1. Greetings. Creating an Emotionally Positive Mood for Work
in a seminar lesson.
Participants sit on chairs arranged in advance in a circle.
The "Greeting" exercise is carried out. The main purpose of this exercise
- creating an emotional mood, including participants in the overall process.
The moderator stands in the center of the circle and invites each participant in turn to name
your name and one word to describe yourself. For example: “I am Katya. I am pretty".
2. Theoretical part of the seminar
The concept and essence of the developing environment
In domestic pedagogy and psychology, the term "environment" appeared in the 1920s, when the concepts of "pedagogy of the environment" (S. T. Shatsky), "social environment of a child" (P. P. Blonsky), "environment" (A.S.
Makarenko). A number of studies have consistently and thoroughly proved that the object of the teacher's influence should not be the child, not his
traits (qualities) and not even his behavior, but the conditions in which he exists:
external conditions - environment, environment, interpersonal relationships, activities. A
also internal conditions - the emotional state of the child, his attitude to
to myself, life experience, attitudes. In the broadest context, the developing educational environment is any sociocultural space within which the process of personality development is carried out spontaneously or with varying degrees of organization. From the standpoint of the psychological context, according to L. S. Vygotsky, P. Ya. Galperin, V. V. Davydov, L. V. Zankov, A. N. Leontiev, D. B. Elkonin and others, the developing environment
This is a well-ordered educational space in which
developmental training is carried out. In order for the educational space to act as a developing educational environment, in the course of the interaction of its constituent components, it must acquire certain properties.
Properties of the educational development environment:
Flexibility, which denotes the ability of educational structures to quickly
rebuilding in accordance with the changing needs of the individual,
environment, society;
Continuity, expressed through interaction and continuity in
activities of its constituent elements;
Variability, which implies a change in the developing environment in accordance with the needs for educational services of the population;
Integration, ensuring the solution of educational problems
by strengthening the interaction of its constituent structures.
The educational environment is a system of influences and conditions for the formation of a personality according to a given model, as well as opportunities for its development contained in a social and spatial-objective environment (V. Yasvin). The developing educational environment manifests itself in productive creative communication, in the child's adequate self-esteem, in his assessment of the achievements of other participants in the creative process, in his orientation towards universal values, in his readiness to defend his interests and in respect for the rights of other people. Elements of pedagogical technologies are aimed at creating a developing educational environment, developing the creative abilities of children. The pedagogical technologies are based on the idea of \u200b\u200ban “activity approach”. Conditions for the formation of a developing educational environment:
Creating a psychological climate in the classroom: benevolent
attitude to students, emotional attitude to knowledge;
Creation of high self-esteem in the child, a "taste of success", confidence in his
Compliance with the principle of "margin for error";
Dialogic form of conducting classes, "subject-subject" relationship
between the teacher and the student;
Accounting for the results of individual creative activity (each child has his own "portfolio" of achievements). Children go to a diary of their own creative achievements;
Comparing the student's new successes with his past successes, and not
comparison with each other;
The optimal combination of frontal, group, individual forms
work in the classroom;
Formation of a holistic vision of the world in schoolchildren and an understanding of the place and
the role of a person in this world, the transformation of all information received by students in the learning process into personally meaningful for each student;
Creation of a system of problem-cognitive search tasks.
When a contradiction arises, there are two ways to resolve it: compromise, reconciliation of opposing demands, or the creation of a qualitatively new idea. The second path is the path of development!
Thus, a developing educational environment is such an educational
an environment that is capable of providing a set of opportunities for self-development of all subjects of the educational process.
Psychological support of the child
Psychological support is one of the most important factors of success
the functioning of the developing educational environment.
Psychological support is a process:
In which the adult focuses on the positives and benefits
a child in order to strengthen his self-esteem;
Which helps the child to believe in himself and his abilities;
Which helps the child to avoid mistakes;
Who supports the child in case of failure.
In order to learn to support the child, you need to change the communication style and
interaction with him. Instead of focusing primarily on the mistakes and bad behavior of children, the adult will have to focus on the positive side of his actions and rewarding what he does.
SUPPORTING A CHILD means BELIEVING IN HIM!
