Municipal budgetary educational institution additional education"Center for Children's Creativity", Okhansky District, Perm Territory
Baryshnikova Nadezhda Ivanovna director for educational resources management, teacher of additional education
METHODOLOGICAL SEMINAR
for teachers of additional education
Topic:
Modern approaches to organization educational process in additional education
Target : introduce modern approaches, principles and forms of planning and organization of the educational process.
Seminar progress:
Introductory remarks: the topic of the seminar, the work plan, the actualization of the issues raised.
Presentation
slide 1.
The learning process in additional education is less formalized than in a 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 makes the choice of what is interesting for himself. . The position of the teacher is also changing: he acts not only as a carrier of knowledge, but also as an assistant in the formation of the student's personality.
Performing the function of a consultant, a teacher of additional education most often has a strong personal influence on children. Hence the increased demands on his personal qualities.
Slides 2-5.
The educational process organized in the system of additional education must meet the following requirements:
have a developmental character , i.e., should be aimed at developing natural inclinations and interests in children;
be varied in form (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.
A training session is the main form of organization of the educational process.
For an activity to be educational, it must becarefully prepare and plan.
A seminar was held in this direction. Let's look at some aspects.
A)Class types:
learning new material
formation of skills
consolidation and development of knowledge, skills, abilities
repetition
application of knowledge, skills
combined lesson
control lesson
B)Targets and goals
C) 12 slide.Didactic tools .
G)Lesson structure . In general, a training session of any type as a model can be represented as a sequence of the following stages: organizational, verification, preparatory, main, control, reflective (introspection), final, informational. Each stage differs from another in the change of activities, content and specific task. The basis for the allocation of stages can be the process of assimilation of knowledge, which is built as a change in the types of activities of students: perception - comprehension - memorization - application - generalization - systematization.
17 slide. Typical mistakes in the preparation and conduct of classes.
LESSON!
Lack of specifics of additional education
Occupation overload(show all the best at once)
The dominance of the form of the lesson over its content
Failure to meet 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 the spoken or printed word)
Story
Explanation
Conversation
Discussion
Lecture
Working with a book
Visual (the source of knowledge is observable objects, phenomena, visual aids)
Illustration method (showing illustrative aids, posters, tables, pictures, maps, sketches on the board, models, etc.)
Demonstration method (demonstration of instruments, technical installations, videos, presentations, etc.)
Practical (gain knowledge and develop skills by performing a practical action)
Exercises
Practical work
Problem solving
Object Modeling
According to M. N. Skatkin and I. Ya. Lerner
Explanatory-illustrative method (the teacher communicates the finished information by various means, and the students perceive it, realize it and fix it in memory)
reproductive method (its essence is to repeat (repeatedly) the method of activity on the instructions of the teacher)
Problem Method (the teacher poses a problem to the students and himself shows the way to solve it, revealing the emerging contradictions, 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 take separate steps to find its solution, each step involves creative activity, but there is still no holistic solution to the problem)
research method (providing organizations with search creative activity of students to solve new problems for them, creative application of knowledge)
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 - 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, and develops public speaking skills.
- Discussion - comprehensive public discussion, consideration controversial issue, complex problem; expands knowledge through the exchange of information, develops the skills of critical judgment and defending one's point .
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 - hike or trip for the purpose of inspection, acquaintance with any attraction; enriches sensory perception and visual representations.
- Expedition - trip of a group 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 conditions.
- tourist trip - movement of a group of people for a specific purpose; implements the goals of knowledge, education, health improvement, physical and development.
- educational game - an occupation that has certain rules and serves to learn new things, relax and enjoy; characterized by modeling life processes in a developing situation.
Non-traditional 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 - role-playing game, predetermined by the position of the main characters; the situation of choice, on which the course of life and socio-psychological relations depend, awareness of oneself in the structure of social relations.
