“Modern lesson in accordance with the requirements of the Federal State Educational Standard”
1 slide This topic is relevant in light of the implementation of the Federal State Educational Standard for basic general education.
State education standard - Thisnorms and requirements that determine the mandatory minimum content of educational programs, the maximum volume of teaching load, the level of training of graduates, as well as the basic requirements for ensuring the educational process.
2 slide. Education according to the Federal State Educational Standard sets new goals, new requirements for the quality of education and for the lesson.
3 slide. The main direction in the work of every teacher and teaching staff in the coming years is to comprehend, master and implement the system-activity approach into practice.
The axiom is widely known: “He who wants to learn learns well.” According to psychologists, among those entering school, 50% already do not want to study, and among those 50% who had this thirst for knowledge at the entrance, in the first half of the year, by December, we lose another 20%... Motivation as one of the aspects the system-activity approach comes to the fore. The specificity of the modern world is that it is changing at an increasingly rapid pace. Every ten years, the amount of information in the world doubles. Therefore, the knowledge acquired by people at school becomes outdated after some time and needs to be corrected, and the results of learning in the form of the ability to learn are becoming increasingly in demand today.
4 slide. Based on this, the Federal State Educational Standard defined as the main results not subject, but personal and meta-subject - universal educational activities: “The most important task of the modern education system is the formation of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement...”
5 slide. A modern lesson on the Federal State Educational Standard is
6 slide.
Professional and methodological training of teachers
Goal setting and learning motivation
System-activity approach
Modern teaching aids
Choosing the optimal learning tools
Creating conditions for self-development
Analysis of each training session
No matter what reforms are made in education, the lesson has been and remains the main form of education. And just like hundreds of years ago, participants in the educational process meet - teacher and student. What his lesson will be is up to each teacher to decide personally. This possibility of choice is the fundamental novelty of Russian education.
Slide 7. What is most important in the structure of a modern lesson? “The beginning is more than half of the whole,” said Aristotle. In class, everything starts with setting a goal. However, a goal set by a teacher has no meaning until it becomes a goal for the student. Consequently, it is necessary to awaken in the student the need for knowledge, to give this knowledge personal meaning. The lesson should involve students in active activities. Indeed, according to scientists, students retain 20% in memory if they hear the material: 30% if they see it; 50% - if they see and hear; 90% - if they speak while they do; 95% - if they research, they create it themselves.
“The joy of success is a powerful force on which a child’s desire to be good depends.” The teacher goes to class - day after day, year after year, doubts, thinks, learns.
The modern lesson begins with the teacher. Modern lesson - surprise, pleasure, effort, success!
A modern lesson should contain something that will cause surprise, something that students will remember. Such techniques as an interesting fact, an unexpected discovery, and an appeal to the life experience of the students themselves are used.
SO,
a modern lesson is aimed at the formation and development of educational skills, at achieving personal results;
the lesson is built within the framework of a system-activity approach;
develops students’ ability to independently set a learning task;
design ways of their implementation;
monitor and evaluate your achievements.
The teacher, his creativity and professionalism, his desire and ability to reveal the abilities of each child - this is all the main resource, without which the new requirements of the Federal State Educational Standard will not be implemented!
Slide 7 What are the requirements for a modern lesson:
a well-organized lesson in a well-equipped classroom should have a good start and a good ending.
the teacher must plan his activities and the activities of students, clearly formulate the topic, purpose, and objectives of the lesson;
the lesson should be problematic and developmental: the teacher himself aims to cooperate with students and knows how to direct students to cooperate with the teacher and classmates;
the teacher organizes problem and search situations, activates the activities of students;
the students themselves make the conclusion;
minimum reproduction and maximum creativity and co-creation;
saving time and saving health;
8 slide. the focus of the lesson is children;
taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, and the mood of children;
the ability to demonstrate the methodological art of a teacher;
planning feedback;
the lesson should be good
How is a typical lesson going? The teacher calls the student, who must tell him his homework - a paragraph read from the textbook. Then he gives a rating and asks the next one. The second part of the lesson - the teacher tells the next topic and assigns homework.
Now, in accordance with the new standards, it is necessary, first of all, to strengthen the child’s motivation to understand the world around him, to demonstrate to him that schoolwork is not about obtaining knowledge abstract from life, but, on the contrary, about necessary preparation for life, recognizing it, finding useful things. information and skills to apply it in real life.
9-10 slides Characteristics of changes in the activities of a teacher working according to the Federal State Educational Standard
Currently, most teachers still gravitate towards the traditional lesson. This is due to many reasons: the habit of traditional forms of learning and fear of the new; lack of understanding of the huge number of innovations.
Let's try together to understand the pros and cons of a traditional lesson.
Sopros :
Changing times cannot change the best in a lesson. What has been accumulated over centuries remains valuable forever. It is impossible to do without solid, systematic, deep knowledge. It is impossible to do without the habit of discipline and order in the head, brought up by a traditional lesson.
It is easy to work in a traditional lesson: its organization is simple, familiar, well known and worked out to the smallest detail.
All norms are clearly written, easy to follow, no one needs to prove anything, everything is clear to everyone: everything is correct from the point of view of the inspectors, and if it is correct, it cannot be bad.
We taught traditional lessons all our lives and raised normal students.
Minuses:
Very high teacher fatigue, especially in the last lessons, since the teacher himself conducts most of the lesson.
I get tired of the same thing, the endless “repetition of the past”; I feel sorry for the “strong” students, who are fewer and fewer every year (“we are raising the low” level to “average”, but there is no time to work with the “strong” ones).
A constant feeling of dissatisfaction due to lack of interest, reluctance to learn, due to growing misunderstanding on the part of students and parents regarding the requirements made by the teacher.
The main guidelines of a traditional lesson are collective leveling, average learning success, and the average student as a whole.
Most teachers note a sharp decline in the intellectual level of students in specific classes, an increase in students, at best, with an “average” and low level of development.
With traditional education, students who successfully complete school find it much more difficult to find themselves in the surrounding reality. Among them there are many more failed individuals. It is no coincidence that in recent years a joke has arisen among teachers. To the question: “Who lives well in Rus': an excellent student or a C student,” there is always the same answer – a C student, because he is adapted to life, knows how to adapt, choose a non-standard solution, take responsibility, take risks, etc. That is why among them there are much fewer unsettled and unhappy people than, unfortunately, among excellent students who always clearly and correctly followed the teacher’s instructions.
What new appears in the lesson when implementing the Federal State Educational Standard?
The goal of a lesson in a modern school should be specific, indicating the means of achieving it and translating it into specific didactic tasks. When modeling a lesson, you must adhere to the following rules:
Specifically determine the topic, goals, type of lesson and its place in the curriculum.
Select educational material (determine its content, volume, establish a connection with previously studied, control system, additional material for differentiated work and homework).
Select the most effective methods and techniques of teaching in a given class, various types of activities of students and teachers at all stages of the lesson.
Determine the forms of control over the educational activities of schoolchildren.
Think over the optimal pace of the lesson, that is, calculate the time for each stage.
Consider a form for summing up the lesson.
Think over the content, volume and form of homework.
Slide 11. If we talk about specific methods that teach universal educational activities, they can include excursions, and searching for additional material on a given topic, and exchanging opinions, and identifying controversial issues, and building a system of evidence, and speaking in front of an audience, and discussion in groups , and much more.
