Topics of training seminars for teachers of additional education. Workshop workshop
Sections: General pedagogical technologies
Purpose: comprehension of the necessity and possibility of using modern technologies as an indicator of the pedagogical competence of a modern teacher.
- to systematize theoretical knowledge about socio-pedagogical concepts in education "competence approach", "competence": meanings and content of concepts;
- to analyze and determine the impact of the use of modern technologies in the context of the competence-based approach on the quality of children's education;
- exchange existing experience in designing ways to switch to a competency-based approach in the educational practice of institutions of additional education
Equipment:
- computer, media projector, media screen, music center;
- presentation "Modern technologies as a tool for managing the quality of education" ( Attachment 1);
- cards for the game "Consequences" ( Appendix 2);
- leaflets “Conditions for the formation of key competencies” ( Appendix 3);
- business cards, ball, pens, blank sheets of paper, felt-tip pens.
Workshop plan
- 1. Greetings. Goals and objectives of the seminar. Seminar work plan communication.
- Introductory part
- Theoretical part
- Practical part
- Reflection
- Outcome of the workshop
2. Exercise "Presentation"
1. Business game
2. The game "Problem on the palm"
3. Game "Consequences"
I.
1. Greetings. Goals and objectives of the seminar. Seminar work plan communication.
2. Exercise "Presentation"
Each participant draws up a business card in any form, where he indicates his name. The name should be written legibly and large enough. The business card is attached so that it can be read.
3-4 minutes are given for all participants to make their own business cards and prepare for a mutual presentation, for which they pair up, and everyone tells about himself to his partner.
The challenge is to prepare to introduce your partner to the whole group. The main task of the presentation is to emphasize the individuality of your partner, to tell about him so that all other participants will immediately remember him. Then the participants sit in a large circle and take turns introducing their partner, starting the presentation with the words: “For… the most important thing…”.
II. Introductory part
1. Epigraph of the seminar.
Who does not want to use new means,
must wait for new troubles
Francis Bacon
Francis Bacon - one of the greatest scholars of the 17th century, a contemporary of Galileo and predecessor of Newton, the author of the treatise "Moral and Political Experience and Instruction
Teacher and student grow together:
teaching is half teaching.
III. Theoretical part
The program for modernizing the content of education affects all aspects of the educational process. Its task is to achieve a new quality - a quality that meets the requirements for an individual in today's rapidly changing socio-economic conditions.
Traditionally, the entire domestic education system was guided by knowledge as the goal of learning (ZUNs). The transformations of Russian society in general and education in particular have led to a change in the requirements for students. The “knowledgeable graduate” has ceased to meet the needs of society. There was a demand for a “capable, creative graduate” with value orientations. A competency-based approach to learning is intended to help solve this problem.
Consider the concepts of “competence” and “competence”, which are almost synonymous.
“Competence” is a set of interrelated personality traits (knowledge, abilities, skills, methods of activity), which allows you to set and achieve goals.
“Competence” is an integral quality of a person, manifested in general ability and readiness for activities based on knowledge and experience.
The student is considered competent by the results of the activity if he is able to apply what he has learned in practice, that is, to transfer competence to certain situations in real life.
What methods and technologies does a modern teacher need to master in order to develop key competencies in students? What professional and pedagogical competencies must the teacher himself possess in order to ensure his own professional promotion and development? Under what conditions will competencies move to the level of professional competence? Let's try to understand this issue.
IV. Practical part
1. Business game
Participants are divided into three groups "learners", "teachers", "experts"
The first question for discussion is: when is a learner not interested in learning? When is it not interesting for a teacher to teach?
During 5 minutes, participants brainstorm a list of reasons and present them to the group of “experts” who prepare a background note for the audience.
From the answers, experts single out 2-3 problems that are most relevant to this audience and voice them.
Let's assume the following problems are highlighted:
1. Insufficient knowledge of the teacher in modern educational technologies hinders the formation of key subject competences.
2. The development of students' ability to independently solve problems in various fields of activity is impossible without a practice-oriented orientation of training.