- Protection - the ability to project changes in reality in the name of improving life, the correlation of personal interests with public ones, the proposal of 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.
- "Toughie" - solving difficult issues in life together with a group, a confidential conversation based on good .
- Day of good surprises - an 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 ; developing the ability to interact with people
Summing up the seminar. Reflection of teachers.
The structure of the innovative lesson
(according to N. E. Shchurkova)
Stage 1: organizational.
Task: prepare children for work in the classroom.
The content of the stage: organization of the beginning of the lesson, the creation of a psychological mood for learning activities and the activation of attention.
Stage 2: verification.
Task: establishing the correctness and awareness of the implementation homework(if any), identifying gaps and correcting them.
The content of the stage: checking homework (creative, practical), checking the assimilation of knowledge of the previous lesson.
Stage 3: preparatory (preparation for new content).
Task: providing motivation and acceptance by children of the purpose of educational and cognitive activity.
The content of the stage: the message of the topic, the objectives of the lesson and the motivation for the educational activities of children (for example, a heuristic question, a cognitive task, a problem task for children).
Stage 4: main.
The main stages can be the following:
1) Assimilation of new knowledge and methods of action.
Task: ensuring perception, comprehension and primary memorization of connections and relationships in the object of study. When acquiring new knowledge, it is advisable to use tasks and questions that activate children.
2) Primary check of understanding.
Task: establishing the correctness and awareness of the assimilation of a new educational material, identification of misconceptions and their correction. Apply trial practice tasks that are combined with an explanation of the relevant rules or rationale
3) Consolidation of knowledge and methods of action.
Task: ensuring the assimilation of new knowledge and methods of action. Apply training exercises, tasks that are performed independently by children.
4) Generalization and systematization of knowledge.
Task: formation of a holistic view of knowledge on the topic. Common ways of working are conversation and practical tasks.
Stage 5: control.
Task: identifying the quality and level of mastery of knowledge, their correction. Are used test tasks, types of oral and written survey, questions and tasks of various levels of complexity (reproductive, creative, search and research).
Stage 6: final.
Objective: to analyze and evaluate the success of achieving the goal and outline the prospects for 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 did they learn new, what skills did they master? Encourages children for academic work.
Stage 7: reflective .
Task: mobilize children for self-esteem. Efficiency, psychological state, performance, content and usefulness of educational work can be assessed.
Stage 8: informational.
Information about homework (if necessary), briefing on its implementation, determination of the prospects for the next classes. Task: providing an understanding of the purpose, content and methods of doing homework, the logic of further studies.
The stages outlined can be combined in different ways, some of them may not take place depending on the pedagogical goals.
District seminar "Development of a program of additional education for children"
The program is a normative official document that fixes the process of managing joint activities, which is: An indicator of the professional level of a teacher; Characteristics of the content of the joint activities of the teacher and pupil; Justification of the need for material and technical support for the work of the teacher. The pedagogical process is fixed by the content of the program
The purpose of additional education for children is to create conditions for self-education, self-realization in an activity that is interesting for the individual, i.e. knowledge here is a means of solving problems that are significant for the child. The educational process is carried out in a relaxed atmosphere, which allows children to show their independence, imagination, and put forward new unexpected ideas.
Paragraph 5 of Article 14 of the Law Russian Federation“On Education” establishes that the content of education in a particular educational institution is determined by the educational program (s) developed, adopted and implemented by this educational institution independently.
Any program should have the following qualities: - Relevance; - Variability; - Optimality; - Realism; - Controllability; - Sensitivity to failures.
The structure of the additional educational program An additional educational program, as a rule, includes the following structural elements: Title page Explanatory note Curriculum and thematic plan Content of the course under study Methodological support References
Title page Full name of the educational institution; Where, when and by whom the DOP was approved; The name of the DOP; The age of the children for whom the DOP is designed; Deadline for the implementation of the DOP; Full name, position of the compiler (author); The name of the city, locality in which the DOP is being implemented; Year of DOP development.