Lessons should be structured according to a completely different scheme. If now the most common explanatory and illustrative method of work is when the teacher, standing in front of the class, explains the topic and then conducts a sample survey, then in accordance with the changes, the emphasis should be on the interaction of students and the teacher, as well as the interaction of the students themselves. The student must become a living participant in the educational process. Today, some children remain unnoticed during the lesson. It’s good if they really heard and understood something during the lesson. And if not?
Slide 12. The group form of work has many advantages: during a lesson, a child can play the role of a group leader or consultant. The changing composition of the groups will ensure much closer communication between classmates. Moreover, practice shows that children become more relaxed in communication, because not every child can easily stand in front of the whole class and answer the teacher. “Aerobatics” in conducting a lesson and the ideal embodiment of new standards in practice is a lesson in which the teacher, only guiding the children, gives recommendations during the lesson. Therefore, children feel that they are teaching the lesson themselves.
Slide 13. Main types of lessons remain the same, but some changes have been made:
1. A lesson in learning new things.
These are: traditional (combined), lecture, excursion, research work, educational and labor workshop. Aims to study and initially consolidate new knowledge
2. Lesson to consolidate knowledge.
These are: workshop, excursion, laboratory work, interview, consultation. The goal is to develop skills in applying knowledge.
3. Lesson on the integrated application of knowledge.
These are: workshop, laboratory work, seminar, etc. The goal is to develop the ability to independently apply knowledge in a complex, under new conditions.
4. Lesson of generalization and systematization of knowledge.
These are: seminar, conference, round table, etc. The goal is to generalize individual knowledge into a system.
5. Lesson of control, assessment and correction of knowledge.
These are: test, test, colloquium ( mini- ), review of knowledge, etc. Aims to determine the level of mastery of knowledge, skills and abilities.
Slide 14. Methods and forms of a modern lesson:
Project method;
Information and communication technologies;
Health-saving technologies (integration);
Portfolio.
Slide 15. Without the use of ICT there can be no modern lesson.
ICT is information and communication technologies. The introduction of ICT is carried out in the following areas:
Creating presentations for lessons;
Working with Internet resources;
Use of ready-made training programs;
Development and use of your own proprietary programs.
Slide 16. ICT capabilities:
Creation and preparation of didactic materials (task options, tables, memos, diagrams, drawings, demonstration tables, etc.);
Creation of monitoring to track the results of training and education;
Creation of text works;
Generalization of methodological experience in electronic form, etc.
“The real lesson begins not with the bell, but long before it.”
That is, from a note or, in modern language, from a technological map of a training session. Technological lesson map - what is it?
Slide 17. The concept of “technological map” came to education from industry. A technological map in a didactic context represents a project of the educational process, which presents a description from goal to result using innovative technology for working with information. The essence of project pedagogical activity in the technological map is the use of innovative technology for working with information, describing tasks for the student to master the topic, and designing the expected educational results. Training using a technological map allows you to organize an effective educational process, ensure the implementation of subject, meta-subject and personal skills (universal educational actions), in accordance with the requirements of the Federal State Educational Standard, and significantly reduce the time for preparing a teacher for a lesson. The technological map is intended for designing the educational process by topic.
This is a way to graphically design a lesson, a table that allows you to structure a lesson according to parameters chosen by the teacher. Such parameters may be the stages of the lesson, its goals, the content of the educational material, methods and techniques for organizing the educational activities of students, the activities of the teacher and the activities of students.(Annex 1)
The structure of the technological map includes :
Topic title;
The purpose of mastering educational content;
Planned result (information-intellectual competence and controllability);
Basic concepts of the topic;
Meta-subject connections and organization of space (forms of work and resources), technology for studying this topic.
Advantages of the technological map:
the use of ready-made developments on topics frees the teacher from unproductive routine work;
time is freed up for the teacher’s creativity;
real meta-subject connections and coordinated actions of all participants in the pedagogical process are ensured;
organizational and methodological problems are eliminated (a young teacher, replacing lessons, implementing the curriculum, etc.);
the quality of education is improved.
The use of a technological map provides conditions for improving the quality of training, since:
the educational process for mastering a topic (section) is designed from goal to result;
effective methods of working with information are used;
stage-by-stage independent educational, intellectual, cognitive and reflective activities of schoolchildren are organized;
conditions are provided for the application of knowledge and skills in practical activities.
Slide 18. Federal State Educational Standards introduce a new concept -learning situation , by which is meant such a special unit of the educational process in which children, with the help of the teacher, discover the subject of their action, explore it, performing various educational actions, transform it, for example, reformulate it, or offer their description, etc., and partially remember it. In connection with the new requirements, the teacher is tasked with learning to create learning situations as special structural units of educational activity, as well as being able to translate educational tasks into a learning situation.
The creation of a learning situation should take into account: the age of the child; specifics of the academic subject; measures of the formation of students' learning skills.
Can be used to create a learning situationtechniques :
present contradictory facts and theories;
expose everyday ideas and present scientific facts;
use the “bright spot” and “relevance” techniques.
A learning situation can be a task to create: a table, graph or diagram based on the content of a read text, an algorithm according to a certain rule, or completing a task: to explain the content of a read text to a junior class student or practical work, etc.
In this case, the educational material being studied acts as material for creating a learning situation in which the child performs certain actions (works with reference literature, analyzes the text, finds spelling patterns, grouping them or identifying groups among them). Masters the methods of action characteristic of the subject, i.e. acquires, along with subject-specific, cognitive and communicative competencies.
The structure of modern lessons should be dynamic, using a set of diverse operations combined into purposeful activities. It is very important that the teacher supports the student’s initiative in the right direction and ensures the priority of his activities in relation to his own.
Slide 19. Productive tasks are the main means of achieving educational results:
The problems faced by teachers: the inability of children to independently solve the tasks assigned to them, lack of creative potential, difficulties in communication, forced the Federal State Educational Standard to significantly change the portrait of a school graduate.
If a student has the qualities laid down in the Federal State Educational Standard, then, having moved from junior to middle level, he himself will be able to become an “architect and builder” of the educational process, independently analyze his activities and make adjustments to them.
Thus, in contrast to the 2004 standard, the Federal State Educational Standard introduces significant changes to the goals, content and organization of the educational process, which entail the need to restructure all educational activities in the school and, first of all, the teacher who provides it.
The teacher, his attitude to the educational process, his creativity and professionalism, his desire to reveal the abilities of each child - all this is the main resource, without which the new requirements of the Federal State Educational Standard for the organization of the educational process at school cannot exist.
Much depends on the desire and character of the teacher and on the level of his professional training. If a person is open to new things and is not afraid of change, he will be able to start taking his first confident steps in new conditions in a shorter time.
In custody.
So what is a modern lesson that meets the requirements of the Federal State Educational Standard?
Slide 20. The modern lesson is:
lesson using technology (computer, overhead projector, interactive whiteboard, etc.);
a lesson in which an individual approach is provided to each student.
lesson containing different types of activities.
a lesson in which the student should feel comfortable.
a lesson in which activities should stimulate the development of the student’s cognitive activity.
A modern lesson develops creative thinking in children.
a modern lesson educates a thinking student-intellectual.
The lesson assumes cooperation, mutual understanding, an atmosphere of joy and passion.
This is a lesson-cognition, discovery, activity, contradiction, development, growth, step to knowledge, self-knowledge, self-realization, motivation, interest, professionalism, choice, initiative, confidence.
What is the main thing in the lesson?