3. The contradiction between the frontal forms of organization of training and "passive" methods of training on the one hand and the need to ensure the activity-based nature of training on the other hand.
The second question for discussion: will the teacher become interested in teaching, and the student will be interested in learning, if he uses modern educational technologies and methods in the educational process?
Within 5 minutes, participants select at least 3 arguments that, according to group members, prove the effectiveness of a technology that can increase interest in the learning process.
From the answers, experts single out 2-3 of the most effective, in the opinion of this audience, technologies and voice them.
Let's assume the following technologies are highlighted:
- personality-oriented technologies provide for the priority of subject-subject learning, diagnostics of personal growth, situational design, game modeling, the inclusion of educational tasks in the context of life problems, providing for personal development in real, socio-cultural and educational space;
- health-preserving technologies, a distinctive feature of which is the priority of health, i.e. competent health care is a prerequisite for the educational process;
- information technology allows you to individualize and differentiate the learning process, stimulate cognitive activity and independence of students;
- gaming technologies allow you to manage emotional stress in the learning process, contribute to the mastery of the skills necessary for cognitive, labor, artistic, sports activities, for communication. In the process of playing, children imperceptibly master what was difficult before;
- problem-developing learning technologies contribute to the development of students' creative abilities; the formation of critical thinking and positive emotions.
– design technologies, the essence of which is that the student in the process of working on an educational project comprehends real processes, objects, lives in specific situations. The project technologies are based on the project method, which is aimed at developing the cognitive skills of students, critical thinking, the formation of the ability to independently design their knowledge, the ability to navigate in the information space.
The competence-based approach imposes its own requirements on teachers: the search for new forms, methods, teaching technologies. The teacher needs to navigate a wide range of modern technologies, ideas, directions, not waste time discovering what is already known. The system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher.
Among teachers, the opinion is firmly established that pedagogical skill is purely individual, therefore it cannot be passed from hand to hand. However, based on the ratio of technology and skill, it is clear that the pedagogical technology, which can be mastered, like any other, is not only mediated, but also determined by the teacher's personal parameters. One and the same technology can be carried out by different teachers, where their professionalism and pedagogical skills will manifest themselves.
2. Workshop
The teachers of the Center apply modern technologies, active teaching methods, new forms of conducting classes and events in their practice.
We consider the most successful application of N.E. Shchurkova's gaming technologies. We have a certain experience and result in this direction.
The game "Problem on the palm"
Game progress:
Each participant is invited to look at the problem as if from the outside, as if he was holding it in his palm.
The presenter holds a beautiful tennis ball in his palm and addresses the workshop participants: “I am looking at this ball. It is round and small, like our Earth in the universe. The earth is the house in which my life unfolds. What would I do with my life if I had complete control over it? " (music score: music of the universe)
Participants take turns holding an object symbolizing the problem in their palm and expressing their personal attitude towards it.
Endgame commentary: The success of the game is possible if two conditions are met.
First, there is an object that symbolizes the problem. It can be a candle, a flower, a nut, a pine cone ... - almost any object, but most importantly, meeting the requirements of aesthetic taste. The teacher's professionalism lies not in the selection of a subject, but in the ability to present it to children. To present an object not materially, objectively, but in its socio-cultural meaning. Candle - fire, light, human thought, mind. A flower is not a plant that produces oxygen, but the Beauty of the world.
Secondly, there can be no “right” or “wrong” answers. The main thing is the movement of thought. Our problems cannot exist only within us, if existence is understood as life in the human world.
- Man, unlike animals, tends to anticipate events, to foresee the future by means of logical operations, analysis of events, actions, words, actions. Our experience influences the ability to foresee consequences.
Game progress:
- The participant reports the completed action
- Before the participant, one by one the Consequences of the incident arise, saying: “I
- Having listened to the predictions of the future, the participant makes a decision: either he refuses to do what he has done in the future, or he is affirmed in the significance of what he does for his life.