So, in order to support a child, you must:
Build on the strengths of the child;
Avoid highlighting the child's misses;
Show that you are satisfied with your child;
Be able and willing to demonstrate respect for the child.
Introduce humor into the relationship with the child;
To be able to help the child break down a large task into smaller tasks that he can cope with;
Be able to interact with the child;
Allowing the child to solve problems himself, where possible;
Avoid disciplined rewards and punishments;
Demonstrate optimism
Show faith in the child, be able to empathize with him;
You can SUPPORT by:
SEPARATE WORDS AND PHRASES ("beautiful", "neat", "great",
"Keep going", "I like the way you work ...").
TOUCH (pat on the shoulder, touch the arm, hug,
bring your face closer to his).
JOINT ACTIONS (sit, stand next to the child, listen to him).
FACIAL EXPRESSIONS (smile, wink, nod, laugh).
A very important question in the methodology of psychological and pedagogical support is how to create the necessary conditions for its implementation in an educational institution. Here it would be appropriate to recall the well-known wisdom that is directly related to this issue:
If a child grows up in tolerance, he learns to accept others.
When a child is encouraged, he learns to be grateful.
If a child grows up to be honest, he learns to be fair.
If a child grows up safe, he learns to have faith in people.
If a child is constantly criticized, he learns to hate.
If a child grows up in enmity, he learns to be aggressive.
If a child is ridiculed, he becomes withdrawn.
If the child grows up in reproach. He learns to live with guilt.
When providing psychological and pedagogical support, it is very important to observe
a sense of proportion, be guided by considerations of pedagogical tact.
In upbringing, which we call pedagogical support, the atmosphere of interpersonal relations, the style and tone of communication, the palette of value orientations, the psychological climate are very important ... But the main thing is that the educator must live and develop in the space of love.
3. Practical part of the seminar:
Exercise "Support"
Purpose: To make participants feel the effect of a supportive relationship with
partner's side.
Group members are divided into pairs. In pairs, one tells a situation (problematic or successful), his partner listens carefully, says
something that he sees fit to provide support to the speaker, then roles in
couple are changing. After all the participants have been in the role of providing
support and accepting it, the exercise is discussed according to the scheme:
In which case was it easier to respond, in which - more difficult?
With what words did you provide support, what feelings did you experience?
Exercise "You, well done"!
Objective: To give exercise participants the opportunity to gain support and improve
4. Summing up the seminar
Reflection of seminar participants - answer three questions and write your opinion
on A4 sheets.
1. question - What was the most interesting and useful for you during
today's class?
2. question - How do you plan to use the received seminar materials for
further work?
Final wish - at the end of the seminar, I would like to thank all the participants for their work. Wish you success and creativity in your work. If you have any difficulties, I will be glad to provide you with methodological assistance and support.
Used Books:
Krivtsova S.V., Mukhamatulina E.A. Constructive skills
interactions with adolescents. Training for teachers. –4th ed., Rev. And add. - (Psychologist at school). –M .: Genesis, 2004.
Practical Psychology of Education / Ed. I.V. Duvrovina: Textbook for students of higher and secondary specialized educational institutions. –M .: TC "Sphere", 2000.
Internet resources: www.edu.ru, http://edu.rin.ru.
METHODOLOGICAL SEMINAR for teachers of additional education
Theme:
Modern approaches, principles and forms of planning and organization of the educational process in additional education
goal : to acquaint with modern approaches, principles and forms of planning and organization of the educational process in children's associations.
Workshop plan :
Features of the educational process in additional education.
An educational lesson is the main form of organizing the educational process
Seminar progress:
Teachers are divided into groups by focus.
Opening remarks: topic of the seminar, work plan, actualization of the issues raised.
1. Features of the educational process in additional education.
What is the educational process in additional education, how does it differ from the educational process in a general education school? (Responses from group representatives.)