Each teacher has his own, completely firm opinion on this matter. For some, success is ensured by a spectacular start that literally captivates students immediately upon the appearance of the teacher. For others, on the contrary, it is much more important to summarize and discuss what has been achieved. For others - an explanation, for others - a survey, etc. The times when teachers were forced to adhere to strict and unambiguous requirements for organizing a lesson are over.
The time for “ready-made” lessons is gradually moving away.
The novelty of modern Russian education requires the personal beginning of the teacher, which allows him to either “teach”, filling students with knowledge, abilities and skills, or give a lesson, developing an understanding of this knowledge, abilities, skills, creating conditions for the generation of their values and meanings.
You can argue for a long time about what the lesson should be.
One thing is indisputable: it must be animated by the personality of the teacher.
Modern life makes new demands on people. Society needs people who are inquisitive, active, creative, able to make non-standard decisions and take responsibility for their adoption, and able to make life choices. The modern lesson is aimed at the formation and development of educational skills, at achieving personal results. The lesson is built within the framework of a system-activity approach, developing in students the ability to independently set educational tasks and design ways to implement them; monitor and evaluate your achievements.
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Litovchenko Marina Vladimirovna, primary school teacher
GBOU secondary school No. 511, Pushkin district of St. Petersburg
Requirements for a modern lesson in the context of the implementation of the Federal State Educational Standard
Modern life makes new demands on people. Society needs people who are inquisitive, active, creative, able to make non-standard decisions and take responsibility for their adoption, and able to make life choices.
The new federal state educational standards of the second generation (FSES), meeting the requirements of the time, not only shift the emphasis to the development of the student’s personal qualities as a creator and creator, his spiritual and moral education, but also offer specific tools to ensure this transition.
The fundamental difference of the modern approach is the orientation of standards on the results of mastering basic educational programs. Results mean not only subject knowledge, but also the ability to apply this knowledge in practical activities.
In modern lessons, individual and group forms of work in the lesson are more often organized. The authoritarian style of communication between teacher and student is gradually being overcome.
What are the requirements for a modern lesson:
- a well-organized lesson in a well-equipped classroom should have a good beginning and a good ending;
- the teacher must plan his activities and the activities of his students, clearly formulate the topic, purpose, and objectives of the lesson;
- the lesson should be problematic and developing:
- the teacher himself aims to cooperate with students and knows how to direct students to cooperate with the teacher and classmates;
- the teacher organizes problem and search situations, activates the activities of students;
- the students themselves make the conclusion;
- minimum reproduction and maximum creativity and co-creation;
- saving time and saving health;
- the focus of the lesson is children;
- taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, and the mood of children;
- ability to demonstrate the methodological art of the teacher;
- planning feedback;
- the lesson should be good.
How was a typical lesson?
The teacher calls the student, who must tell him his homework - a paragraph read from the textbook. Then he gives a rating and asks the next one. The second part of the lesson - the teacher tells the next topic and assigns homework.
How should a modern lesson be conducted?
It is necessary, first of all, to strengthen the child’s motivation to understand the world around him, to demonstrate to him that schoolwork is not about obtaining knowledge abstract from life, but, on the contrary, about the necessary preparation for life, recognizing it, searching for useful information and the skills to apply it in real life. . Lessons should be structured according to a completely different scheme.
During the lesson, a child can play the role of a leader or consultant when working in groups. The changing composition of the groups will ensure much closer communication between classmates. Moreover, practice shows that children become more relaxed in communication, because not every child can easily stand in front of the whole class and answer the teacher.
“Aerobatics” in conducting a lesson and the ideal embodiment of new standards in practice is a lesson in which the teacher, only guiding the children, gives recommendations during the lesson. Therefore, children feel that they are teaching the lesson themselves.
The main types of lessons remain the same, but changes have been made to them:
Motivation for educational activities is carried out through the inclusion of students in search and research activities. The teacher creates conditions for the emergence of an internal need to study the material.
Students formulate the goal of the lesson independently, while defining the boundaries of their own knowledge and ignorance. The new stage of the lesson is identifying difficulties and planning your actions to solve the learning problem.
Students independently complete tasks, self-test them, comparing them with a standard, learn to evaluate activities based on their results, and draw conclusions. At the REFLECTION stage, the teacher in the system teaches children to assess their readiness to detect ignorance, find the causes of difficulties, and determine the result of their activities.
In a modern lesson, students choose homework independently (from those proposed by the teacher), taking into account individual capabilities.
All educational activities should be built on the basis of an activity approach, the purpose of which is to develop the student’s personality based on the development of universal methods of activity. A child cannot develop if he passively perceives educational material.
The creation of a learning situation should take into account:
child's age;
specifics of the academic subject;
measures of formation and learning achievement of students.
To create a learning situation, the following techniques can be used:
- present contradictory facts and theories;
- expose everyday ideas and present scientific fact;
- use the “bright spot” and “relevance” techniques.
The structure of modern lessons should be dynamic, using a set of diverse operations combined into purposeful activities. It is very important that the teacher supports the student’s initiative in the right direction and ensures the priority of his activities in relation to his own.
Thus, the modern lesson is aimed at the formation and development of educational skills, at achieving personal results. The lesson is built within the framework of a system-activity approach, developing in students the ability to independently set educational tasks and design ways to implement them; monitor and evaluate your achievements.
Modern lesson on Federal State Educational Standards
“You can only contribute to the education of others as long as you continue to work on your own education.”All state regulatory documents in the field of education indicate that the fundamental difference between the modern approach to conducting a lesson is the orientation of the results of mastering basic educational programs on the Federal State Educational Standard. The results in the new educational standards mean not only subject knowledge, but also the ability to apply this knowledge in practical activities. As the National Education Initiative Our New School states, “students must acquire the skills that enable them to successfully adapt to a dynamically changing world.”
In accordance with this, modern society expects from the school educated, moral, enterprising graduates who:
They can analyze their actions, make decisions independently, predicting their possible consequences;
Capable of cooperation.
The teacher must be able to plan his own activities and the activities of his students, clearly formulate the topic, purpose, and objectives of the lesson.
And most importantly, the teacher must be a highly qualified, creative specialist who loves his work and children.
We all understand perfectly well that the quality of student learning largely depends not so much on the students’ abilities and
their desire to learn. How much from the teacher, his attitude towards the subject and students.
The concept of “modern lesson” is inextricably linked with the concept of “Modern teacher”
The new Standards formulate the requirements for a modern teacher. Firstly, this is a professional who:
- demonstrates universal and objective methods of action;
- initiates student actions;
- advises and corrects their actions;
- finds ways to include each student in the work;
- Creates conditions for children to gain life experience.
Secondly, this is a teacher who uses developmental technologies.
Thirdly, a modern teacher has information competence.
So what should a modern lesson be like?
A modern lesson, as required by the law on education, must first of all meet the requirements approved by the Federal State Educational Standard.
Federal State Educational Standards requirements for teaching methods
1. Competence-based approach – integrated nature (UUD) continuity of knowledge and skills. Skills, understanding, values, attitudes and application.
2. Involving students in the organization of the educational process and awareness of the direction of their activities (goal setting, reflection, evaluation).
3. Meta-subject, interdisciplinary and intra-course connections in education - integration approach.
4. Connection between the teaching and educational orientation of education.
5.Emphasis on activity and effectiveness
(personal, subject and meta-subject learning outcomes).
6. Expanding the information field and searching for information in different sources (including structuring and analysis).