(the actions are written on the cards: “I brought and handed flowers to a good person”, “I rudely laughed at my colleague”, “I love to lie, embellish, blurt out, boast”, “I started smoking”, “Found someone's wallet and appropriated money for myself ”,“ I read a lot ”,“ I started doing exercises in the morning ”,“ I told the ugly one that she was ugly ”,“ I forget why I came to work ”,“ I always bring any business to the end ”).
your consequence is the first, I tell you ... ”.
Consequence-1 tells what will follow “now” after what the participant has done; Aftermath-2 warns that the subject is "in a week";
Consequence-3 paints a picture “in a month”;
Consequence-4 foresees the inevitable “in adulthood”;
Consequence-5 reports the outcome that the participant will come to at the end of life.
Question to seminar participants at the end of the game: what was thought during the game?
V. Reflection
1. Let us recall what the king of one planet said in Antoine de Saint-Exupery's fairy tale "The Little Prince": "If I tell my general to turn into a sea gull, and if the general does not obey the order, it will not be his fault, but mine." What can these words mean to us? (Answers of teachers).
In essence, these words contain one of the most important rules of successful teaching: set real goals for yourself and for those you teach. It should be emphasized that any pedagogical innovations must be used competently, and the teacher must always be guided by the principle: "The main thing is not to harm!"
2. Question to the participants of the seminar:
- What is the condition for the formation or development of competencies.
So, key competencies are formed, if ( Appendix 3):
- training is of an activity nature;
- there is an orientation of the educational process towards the development of independence and responsibility of the student for the results of his activities (for this it is necessary to increase the proportion of independence of works of a creative, search, research and experimental nature);
- conditions are created for gaining experience and achieving goals;
- such teaching technologies are used, which are based on the independence and responsibility of the teacher for the results of his students (project methodology, abstract approach, reflection, research, problem methods, differentiated learning, developing learning);
- there is a strengthening of the practical orientation of education (through business, imitation games, creative meetings, discussions, round tables);
- the teacher skillfully manages the learning and activities of students. Even Disterweg said that “a bad teacher presents the truth, a good teacher teaches to find it,” and for this he must have pedagogical competence himself).
Vi. Outcome of the workshop
1. We strive to find forms that will help the team to successfully master the strategy of competence-based learning. And the proposed line of action can help us with this: try it yourself - suggest it to the students - share with colleagues - find like-minded people - join forces. After all, only together can you achieve the best success.
2. Game "Applause in a circle"
Purpose: relieve stress and fatigue, thank all participants for their work.
All participants sit in a circle. The presenter starts to clap his hands and looks at one of the participants. They start clapping together. The participant, whom the presenter looked at, looks at the other participant, including him in the game. Thus, all participants begin to clap.
Bibliography:
1. Pedagogical technologies: a textbook for students of pedagogical specialties / edited by V.S. Kukunin. - M .: ICC "Mart": - Rostov n / a, 2006.
2. Shchurkova N.E .. Classroom leadership: game techniques. - M .: Pedagogical Society of Russia, 2002, - 224 p.
3. Khutorskoy A.V. Article “Technology for designing key competencies and subject competences”. // Internet magazine "Eidos".
4. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence approach in education. Problems, concepts, tools. Study guide. - M .: APK and PRO, 2003 .-- 101 p.
Municipal budgetary educational institution of additional education "Center for Children's Creativity", Okhansk District, Perm Territory
Baryshnikova Nadezhda Ivanovna, deputy. Director for OIA, teacher of additional education
METHODOLOGICAL SEMINAR
for teachers of additional education
Theme:
Modern approaches to the 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.
Seminar progress:
Opening remarks: topic of the seminar, work plan, actualization of the issues raised.
Presentation
Slide 1.
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 education in the system of additional education for children is carried out by the child himself, who himself chooses what is interesting for himself ... 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.
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.
Slides 2-5.
The educational process organized in the system of additional education must meet the following requirements:
have a developing character , that is, it 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 ;
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:
havepsychological 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;
based on society;
reflect regional characteristics and traditions.
Slides 6 - 19.
An educational lesson is the main form of organizing the educational process.
In order for the lesson to become teaching, it needscarefully prepare, plan.
A seminar in this direction was held. Let's remember some aspects.