Summarizing the hypotheses put forward, we can say: The educational process in the system of additional education for children is specially organized activities of teachers and students aimed at solving the problems of teaching, upbringing, and personal development. The learning process in supplementary education is less formalized in comparison with the general education school, and does not have a rigid framework. Individualization of training in the system of additional education for children is carried out by the child himself, who himself chooses an interesting type of activity. The position of the teacher is also changing: he acts not only as a bearer of knowledge, but also as an assistant in the formation of the student's personality. According to the outstanding teacher-innovator V.F. Shatalin "... the main function of a teacher is not so much to be a source of knowledge, but to organize the process of cognition, to create an atmosphere in the classroom in which it is impossible not to learn." Performing the function of a consultant, the teacher of additional education most often has a strong personal influence on children. Hence - increased requirements for his personal qualities. The educational process organized in the system of additional education must meet the following requirements: have a developing character, i.e. should be aimed at the development of natural inclinations and interests in children; be varied in shape (group and individual, theoretical and practical, performing and creative classes), and in content; be based on a variety of additional educational programs - modified, copyrighted, adapted, all of them must undergo psychological and pedagogical expertise before being included in the educational process and psychological and pedagogical monitoring during their implementation, so as not to harm the physical and mental health of students; be based on developing methods of teaching children; for a teacher of additional education, it is no longer enough to know only the subject area that he teaches, he must have psychological and pedagogical knowledge; use diagnostics of interests and motivation of children in order to ensure such a variety of activities and forms of their implementation, which would allow different children with different interests and problems to find something to their liking; be based on the social order of society; reflect regional characteristics and traditions.
An educational lesson is the main form of organizing the educational process
Educational tasks describe to what ideological conclusion it is possible to bring students and what educational opportunities to implement on the educational material of the lesson.
The study of the training material assumes the following didactic cycles: - studying new material; - application of knowledge in practice, the formation of practical skills; - knowledge control. Accordingly, the types of training sessions differ. Group Discussion Question: What exist types of training sessions? The result of the work of the groups is the definition of the types of classes: study and assimilation of new material(lectures, explanation, demonstration, etc.); consolidation and improvement of knowledge, abilities and skills (repetition, generalization, exercises, problem solving, laboratory work, etc.); generalization of knowledge, skills and abilities (independent work, seminars, discussions, conferences, auctions, performances, etc.); combined(training session with all elements of the learning process); control(final). Each type of training session has specific requirements, but there are general requirements. Group Discussion Question: What kind demands need to be presented for studies in additional education? Summarizing the groups' responses: General requirements for studies in an institution of additional education. - creating and maintaining a high level of cognitive interest and activity of children; - reasonable spending of the time of the lesson; - the use of a variety of methods and teaching aids; - a high level of interpersonal relations between a teacher and children; - the practical significance of the knowledge and skills acquired. Group Discussion Question: What kind forms of organization Do you know the educational process? In additional education, depending on the tasks to be solved, the teacher works frontally, in small groups, individually. Traditional forms of organization activities of children in the educational process. - Lecture - an oral presentation of a topic that develops the creative thinking activity of students. - Seminar - a form of group lessons in the form of a discussion of prepared messages and reports under the guidance of a teacher, forms analytical thinking, reflects the intensity of independent work, and develops the skills of public speaking. - Discussion - a comprehensive public discussion, consideration of a controversial issue, a complex problem; expands knowledge through the exchange of information, develops the skills of critical judgment and defending one's point of view. - Conference - a meeting, meeting of representatives of various organizations to discuss and resolve any issues; instills the skills of open discussion of the results of their activities. - Excursion - a collective trip or trip with the purpose of inspection, acquaintance with any sight; enriches sensory perception and visual representations. - Expedition is a group trip with a special task: it solves a complex of diverse tasks for organizing effective practice in the process of obtaining a profile result outside the classroom environment. - Tourist trip - the movement of a group of people with a specific purpose; realizes the goals of cognition, education, health improvement, physical and sports development. - Learning game - an activity that has certain rules and serves for learning new things, rest and pleasure; characterized by the modeling of life processes in a developing situation. Unconventional formsorganization of children's activities. - Presentation of an object, phenomenon, event, fact - description, disclosure of the role of the object, social purpose in human life, participation in social relations. - Sociodrama - a role-playing game predetermined by the position of the main characters; a situation of choice, on which the course of life and socio-psychological relations, self-awareness in the structure of social relations depend. - Project defense - the ability to project changes in reality in the name of improving life, correlating personal interests with public ones, proposing new ideas for solving life problems. - Round table - collective work to find the social meaning and personal meaning of the phenomenon of life - “Freedom and Duty”, “Man and Nature”, etc. - Tea drinking - has great power, creates a special psychological atmosphere, softens mutual relations, liberates. - “Die Hard” - solving difficult issues in life together with a group, a confidential conversation based on good relationships. - Day of good surprises - exercise in the ability to show signs of attention, bring people joy. - Envelope of questions - free exchange of opinions on various topics in a friendly atmosphere. - Graduation ring - report of graduates of creative teams, analysis of the past, plans for the future; creating an atmosphere of friendship, mutual understanding; developing the ability to interact with people There is a diverse arsenal teaching methods, methods of motivation and stimulation of cognitive interest, control and correction. Consider two classifications of teaching methods.