7.Discussion and open nature of teaching (transition from unambiguous assessments to discussion, argumentation, choice of one’s own position).
8.Connection with everyday life (situation analysis).
9. Project activities and practical orientation of education.
10. Increasing motivation for education (problem-based approach, interest).
Any creative teacher understands that it is impossible to prepare a good lesson without analyzing it.
Analysis and self-assessment of a lesson is a necessary element of pedagogical creativity.
During self-analysis, the teacher gets the opportunity to look at his lesson as if from the outside, to understand it as a phenomenon as a whole, to comprehend the totality of his own theoretical knowledge, methods, and techniques of work in their practical refraction in interaction with the class and specific students. This is a reflection that allows you to assess your strengths and weaknesses, identify unrealizable reserves, and clarify certain aspects of your individual style of activity. Assessment of professional skills by the teacher himself allows him to constantly identify his professional difficulties and find a solution in a timely manner.
We often face a problem: by what criteria should we evaluate a modern lesson, how best to analyze its effectiveness and quality?
In the lesson, all the activities of the teacher, his scientific training, pedagogical skills, methodological skills, and the ability to organize the independent work of all schoolchildren are concentrated. The real value of a lesson is indicated by its result, the degree to which students have mastered the material.
The implementation of the requirements of the Federal State Educational Standard forces teachers to structure lessons according to a completely different scheme.
Analysis and self-analysis of the lesson should be aimed at comparing the put forward general educational, educational and developmental goals with the achieved results.
The purpose of the analysis is to identify methods and techniques for organizing the activities of the teacher and students in the classroom, which do or do not lead to positive results. The main task in this case is to find reserves for increasing the effectiveness of the work of teachers and students.
What is the novelty of the modern lesson in the context of the introduction of the second generation standard?
Individual and group forms of work in the classroom are more often implemented. The authoritarian style of communication between teacher and student is gradually being overcome.
Requirements for a modern lesson.
1. The teacher, like in the old days, must plan the lesson and the activities of the students, clearly formulate the topic, purpose, and objectives of the lesson.
2. The lesson must take a humanistic approach.
3. The systemic activity approach should run through the lesson.
4. The lesson should be aimed at developing universal learning actions in students, be problematic and developmental (the teacher himself aims to cooperate with students and knows how to direct students to cooperate with the teacher and classmates).
5. The teacher must organize problem and search situations and intensify the learning activities of students.
6. The teacher should encourage students to draw their own conclusions during the lesson.
7. Students in the lesson should show maximum creativity and co-creation.
8. The principles of time and health conservation should be implemented in the lesson.
9. The focus of the lesson should be on the students (the lesson is for the children, and the children are for the lesson).
10. The lesson should contribute to the formation of communicative competencies.
11. The teacher must create conditions for the self-realization of each student and the free development of his abilities.
12. The teacher must optimally select interactive teaching technologies.
13. There must be reflection of the training session.
The structure of a modern lesson should be dynamic using a set of various operations combined into purposeful activities.
It is very important that the teacher supports the student’s initiative in the right direction and ensures the priority of his activities in relation to his own.
Improving the teacher’s skills and the educational process largely depends on well-organized self-analysis of the lesson. The teacher experiences difficulties in modeling and designing a modern lesson. It is self-analysis that will allow it to identify the reasons for the lack of effectiveness in solving certain teaching and educational tasks in the classroom, and to take it into account in the further design of the educational process.
For a teacher, self-analysis of a lesson and reflective activity in general acquire special significance because a teacher who has not learned to comprehend his own actions, who does not know how to look back and restore the course of the lesson, is unlikely to ever truly deeply master the second generation Federal State Educational Standard.
The criteria used to evaluate lessons at professional teaching competitions at various levels can provide great practical assistance to a creatively working teacher.
Criteria Evaluation
1 Organizational moment, teacher’s readiness for the lesson, checking students’ readiness for the lesson. 012345
2 Setting the goal of the lesson and the ability to highlight the objectives of the lesson. 012345
3 The teacher’s ability to stimulate learning motives (to update and analyze existing knowledge and ideas on the topic being studied, to awaken interest in it, to think purposefully, expressing one’s thoughts in one’s own words) 012345
4 Level of general pedagogical and methodological skill (teacher’s ability to choose the form of a lesson, technology, teaching methods, availability of original methodological tools (non-standard methods, techniques, teaching aids) 012345
5 Level of literacy in presentation of material (style, logic, scientific character) 012345
6 Students’ perception of the material (interest, tension) 012345
7 Style of relationship “Teacher-student” 012345
8 Relevance and connection with life (optimal relationship between theory and practice) 012345
9 Optimality of the volume proposed for assimilation of the material. 012345
10 Systematic presentation of the material, facilitating the productive organization of students’ mental activity. 012345
11 Rationality and high efficiency of use of lesson time, optimal tempo, as well as alternation and change of activities during the lesson. 012345
12 Novelty, problematic and attractive educational information. 012345
13 Efficiency of monitoring students’ work (efficiency, objectivity, availability of clear criteria for assessing students’ knowledge, abilities, skills) 012345
14 The degree of educational (moral, aesthetic, personal development) impact of the content, methods of organizational forms of educational interaction in the lesson. 012345
15 The impact of the use of ICT on the effectiveness of learning (achieving lesson goals, increasing the efficiency and quality of learning) 012345
16 Reality, achieving the goal (objectives) of the lesson. The presence of clear criteria for assessing the effectiveness of students’ educational and cognitive activities in the lesson, aimed at solving didactic tasks (what and to what extent they learned), educational tasks that contribute to the formation of personal qualities, value orientation of students during the lesson, general developmental tasks (what and to what extent contributed to the development of general educational skills, cognitive abilities) 012345
17 Compliance with labor protection and safety rules by the teacher and students during the lesson. 012345
These assessment indicators can be used to check the effectiveness of your lesson and identify reserves for its improvement.
For example, if you scored from 60 to 67 points, you can rate yourself good, but above 67 is excellent.
As we see, the teacher must show not only that he applies innovations, but also that they seriously increase the efficiency of the educational process.
Please rate my performance: “Sunny” - I accept the analysis of the lesson as a whole.
Smiley” - I partially accept.
Master Class
Vera Bronislavovna Smerechuk, Deputy Director for Research and Development,
teacher of Russian language and literature
Municipal Educational Institution School s. Aksarka, Priuralsky district, Yamal-Nenets Autonomous Okrug
“A modern lesson in the light of the requirements of the new generation of Federal State Educational Standards”
(training session with teachers)
Who wants to achieve the goal
should know her.
1.Psychological attitude “Everything is in your hands.” "Bright Spot" technique.
Before we begin our work, I ask you to listen to one parable.
Once upon a time there lived a wise man who knew everything. One man wanted to prove that the sage does not know everything. Holding a butterfly in his hands, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he himself thinks: “If the living one says, I will kill her; the dead one will say, I will release her.” The sage, after thinking, replied: “Everything is in your hands.”
We have the opportunity to create an atmosphere at school in which every child will feel like an individual. We can, at least temporarily, make students successful in this life.
2. Goal setting.
How do you think we can do this?
Formulate the topic of the seminar.
Consequently, the topic of our seminar is “Modern lesson based on the activity approach in personality-oriented technology in the light of the requirements of the new generation of Federal State Educational Standards.”
Try to formulate the purpose of the seminar. (Criteria for a modern lesson within the framework of the requirements of the second generation Federal State Educational Standard)
What problems do we need to solve to achieve this goal? (Determine the structure of a modern lesson, meta-subject, differences from a traditional lesson and designing a technological map of an educational lesson).