A)Types of activities:
learning new material
formation of skills and abilities
consolidation and development of knowledge, abilities, skills
reiteration
application of knowledge, skills, skills
combined lesson
control lesson
B)Goals and objectives
C) 12 slide.Didactic means .
D)Lesson structure ... In general, an educational lesson of any type as a model can be represented as a sequence of the following stages: organizational, testing, preparatory, basic, control, reflective (introspection), final, informational. Each stage differs from the other in the change of activities, content and specific task. The basis for identifying the stages can be the process of assimilating knowledge, which is built as a change in the types of student activity: perception - comprehension - memorization - application - generalization - systematization.
17 slide. Typical mistakes in the preparation and conduct of classes.
LESSON!
Lack of specifics of additional education
Congestion(show all the best at once)
Dominance of the form of the lesson over its content
Failure to comply with class times
D)Recommendations for conducting classes .
Teaching methods
Consider two classifications of teaching methods.
According to Yu. K. Babansky
Verbal ( the source of knowledge is spoken or printed word)
Story
Explanation
Conversation
Discussion
Lecture
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 the 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 different means, and the students perceive it, realize and fix it in memory)
Reproductive method (its essence lies in the repetition (multiple) method of activities on the instructions of the teacher)
Problematic method (the teacher poses a problem to the students and 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 divides the problematic task into subproblems, and the students carry out separate steps to find its solution, each step involves creative activity, but there is still no integral solution to the problem)
Research method (providing organizations with creative search activities of trainees to solve new problems for them, creative application of knowledge)
Traditional forms of organization activities of children in the educational process.
- Lecture - oral presentation of any topic that develops the creative thinking activity of students.
- Seminar - the 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, develops the skills of public speaking.
- Discussion - comprehensive public discussion, consideration of a controversial issue, a complex problem; expands knowledge through the exchange of information, develops critical judgment and defending one's point skills .
TOconference - 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 hike or trip for the purpose of inspection, acquaintance with any sight; enriches sensory perception and visual representations.
- Expedition - group trip with a special task: solves a complex of diverse tasks to organize effective practice in the process of obtaining a profile result outside the classroom environment.
- Tourist hike - movement of a group of people for a specific purpose; realizes the goals of knowledge, education, health improvement, physical and development.
- Educational game - an occupation 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 forms organization of children's activities.
- Presentation of an object, phenomenon, event, fact - description, disclosure of the role of the subject, 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.
- Protection - 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 strength, creates a special psychological atmosphere, softens mutual relations, liberates.
- "Toughie" - solving difficult issues in life together with a group, a confidential conversation based on good .
- Day of good surprises - exercise in the ability to show signs of attention, to bring joy to people.
- 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, ; formation of the ability to interact with people
Summing up the results of the seminar. Reflection of teachers.
Structure of an innovative lesson
(after N.E.Shchurkova)
Stage 1: organizational.
Objective: preparing children for work in class.
The content of the stage: organization of the beginning of the lesson, creation of a psychological mood for educational activities and activation of attention.
Stage 2: verification.
Task: establishing the correctness and awareness of homework (if any), identifying gaps and correcting them.
Stage content: checking homework (creative, practical), checking the assimilation of knowledge from the previous lesson.
Stage 3: preparatory (preparation for new content).
Objective: providing motivation and acceptance by children of the goal of educational and cognitive activity.
The content of the stage: the message of the topic, the goals of the training session and the motivation of the educational activities of children (for example, a heuristic question, a cognitive task, a problem task for children).
Stage 4: main.
The following can act as the main stage:
1) Assimilation of new knowledge and methods of action.
Task: providing perception, comprehension and primary memorization of connections and relationships in the object of study. It is advisable when assimilating new knowledge to use tasks and questions that activate children.
2) Initial check of understanding.
Task: establishing the correctness and awareness of the assimilation of new educational material, identifying incorrect ideas and their correction. Use mock practice tasks that are combined with an explanation of the relevant rules or rationale
3) Consolidation of knowledge and methods of action.
Objective: ensuring the assimilation of new knowledge and methods of action. They use training exercises, tasks that are performed independently by children.