According to Yu.K. Babansky
Verbal (the source of knowledge is the spoken or printed word)
Explanation
Discussion
Working with a book
Visual (the source of knowledge is observed objects, phenomena, visual aids)
Illustration method (showing illustrative manuals, posters, tables, pictures, maps, sketches on a board, models, etc.)
Demonstration method (demonstration of devices, technical installations, videos, presentations, etc.)
Practical (gain knowledge and develop skills by performing a practical action)
Exercises
Practical work
Solving problems
Modeling objects
According to M.N. Skatkin and I. Ya. Lerner
- Explanatory and illustrative method (the teacher communicates ready-made information by various means, and the students perceive it, realize and fix it in memory) Reproductive method (its essence consists in repeating (multiple) method of activity as instructed by the teacher) Problem method (the teacher poses a problem to the students himself shows the way to solve it, revealing the contradictions that arise, the purpose of this method is to show examples of solving the problem) Partial search method (the teacher breaks down the problem problem into subproblems, and the students carry out separate steps to find its solution, each step involves creative activity, but a holistic solution to the problem is still absent) Research method (providing organizations with creative search activities of students to solve new problems for them, creative application of knowledge)
3. Outline of the training session of the teacher of additional education
All of the listed positions: types of training sessions and requirements for them, forms of work, teaching methods, stages of classes - are reflected in the plan that the teacher draws up for each training session. The many options for planning training sessions are based on general characteristics: - each lesson has a goal, specific content, certain methods of organizing educational and pedagogical activities; - any training lesson has a specific structure, i.e. consists of separate interconnected stages; - the construction of a training lesson is carried out according to a certain logic, depending on its purpose and type. Group work: Consider and discuss a possible version of the lesson outline. PLAN-CONSPECT
training session
Date Topic of the lesson Purpose Objectives:
educational
educational
developing
Occupation type
Form of work
Teaching methods
Equipment for the teacher
Equipment for students
Lesson plan:
Organizational moment. Checking the readiness of children for the lesson. Creating a psychological mood for work. 1-3 minutes
Checking homework - creative, practical (if any), checking the assimilation of knowledge from the previous lesson. 10-15 minutes
Learning new material. Reporting the topic, TB, introductory conversation, familiarization with new material (new technique, technique, exercise, work, variation, etc.). 15-20 minutes
Independent (practical) work of students. Consolidation of knowledge and methods of action. Practical assignments. Training exercises. Physical education. 30-40 minutes
Lesson summary. Exhibition of works, oral summing up of the results of work, conclusions, statements of children, assessment, encouragement, etc. Homework (if any). Reflection. 10-15 minutes
A cool program for high school students. // Reading. Learning. We play. 2007. No. 2. P. 75. Litvinov K. News of educational and game software: an overview of disks // World of pc. 2008. No. P. 84
ProgramDo you want to become a mathematician ?: materials of the mathematical department of the All-Russian correspondence multidisciplinary school. Tasks of the introductory test.
Planning and organization of the educational process 24 The structure and content of educational programs in certified specialties. 36
DocumentAs in other faculties of the pre-war institute, the teaching staff of the faculty of language and literature was small. Over the years, it included V.
Recommendations for the organization of the educational process and the preparation of local regulatory legal acts in educational institutions of the ministry of internal affairs of russia collection
DocumentAntropov A.G. - Deputy Head of the Office for Organization of Professional Training of the Personnel Support Department of the Ministry of Internal Affairs of Russia, Candidate of Legal Sciences;