3. Getting into the topic. Association method.
- What associations do you have when you hear the word “personality”? Create a cluster.
L - personal growth..
I-individuality..
Ch-
N-innovation..
ABOUT-
S-self-development, self-education..
T-creativity..
b-
4. Work in groups. (System-activity approach. Reception. “At home”).
1 topic: Characteristics of changes in the activities of a teacher working according to the Federal State Educational Standard.
Target: develop a system of teacher actions to prepare for the transition to person-centered learning in light of the requirements of the Federal State Educational Standard.
Choose a group leader (he evaluates the work of everyone, gives the floor for an answer, coordinates the work).
Group assignment. Create a modern lesson plan taking into account the requirements of the Federal State Educational Standard based on an activity approach.
Discussion of the results of work in groups. Evaluating each other. The group leader puts a grade on the score sheet. Criteria for evaluation:
2 points - actively participated, put forward a large number of proposals;
1 point - participated in the discussion of comrades’ proposals, did not put forward proposals;
0 points - did not participate in the work of the group.
Self-Esteem - Summary:
Topic 2 " The activities of the teacher and the activities of students."
Experience shows that at first it is difficult for a teacher to create a technological lesson map (it can be considered as a teacher’s mini-project). The greatest difficulties are caused by decomposing the objectives of the lesson into tasks of the stages, specifying the content of the stages of one’s activities and the activities of students at each stage.
Group assignment. Write down approximate formulations of the activities of the teacher and students in a modern lesson.
Teacher activities
Student activities
Topic 3: “Structural elements of a training session. Technological lesson map that meets the requirements of the Federal State Educational Standard.”
Group assignment. Complete the lesson map.
Purpose of the stage
Teacher activities
Student activities
Cognitive
Communicative
Regulatory
1
2
3
4
5
6
7
8
- And now, dear participants of the master class, listen to the parable “Sieve through three sieves” and determine the UUD.
One man asked Socrates:
- Do you know what your friend told me about you?
“Wait,” Socrates stopped him, “first sift what you are going to say through three sieves.”
- Three sieves?
- Before you say anything, you need to sift it three times. First through the sieve of TRUTH. Are you sure this is true?
- No, I just heard it.
- So you don't know if it's true or not.
Then let's sift through the second sieve - KINDNESS. Do you want to say something good about my friend?
- No, on the contrary.
“So,” Socrates continued, “you’re going to say something bad about him, but you’re not even sure that it’s true.”
Let's try the third sieve - the BENEFITS sieve. Do I really need to hear what you want to tell me?
- No, this is not necessary.
“So,” Socrates concluded, “there is no truth, no kindness, no benefit in what you want to say.” Why talk then?
Topic 4: “Criteria for the effectiveness of a modern lesson.”
Group assignment. Determine the criteria for a modern lesson.
5 topic “Second generation standards are impossible without a modern teacher.”
Group assignment . Determine the teacher standard for the new school.
The concept of a modern lesson is inextricably linked with the concept of a modern teacher.
The Standards formulate the requirements for a modern teacher:
firstly, this is a professional who:
Secondly, this is a teacher who uses developmental technologies.
Based on the requirements of the time, the approach to the modern lesson is changing. A modern lesson is, first of all, a lesson in which the teacher skillfully uses all opportunities for the development of the student’s personality, her active mental growth, deep and meaningful assimilation of knowledge, and the formation of her moral foundations.
7. Achieving a new educational result is possible by implementing a systemic activity approach, which forms the basis of the Standard. Therefore, first of all, the functions of participants in the educational process change: the teacher from a broadcaster and transmitter of information becomes a manager. The main thing for a teacher in the new education system is to manage the learning process, and not to transfer knowledge. The functions of the student are an active figure. That is, the student becomes an active Personality, able to set goals and achieve them, independently process information and apply existing knowledge in practice.
The activity approach to lessons is carried out through:
Students in class
5. Summary and conclusion. What should a modern lesson be like?
This is a lesson-cognition, discovery, activity, contradiction, development, growth, a step to knowledge, self-knowledge, self-realization, motivation., interest, professionalism, choice, initiative, confidence.
You can argue for a long time about what the lesson should be. One thing is indisputable: it must be animated by the personality of the teacher.
New social demands reflected in the Federal State Educational Standard define the goals of education as the general cultural, personal and cognitive development of students, ensuring such a key competence of education as “teaching how to learn.”
The most important task of the modern education system is the formation of a set of universal educational activities that ensure the competence of “teaching how to learn,” and not just the mastery by students of specific subject knowledge and skills within individual disciplines.
The lesson is built within the framework of a systemic activity approach:
it is necessary to develop in students the ability to independently set a learning task;
What problem did we solve today?
Expression of attitude towards the problem.
(Task for master class participants. Reception "Sinquain").
Cinquain is a poem of five lines in which the author expresses his attitude to the problem:
1 line – one keyword defining the content of the syncwine; Line 2 – two adjectives characterizing the keyword; Line 3 – three verbs showing the actions of the concept; Line 4 – a short sentence that reflects the author’s attitude to the concept; Line 5 – summary: one word, usually a noun, through which the author expresses his feelings and associations associated with the concept.
Compiling a syncwine is an individual work, but first you need to compose it as a whole class. You can also include syncwine in your homework, then when checking, the teacher will evaluate how correctly the students understood the meaning of the material studied.
I suggest you make a syncwine on the topic of the master class.
Example of syncwine:
1. approach
2. modern, active
3. puzzle, interact, cooperate
4. changes my attitude towards students.
5. Lesson.
6. Reflection. "All in your hands".
“What are you doing?” - a wandering philosopher asked this question in one famous parable to some monks working at a construction site.
In response, he heard completely different explanations for the same type of activity: “I’m driving a car,” “I’m earning my bread,” “I’m atonement for sins,” “I’m building a temple.”
Each person in life is guided by his own principles, each is attracted by his own beacon lights. But, perhaps, there is no area in which these goals are so transparent and so difficult to achieve as in pedagogy.
I. Kant very wisely remarked: “One, looking into a puddle, sees dirt in it, and the other sees stars reflected in it.”
Trace your left hand. Each finger is your position on which you need to express an opinion.
Thumb - everything was important and interesting for me.
Index - I received specific information on this issue.
Average - it was difficult for me.
Nameless - my assessment of the psychological atmosphere..
The little finger was not enough for me...
Annex 1.
Characteristics of changes in the activities of a teacher working according to the Federal State Educational Standard
Subject of changes
Traditional teacher activities
Activities of a teacher working according to the Federal State Educational Standard
Preparing for the lesson
The teacher uses a rigidly structured lesson outline
The teacher uses a scenario lesson plan, which gives him freedom in choosing forms, methods and techniques of teaching.
When preparing for a lesson, the teacher uses a textbook and methodological recommendations
When preparing for a lesson, the teacher uses a textbook and methodological recommendations, Internet resources, and materials from colleagues. Exchanges notes with colleagues
Main stages of the lesson
Explanation and reinforcement of educational material. The teacher's speech takes up a lot of time
Independent activity of students (more than half of the lesson time)
The main goal of the teacher in the lesson
Have time to accomplish everything planned
Organize children's activities:
on searching and processing information;
generalization of methods of action;
setting a learning task, etc.
Formulating tasks for students (determining children’s activities)
Formulations: decide, write down, compare, find, write down, complete, etc.