4) Generalization and systematization of knowledge.
Objective: the formation of a holistic view of knowledge on the topic. Conversation and practice are common ways of working.
Stage 5: control.
Objective: identifying the quality and level of mastery of knowledge, their correction. Used test tasks, types of oral and written questioning, questions and tasks of various levels of complexity (reproductive, creative, search and research).
Stage 6: final.
Task: to analyze and evaluate the success of achieving the goal and outline the prospect of further work.
The content of the stage: the teacher reports the answers to the following questions: how did the guys work in the lesson, what new did they learn, what skills and abilities did they master? Encourages children for educational work.
Stage 7: reflective .
Objective: mobilizing children for self-esteem. Performance, psychological state, work performance, content and usefulness of educational work can be assessed.
Stage 8: informational.
Information about homework (if necessary), instructions on how to complete it, determining the prospects for the next classes. Objective: ensuring understanding of the purpose, content and methods of doing homework, the logic of further studies.
The stages outlined above can be combined in different ways, some of them may not take place depending on the pedagogical goals.
Home\u003e SeminarMETHODOLOGICAL 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 education 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 the 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 developing 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 provide 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, skills and abilities (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 - 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 depend, self-awareness in the structure of social relations. - 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, confidential conversation based on good relationships. - Day of good surprises - an exercise in the ability to show signs of attention, bring joy to people. - 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 the 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 different means, and the students perceive it, recognize and fix it in memory) Reproductive method (its essence consists in repeating (multiple) method of activity on the instructions of 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 the integral solution to the problem is 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 prepares 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 work results, conclusions, statements of children, assessment, encouragement, etc. Homework (if any). Reflection. 10-15 minutes
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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 Law;
Moscow seminar for training of personnel for complex development and organization of work on 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 hikes and competitions in sports tourism and competitions "School of Security"; 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 assignment or confirmation of 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
Synopsis of the workshop for teachers of additional education "Modeling a lesson as a condition for improving the quality of the educational process"
Author: Sheiko Olga Valentinovna, methodologist of the state educational institution "Slutsk Center for Children's Creativity", Minsk region, Republic of Belarus.
Description: The workshop is addressed to teachers of institutions of additional education for children and youth. The development contains theoretical and practical materials on the structure of the training session, types and types of classes, requirements for the goal and objectives of the training session.
Goal: testing by teachers of the technology of modeling a lesson
Tasks:
1. To form a clear idea of \u200b\u200bthe organization and structure of a training session in the system of additional education.
2. To teach to clearly and easily formulate the topic of the lesson, set a goal and the tasks arising from it.
3. To acquaint with the basic forms and methods of conducting classes, the correct choice of methods and means.
4. To raise the level of professional competence of teachers.
Carrying out plan:
1. Entrance questionnaire for teachers
2. Methodological dialogue with teachers
3. Speech on the topic of the seminar with a multimedia presentation and parallel discussion
5. Reflection. Final questionnaire
1 .Leading: Good afternoon, dear colleagues! The topic of our today's workshop is "Modeling a lesson as a condition for improving the quality of the educational process." On the one hand, it is simple, and, it would seem, has long been thoroughly mastered by all of us, on the other hand, as the results of monitoring organized and carried out by the methodological service have shown, many have certain kinds of difficulties in drawing up a lesson outline, in the implementation of the stages lessons. Therefore, today we are systematizing our knowledge about the lesson, working out the skills of modeling the goals and objectives of the lesson.
To begin with, I propose to check the level of my knowledge on this topic and answer the questions of the questionnaire. Teachers fill out entrance questionnaires.
2.Master: And so, let's remember what an educational lesson is, its characteristic features, features? What types of training sessions do you know? What forms of study can you name, teaching methods? Which ones do you use in your work? Answers of teachers.
3.Leading (summarizes): An educational lesson is the main and constantly operating form of organizing training. In the system of additional education, it is a collective (group, small-group) individual) form of education, which is characterized by a constant composition of students; stable time frames (45 min., 35 min.).