Formulations: analyze, prove (explain), compare, express in symbols, create a diagram or model, continue, generalize (draw a conclusion), choose a solution or method of solution, research, evaluate, change, invent, etc.
Lesson form
Mainly frontal
Mainly group and/or individual
Non-standard lesson delivery
The teacher conducts the lesson in a parallel class, the lesson is taught by two teachers (together with computer science teachers, psychologists and speech therapists), the lesson is held with the support of a tutor or in the presence of the students’ parents
Interaction with parents of students
Occurs in the form of lectures, parents are not included in the educational process
Awareness of parents of students. They have the opportunity to participate in the educational process. Communication between teachers and parents of schoolchildren can be carried out using the Internet
Educational environment
Created by the teacher. Exhibitions of student works
Created by students (children produce educational material, give presentations). Zoning of classrooms, halls
Learning outcomes
Subject results
Not only subject results, but also personal, meta-subject results
No student portfolio
Creating a portfolio
Primary assessment – teacher assessment
Focus on student self-esteem, formation of adequate self-esteem
Positive grades from students on tests are important
Taking into account the dynamics of children's learning outcomes relative to themselves. Assessment of intermediate learning outcomes
Appendix 2.
Teacher activities
Student activities
Checks students' readiness for the lesson.
Voices the topic and purpose of the lesson.
Clarifies students' understanding of the lesson objectives.
Brings up a problem.
Creates an emotional mood for...
Formulates the task...
Reminds students how...
Offers individual assignments.
Draws parallels with previously studied material.
Provides motivation to perform...
Monitors the execution of work.
Carries out:
individual control;
selective control.
Encourages you to express your opinion.
Notes student engagement
to work in class.
Dictates.
Gives:
homework commentary;
task to search for features in the text...
Organized by:
peer review;
collective verification;
checking the execution of the exercise;
conversation to clarify and specify primary knowledge;
students' evaluative statements;
discussion of solutions;
search work of students (goal setting and action plan);
independent work with the textbook;
conversation, connecting the results of the lesson with its goals.
Leads students to the conclusion about...
Leading questions help to identify cause-and-effect relationships in...
Ensures children have a positive reaction to their classmates’ creativity.
Focuses attention on the final results of students' educational activities in the lesson
Write down words and sentences.
Divide (sounds, words, etc.) into groups.
Do the exercise in your notebook.
They take turns commenting...
Justify the choice of spelling...
Give examples.
They write from dictation.
They talk in a chain.
Select (find, underline, comment) spellings.
Words with the studied spelling are identified by ear.
Make up diagrams of words (sentences).
Conduct morphemic analysis of words.
Answer the teacher's questions.
Complete tasks using cards.
Name the rule they relied on
when completing a task.
They read and remember the rule, pronounce it out loud to each other.
They voice the concept...
Revealing a pattern...
Analyze...
Determine the reasons...
Formulate observational conclusions.
Explain their choice.
Express your guesses in pairs.
Compare...
Read the text.
Read the description plan...
Highlights the characteristics...
Find a concept or information in the text.
Listen to the poem and determine...
They listen to the report, share their impressions of...
They express their opinion.
Carry out:
self-esteem;
self-test;
peer review;
preliminary assessment.
Formulate the final result of their work in class.
Name the main positions of the new material and how they learned them (what worked, what didn’t work and why)
Appendix 3.
Technological lesson map that meets the requirements of the Federal State Educational Standard
Structure of the technological map includes:
the name of the topic indicating the hours allocated for its study;
the goal of mastering educational content;
planned results (personal, subject, meta-subject, information and intellectual competence and learning achievement);
meta-subject connections and organization of space (forms of work and resources);
basic concepts of the topic;
technology for studying the specified topic (at each stage of work, the goal and predicted result are determined, practical tasks are given to practice the material and diagnostic tasks to test its understanding and assimilation);
control task to check the achievement of planned results.
The technological map allows:
see the educational material holistically and systematically;
design the educational process for mastering the topic, taking into account the purpose of mastering the course;
flexibly use effective techniques and forms of working with students in the classroom;
coordinate the actions of the teacher and students;
organize independent activities of schoolchildren in the learning process,
carry out integrative monitoring of the results of educational activities.
Technologicalthe card will allow to the teacher:
implement the planned results of the Federal State Educational Standard;
determine the UUDs that are formed in the process of studying a specific topic and the entire training course;
systematically form students' learning skills;
comprehend and design the sequence of work to master the topic from goal to final result;
determine the level of concept development at this stage and correlate it with further training (inscribe a specific lesson into the lesson system);
plan your activities for a quarter, half a year, year by moving from lesson planning to topic design;
free up time for creativity (the use of ready-made developments on topics frees the teacher from unproductive routine work);
determine the possibilities for implementing interdisciplinary knowledge (establish connections and dependencies between subjects and learning outcomes);
implement meta-subject connections in practice and ensure coordinated actions of all participants in the pedagogical process;
carry out diagnostics of the achievement of planned results by students at each stage of mastering the topic;
solve organizational and methodological problems (substituting lessons, implementing the curriculum, etc.);
correlate the result with the purpose of learning after creating a product - a set of technological maps;
ensure improved quality of education.
Main stages of organizing educational activities
Purpose of the stage
Content of pedagogical interaction
Teacher activities
Student activities
Cognitive
Communicative
Regulatory
1. Setting learning objectives
Creating a problematic situation. Fixing a new learning task
Organizes immersion in the problem, creates a situation of rupture.
They try to solve the problem in a known way. Fix the problem.
The teachers are listening. Construct statements that are understandable to the interlocutor
Accept and maintain the learning goal and task.
2. Joint research of the problem.
Finding a solution to a learning problem.
Organizes an oral collective analysis of a learning task. Records the hypotheses put forward by students and organizes their discussion.
Analyze, prove, argue their point of view
Consciously construct speech statements and reflect on their actions
Explore the conditions of the educational task, discuss substantive solutions
3. Simulation
Fixation in the model of essential relationships of the object being studied.
Organizes educational interaction among students (groups) and the following discussion of the compiled models.
The highlighted connections and relationships are recorded in graphical models and in letter form.
Perceive student responses
Exercise self-control Accept and maintain the educational goal and task.
4. Construction of a new method of action.
Building an oriented basis for a new way of acting.
Organizes educational research to highlight a concept.
Conduct collective research, construct a new way of acting or form concepts.
Participate in discussion of the content of the material
Accept and maintain the learning goal and task. Exercise self-control
5. Transition to the stage of solving particular problems.
Primary control over the correct execution of the method of action.
Diagnostic work (at the input), evaluates the performance of each operation.
Carry out work to perform individual operations.
Learn to formulate your own opinion and position
Exercise self-control
6. Application of a general method of action to solve specific problems.
Correction of method development.
Organizes correctional work, practical work, independent correctional work.
A new method is being used. Processing operations in which errors were made.
Build reasoning that is understandable to the interlocutor. Able to use speech to regulate their actions
Self-test. They work out the method as a whole. Carry out step-by-step control based on the results
7. Control at the stage of completing the training topic.
Control.
Diagnostic work (output):
Organization of differentiated correctional work,
Control and evaluation activities.
They perform the work, analyze, control and evaluate the result.
Reflection on your actions
Carry out step-by-step control based on the results
Appendix 4.
Criteria for a modern lesson.
aimed at the formation and development of UUD,
to achieve personal results;
the lesson is built within the framework of a system-activity approach;
develops students’ ability to independently set learning tasks;
independent work methods dominate;
the style of communication between teacher and student is democratic;
the role of the teacher is not leading, but guiding;
design ways of their implementation;
monitor and evaluate your achievements.
Learning through discovery
Self-determination of the student to perform one or another educational activity.
The presence of discussions characterized by different points of view on the issues being studied, their comparison, search through discussion of the true point of view.
Personal development
The student’s ability to design upcoming activities and be its subject
Democracy, openness
The student’s awareness of the activity: how, in what way the result was obtained, what difficulties were encountered, how they were eliminated, and how the student felt at the same time.
Modeling vital professional difficulties in the educational space and finding ways to solve them.
Allows students to come to a discovery in a collective search
The student experiences joy from overcoming a learning difficulty, be it a task, an example, a rule, a law, a theorem, or a self-derived concept.
The teacher leads the student along the path of subjective discovery; he manages the problem-searching or research activity of the student.
The activity approach in lessons is carried out through
Modeling and analysis of life situations in the classroom;
Using interactive techniques;
Participation in project activities;
Involving students in gaming, evaluation, discussion, and reflective activities.
Students in class
work with sources of information, with modern means of communication;
formulate their own conclusions and value judgments;
solve cognitive and practical problems;
analyze modern social phenomena and events;
master typical social roles through participation in educational games and trainings;
carry out creative work and research projects.
A “competency-based” lesson puts in the first place not the student’s awareness, but the ability to organize his activities.
The new meaning of the lesson is the solution of problems by the schoolchildren themselves during the lesson through independent cognitive activity. The more independent activity in the lesson, the better, because students acquire problem-solving skills and information competence when working with text.
What are the requirements for a modern lesson:
a well-organized lesson in a well-equipped classroom should have a good beginning and a good ending;
the teacher must plan his activities and the activities of his students, clearly formulate the topic, purpose, and objectives of the lesson;
the lesson should be problematic and developmental: the teacher himself aims to cooperate with students and knows how to direct students to cooperate with the teacher and classmates;
the teacher organizes problem and search situations, activates the activities of students;
the students themselves make the conclusion;
minimum reproduction and maximum creativity and co-creation;
saving time and saving health;
the focus of the lesson is children;
taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, and the mood of children;
the ability to demonstrate the methodological art of a teacher;
planning feedback;
the lesson should be good.
A modern lesson is, first of all, a lesson in which the teacher skillfully uses all opportunities for the development of the student’s personality, her active mental growth, deep and meaningful assimilation of knowledge, and the formation of her moral foundations.
Achieving a new educational result is possible by implementing a system-activity approach, which forms the basis of the Standard. Therefore, first of all, the functions of participants in the educational process change: the teacher from a broadcaster and transmitter of information becomes a manager. The main thing for a teacher in the new education system is to manage the learning process, and not to transfer knowledge. The functions of the student are an active figure. That is, the student becomes an active Personality, able to set goals and achieve them, independently process information and apply existing knowledge in practice.
Comparison of traditional and modern lessons.
Activities
Traditional lesson
Modern type lesson
Announcing the topic of the lesson
The teacher tells the students
Formulated by students themselves
Communicating goals and objectives
The teacher formulates and tells students what they should learn
The students themselves formulate, defining the boundaries of knowledge and ignorance.
Planning
The teacher tells the students what work they must do to achieve the goal
Students planning ways to achieve the intended goal
Practical activities of students
Under the guidance of the teacher, students perform a number of practical tasks (the frontal method of organizing activities is more often used)
Students carry out educational activities according to the planned plan (group and individual methods are used)
Exercising control
The teacher monitors students' performance of practical work
Students exercise control (forms of self-control and mutual control are used)
Implementation of correction
The teacher makes corrections during the implementation and based on the results of the work completed by the students.
Students formulate difficulties and make corrections independently
Student assessment
The teacher evaluates students for their work in class
Students evaluate activities based on their results (self-assessment, assessment of the performance of peers)
Lesson summary
The teacher asks the students what they remember
Reflection is taking place
Homework
The teacher announces and comments (more often the task is the same for everyone)
Students can choose a task from those proposed by the teacher, taking into account individual capabilities
Approximate structure of a modern lesson.
1. Self-determination of activity. (Org. moment)
2.Updating basic knowledge.
3. Statement of the problem (creation of a problem situation)
4.Discovery of new knowledge.
5.Primary consolidation.
6.Independent work with self-test using a standard or sample.
7. Inclusion of new knowledge into the knowledge system (repetition).
8.Reflection of activity.
Appendix 6.
The new Standards formulate the requirements for a modern teacher:
firstly, this is a professional and tutor (mentor) who:
demonstrates universal and objective methods of action;
advises and corrects students’ actions;
finds ways to include each student in the work;
creates conditions for children to gain life experience.
Secondly, this is a teacher who uses developmental technologies, project-based learning, and the research method.
Thirdly, a modern teacher has information competence.
Appendix 7.
Requirements for a modern lesson.
The most common reason for the low quality of students' knowledge, according to teachers, is the lack of time in class to study the content of the educational program.
Is this really true?
Let us consider the main reasons for the loss of time and identify the general conditions for saving it, based on the definition of a lesson as a regulated (primarily time-based), resource-supported, controlled, systemic process of joint activity between the teacher and students to achieve a programmed, diagnosable educational result.
The most general condition for saving time follows from the definition of a lesson as a controlled process. Management in this case is the organization of interaction between the teacher and students to achieve the goals of the lesson. Therefore, in the lesson there should be no place for anything that does not “work” to achieve the goal.
Let us identify typical actions of teachers that lead to loss of time.
Children enter the office when the bell rings. Teachers explain this situation by the need to ventilate the classroom, ensure the safety of schoolchildren, and prepare the classroom for the lesson. However, it is enough to let the children in 3 minutes before the bell (so that they have time to sit at their desks, get school supplies, etc.), and time will be saved.
Checking absentees. Teachers motivate this action by the need to mark those who are absent for the sake of order or in order to organize help for them in mastering the missed material. But time is wasted. Practice has proven the effectiveness of “reports” - a list of absentees kept by the class leader. Information can be transferred from it during the educational activities of students. The teacher can agree on the procedure for working out missed material with the class once at the beginning of the year (system of consultations and consultants, electronic diary, teacher information and communication space, etc.). Find out the reasons for the absence of students -class teacher's concern .
Finding duty officers and putting the office in order. These actions must be carried out during recess, and this item must be included in the school-wide requirements for duty.
Finding out the reasons for students' tardiness has no practical benefit for achieving lesson goals. Besides, making excuses is quite humiliating. Those who are late can be offered an extraordinary test of knowledge, an individual educational task, etc. Educational conversations are held during class hours and breaks.
Finding out the reasons for students’ unpreparedness for the lesson (both materially - lack of a textbook, manual, notebook, ruler, etc., and in terms of content) does not help them acquire the necessary knowledge. Material needs can be quickly satisfied by the teacher without interruption from the main educational activity, and gaps in content are eliminated by the means specified in paragraph.
Fortune telling over a magazine: “Who will go to the blackboard?” This is an outright mockery of children and time; an indicator that the teacher did not plan the lesson well enough.