Signs that distinguish an educational lesson from other organizational forms:
it is a constant group of students,
guidance of the activities of students, taking into account the characteristics of each of them,
mastering the basics of the studied material,
work according to the educational program, the approved schedule.
There is a generally accepted classification of training sessions for a didactic purpose:
1. lesson on familiarization with new material;
2. to consolidate the studied material
3. on the application of knowledge and skills;
4. to generalize and systematize knowledge and skills;
5. to check and correct knowledge and skills;
6. combined (several didactic tasks are solved during one lesson).
Forms of organizing educational activities of students: group, individual, frontal.
Method (gr. "Way to something") - a method of activity aimed at achieving a specific goal.
Teaching method- this is a way of activities of a teacher and students, a set of actions and methods of work of teachers and students; the path along which the teacher leads students from ignorance to knowledge.
Basic teaching methods:
verbal (explanation, story, conversation, discussion);
visual (illustration (tables, diagrams, figures), demonstration (slides, films);
practical (exercise, practical work, didactic games).
Recently, interactive teaching methods have become widespread:
- methods of creating a favorable atmosphere,
- methods of organizing communication,
- methods of exchange of activities,
- methods of meaning creation,
- methods of reflective activity.
Forms of organizing training sessions:
- Conversation, consultation, modeling
- Workshops. Conducted with the aim of consolidating and applying knowledge, mastering practical skills and abilities
- Seminars. They are conducted for the development of intellectual, cognitive activity, creative thinking, the development of skills for independent work with additional literature, information material.
- Excursions. This is a complete cycle of the step-by-step solution of a cognitive task. According to the classifier: preceding, accompanying, subsequent
- Lesson-game (imitation, role-playing games, trainings)
- Classes with a competitive gaming basis: "Come up with a project", "Lotto", "Domino", "What? Where? When? ”,“ Experts are conducting the investigation ”,“ KVN ”,“ Sea Battle ”,“ Field of Miracles ”, etc.
- Lessons based on fantasy: "Fairy Tale", "Creative Report", "View of the Exhibition", "Vernissage".
- Classes based on the original organization of the study of educational material: "Review", "Reflection", "Abstract", "Monologue of memory", "Portrait".
- Lesson by analogy with organized events: "Auction", "Fair", "Conference", "Concert", "Benefit", "Court", etc.
- Classes by analogy with well-known forms and methods of activity: "Dispute", "Interview", "Brainstorming".
Now let's remember the structure of the lesson. What are the main stages we highlight?
Structure of the lesson - a set of its elements, parts, ensuring its integrity and the achievement of didactic goals. The structure of the lesson is determined by its purpose, content, methods, teaching aids, and the level of training of students. For various reasons, a large number of stages of an educational lesson can be distinguished, but, as practice shows, the following structure of the lesson is most convenient and understandable for teachers:
1.organization stage (preparatory, etc.),
2.main stage,
3.the final stage,
4. reflection.
Organizational stage solves the following tasks: organize a workplace, "set up", "introduce" students into the course of cognitive activity, inform the topic of the lesson, carry out goal-setting and goal setting.
The goal of the lesson is the intended result, it should be specific and achievable.
Requirements for the purpose of the lesson
- clarity and simplicity of goal formulation;
- diagnostics of the target, i.e. whether the statement of the goal reflects the final (expected) result;
- the relevance of the goal to the content of the educational material;
- the prospects of the goal, i.e. the connection of the goal with the topic of the training lesson (both one specific and subsequent lessons on this topic);
- the validity of the goal setting, i.e. what caused: the requirements of the educational program, the characteristics of the children's team, the interests of students, etc.;
- the operationality of the goal;
- the reality of achievement.
One of the traditional mistakes of the teacher when formulating the goals of classes is abstractness or excessive scale: for example, in one lesson, the goal of raising children to love the subject, nature or the formation of a complex of knowledge, skills, and abilities cannot be achieved in one lesson.
Tasks reveal the goal, concretize it, determine the content of the main stages of the lesson. When planning the tasks of the lesson, they must be set taking into account the age characteristics of students, their academic readiness, good breeding, and development.
Formulating the tasks, the teacher answers the question: "How to achieve the goal?" The tasks are divided into 3 groups:
- educational,
- educational,
- developing.
Learning tasks are aimed at mastering the system of educational knowledge and the formation of subject skills and abilities by students:
to form students' ideas about (concepts about) ...;
to identify (identify) ...;
acquaint, acquaint, continue acquaint ...;
expand ...; fix ...; summarize ...; systematize ...;
differentiate…; teach to apply in practice ...;
teach how to use ...;
teach ...;
verify…;
create conditions ...
Developmental tasks aimed at developing the cognitive interest, abilities and inclinations of the child:
develop attention, memory, thinking, imagination, cognitive interest,
develop creativity,
develop curiosity,
develop flexibility, consistency of thinking, evidence of judgments,
develop aesthetic feelings, etc.
Educational tasks aimed at mastering, assimilation and appropriation of general cultural values, the formation of positive personality traits, social competencies:
foster love for a small homeland,
friendly attitude towards others,
kindness, sincerity, sensitivity, sociability;
to form neatness, thrift, hard work, restraint, etc.
The main stage
The main purpose: assimilation of new knowledge, consolidation of knowledge, skills and abilities, independent work, checking the assimilation of the material (depending on the type of lesson).
What is needed to assimilate new knowledge:
1. Using a variety of sources of knowledge: visual aids, multimedia presentations, videos, additional literature, information on Internet resources;
2. Phased assimilation of new knowledge. The material of the lesson is divided into small logical elements, each of which is worked out with the students until it is comprehended and assimilated.
3. New material is studied in a certain style: in a research way, in a problematic way (from consideration of particular, constituent elements of the new material to generalization and conclusions; from posing a problem, formulating a hypothesis to proving it).
The process of assimilating knowledge by students:
1. Perception of the subject
2. Comprehension, understanding
3. Application in practice, generalization of knowledge
4. Consolidation and application of the acquired knowledge
The final stage. The main purpose ведение summing up the results of the lesson in various forms: survey, quiz, presentation, defense of creative works).
Reflexive stage - organizing the reflective activity of students, receiving feedback, analyzing the emotional state of students:
What have you learned today, what new have you learned?
What did you manage to do?
What didn't work out? What will you be working on in the next lesson?
There are many interesting reflective techniques and techniques. We will consider them in more detail in a separate lesson.
4. Workshop "Setting goals and objectives of the lesson"
Teachers are divided into groups of 3-5 people according to their profile. Each group receives a card indicating the topic of the lesson and its place in the curriculum. Within 5-7 minutes, the groups should formulate the purpose and objectives of this lesson. The result is read out and discussed by all groups (team members).
5. Reflection. Final questionnaire (Questionnaire №2).
application
QUESTIONNAIRE 1
Dear colleges! We ask you to answer the questions of the proposed questionnaire:
1. What types of activities do you know? (mark "V"):
Learning about new material
Lesson on generalization and systematization of knowledge and skills
Lesson on the application of knowledge and skills
Excursion lesson
Lesson "Talk Show"
Quiz lesson
Lesson on checking and correcting knowledge and skills
Lesson to consolidate the studied material
"Literary living room"
Combined lesson
2. What are the stages of the lesson? (mark "V"):
organizational motivational
reflexive goal setting
check control
preparatory integrating
basic information
theoretical practical
developing generalizations and systematization of knowledge
3. What forms of work do you use? (check "V")
collective frontal
group active
differentiated individual
4. What determines the setting of goals and objectives of the lesson?
Thanks for participating!
QUESTIONNAIRE 2
Dear colleges! We ask you to answer the questions of the proposed questionnaire:
1. The profile of your association by interests.
2. With what forms and methods of organizing classes can you increase the effectiveness of teaching students?
3. What types of activities do you prefer to use?
4. What types of activities do you find difficult?
5. What stage of the lesson is causing you difficulties?
6. What stage of the lesson do you do best?
7. What teaching methods would you like to get acquainted with?
8. How do you determine the effectiveness of the lesson?
Thanks for participating!