Calling on children who are not prepared for the lesson to answer; who cannot speak well. Encouraging such a student to speak is ineffective. The child is presented in front of the class not from the best side, which affects both his self-esteem, the assessment of his classmates, and his attitude towards the teacher and the subject. Such children should be given the opportunity to respond outside of class time or in a one-on-one lesson with the teacher (for example, during group work in the class) or by personally warning in advance about the content of the speech to the class on a specific issue. Those who are listening should speak (pronounce a monologue). Only in this case will the content of the speech work to achieve the goals of the lesson.
Requirements to stand up to speak during a conversation; answer standing questions that require a monosyllabic answer; go to the board to show one object on a map, diagram, picture. Standing up, saying a word (sentence) and sitting down is very wasteful of time. Short monologues are spoken while standing; going to the board to show the object should be accompanied by comments from the student.
Questioning (or repeating questions) content that will not be used in the current lesson does not work to achieve the objectives of that lesson. At the same time, the accompanying repetition of long-studied material increases the effectiveness of the lesson.
Any activity of the teacher or students that is not preceded by a question (task) and the result of which is not checked. In this case, the elementary requirement of didactics for the implementation of methods of educational activity is violated: question (task) - activity of students - verification of the result of implementation.
The inclusion of additional information and materials in the lesson content that are not included in the educational program indicates that the teacher has not selected the educational material. Secondary material absorbs the time necessary to develop the knowledge and methods of activity specified in the educational program. All interesting additional material can be used in the system of extracurricular activities.
Saving time on high-quality development of the mandatory content of the program (i.e., lesson targets) supposedly in order to fulfill the lesson plan 100% leads to subsequent gaps in students’ knowledge, which will require additional time to fill these gaps. A rational way out is to qualitatively work out a smaller volume of program knowledge and methods of activity compared to the planned one. Problems that could not be solved in this lesson must be solved in the next one. They should not be assigned as homework for independent study.
Lack of clear, specific instructions when organizing student activities, which do not require independent compilation of its algorithm. The more clearly the task is formulated, the less time it takes to complete it and the better the result.
Record in a notebook the information that is in the textbook. If you write it down, do it in your own words (as I understand it), followed by checking and correction. However, diagrams that can be used as visual supports during oral explanations by students are more effective. This technique is very effective, since the increase in consciousness is carried out only in the process of external speech. In other words, a person understands what he said out loud (including using visual support).
Drawing complex tables and diagrams takes up time intended to achieve the objectives of the lesson. Technological maps of lessons containing graphic blanks; tasks with thoughtful wording; clear and specific instructions for their implementation can significantly save time. Combining technological lesson cards into one binder forms a student’s workbook, which he can use in preparation for any form of control.
Thus, the focus of the joint activities of the teacher and students on achieving the lesson goals provides the time reserve necessary for their implementation.
Temporary resource availability creates the prerequisites for implementing the requirements for preparing and conducting a lesson, achieving its goals, and increasing the efficiency of the educational process.
The system of requirements for a modern lesson is determined by:
the concept of federal state educational standards, the principles of modern didactics, the position of the system-activity approach (the thesis that the development of a student’s personality is ensured, first of all, by the formation in the process of active educational activity of universal educational actions - personal, regulatory, cognitive, communicative - as the basis of educational process);
the focus of educational activities on the formation of readiness for self-development and continuous education;
designing and constructing a social environment for the development of students in the education system;
active educational and cognitive activity of students;
construction of the educational process taking into account the individual age, psychological and physiological characteristics of students) and the competency-based approach (the thesis about students achieving the ability to effectively use knowledge and skills in practical activities).
Components of the learning task:
characteristics of the task (planned result of execution);
motivational part;
content: conditions, question;
instructions for implementation;
lead time;
sample or description of the answer;
criteria for evaluation;
methodological commentary
The system of lesson requirements includes:
1. Goal setting. Students should be given specific, achievable, understandable, and diagnosable goals. Whenever possible, goal setting is carried out jointly with students, based on the problem formulated (preferably by the students). Students must know what specific knowledge and skills (methods of activity) they will master in the process of activity in the lesson, they must also know the plan (methods) for achieving the assigned tasks.
2. Motivation. The teacher must create interest (as the most effective motive) both in the process of educational activity and in achieving the final result. Effective motives are also the solution to a pressing problem, the practical orientation of the content, and the local history component of the content.
3. Practical significance of knowledge and methods of activity. The teacher must show students the possibilities of applying the acquired knowledge and skills in their practical activities.
4. Content selection. During the lesson, knowledge must be developed in a high-quality manner that ensures the achievement of the lesson results defined by the program. All other information can be of an auxiliary nature and should not create overload. The result of the lesson is an object of control, which requires ensuring a systematic diagnosis of all (personal, meta-subject, subject) planned results as the target settings of the lesson. It should be remembered that information that is most effectively absorbed is:
is in the zone of relevance (i.e., consistent with the current, perceived needs and interests of a person);
presented in the context of what is happening in the world around the child, combined with the current situation, with known information;
affects the feelings of a specific person (which requires the formation of a personal attitude towards information);
is actively carried out through different channels of perception (which determines the need to use a set of various techniques for organizing the educational activities of students);
is basic for decision making (i.e., it requires the development of tasks for the practical use of information);
transmitted to another person in the process of verbal communication.
5.Integrativeness of knowledge, development of meta-subject universal methods of educational activity.
6. Construction of each stage of the lesson according to the scheme: setting a learning task - students’ activities to complete it - summing up the activity - monitoring the process and degree of completion - reflection.
7. The use of a variety of effective techniques for organizing effective educational activities for students, taking into account their age and individual characteristics. The main task of the teacher is to create conditions that initiate the activities of students through educational tasks.
8. Summarizing the results of each stage of the lesson by students, providing feedback at each stage of the lesson. This means that the completion of each educational task must be
subjected to teacher control in order to ensure ongoing correction of the learning process of each student (and not just educational
result).
9. The presence of blocks of independent acquisition of knowledge by students in the process of educational and cognitive activities with various sources of information, among which the leading place belongs to Internet resources.
10. Organization of pair or group work, allowing each student to develop communicative competencies and master the norms of working in a team. The teacher should remember that the appropriation of knowledge (transition into consciousness) is carried out only under the condition of the presence of external speech. Pair work to discuss key issues of the lesson content (including using visual supports) allows each student to ensure external speech.
11. Using the system of self-control and mutual control as a means of reflection and the formation of responsibility for the results of one’s activities.
12. Reflection as awareness of oneself in the process of activity.
13. Qualitative positive assessment of students’ activities, contributing to the formation of positive learning motivation.
14. Minimization and variability of homework. Homework should cover only the content of knowledge and methods of activity determined by the educational program; contain the ability to select tasks both in form and content, taking into account the individual characteristics, needs and preferences of students.
15. Organization of psychological comfort and health-preserving conditions in the classroom.
Fulfillment of these requirements determines the role of the teacher as a manager, and students as active subjects of activity, which becomes a decisive prerequisite for the implementation of the goals of the modern education system.
Evaluation sheet for a participant in the “Modern Lesson” master class.
2 points - actively participated, made assumptions
1 point - participated in the discussion of comrades’ proposals
0 points - did not participate
Full name
1 topic
2 topic
Topic 3
Topic 4
5 topic
self-esteem
result
Group coordinator________________ Full name
Teacher activities
Student activities
Main stages of organizing educational activities
Purpose of the stage
Content of pedagogical interaction
Teacher activities
Student activities
Cognitive
Communicative
Regulatory
1
2
3
4
5
6
7
8
L-
AND-
Ch-
N-
ABOUT-
WITH-
T-
b