RUSSIAN FEDERATION MINISTRY OF EDUCATIONMunicipal budgetary educational institution of additional education for children "Center for the Development of Creativity for Children and Youth" Recommended by the Pedagogical Council "APPROVED" Order No. __________ Program of additional education for children "Guitar" Implementation period 3 years for children aged 10-16 Compiled by: Teacher of additional education Fedotova Nina Aleksandrovna, Krasnogorsk, 2011
Explanatory note Orientation, type (modified, author's) DOP; Novelty, relevance, pedagogical expediency; Purpose of the DOP; DOP tasks; Distinctive features of this program from existing DOP; Age of children participating in the implementation of this SEP, their age characteristics; Deadlines for the implementation of the additional educational program (duration of the educational process, stages); Forms and mode of employment; Expected results and ways to check them; Forms of summarizing the results of the implementation of the SEP (exhibitions, festivals, competitions, educational and research conferences, etc.).
Program Goal This is the intended outcome of the educational process to be striven for. The goal should be related to the name of the program, reflect its main focus and be specific so that its implementation can be tracked. In describing the goal, it is important to avoid general abstract formulations, such as “full creative development children”, etc.
Program objectives Show what needs to be done to achieve the goal. Objectives should be related to the expected results. Types of tasks: Educational (acquisition of certain knowledge, skills); Educational (formation of social activity, culture of communication, behavior); Developing (development of independence, activity, responsibility).
Educational and thematic plan Compiled according to the years of study. Contains: List of sections, topics DOP; The number of hours for each topic, broken down into theoretical and practical classes. 1 hour per week - per year 36 hours 2 hours per week - per year 72 hours 3 hours per week - per year 108 hours
Methodological support of the program Forms of classes planned for each topic or section of the CEP (game, conversation, hike, excursion, competition, conference, etc.); Techniques and methods for organizing the educational process, didactic material, technical equipment for classes; Summing up forms for each topic or section of the DOP; Criteria for assessing the level of development of additional supplementary education.
List of references List of used and recommended literature for teachers List of recommended literature for children and parents.
Applications Calendar-thematic plans for years of study; Reminders; Safety Instructions; Samples of questionnaires, tests; Achievements of students; Event development, open classes etc.
Synopsis of a 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 public institution education "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 lesson, types and types of classes, requirements for the purpose and objectives of the lesson.
Target: development by teachers of technology for modeling a lesson
Tasks:
1. To form a clear idea of the organization and structure of the training session in the system of additional education.
2. To teach clearly and in an accessible way to formulate the topic of the lesson, set a goal and the tasks arising from it.
3. To acquaint with the main forms and methods of conducting classes, the correct choice of methods and means.
4. Raise the level of professional competence of teachers.
Plan of the event:
1. Entry form for teachers
2. Methodological dialogue with teachers
3. Speech on the topic of the seminar with a multimedia presentation and a parallel discussion
5. Reflection. Final survey
1 .Leading: Good afternoon, dear colleagues! The topic of our today's workshop is "Modeling a training session 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 the monitoring organized and carried out by the methodological service showed, many have certain kinds of difficulties in drawing up a plan-outline of the lesson, in implementing the stages classes. Therefore, today we systematize our knowledge about the lesson, work out the skills of modeling the goals and objectives of the lesson.
To begin with, I propose to check the level of your knowledge on this topic and answer the questions of the questionnaire. Teachers complete an entry form.
2. Presenter: And so, let's remember what a training session is, its characteristic signs, peculiarities? What types of training do you know? What forms of classes can you name, teaching methods? Which of them do you use in your work? Answers of teachers.
3. Leading (summarizes): The training session is the main and permanent form of organization of training. In the system of additional education, this is a collective (group, small group) individual) form of education, which is characterized by a constant composition of students; sustainable time frames (45 min., 35 min.).
Signs that distinguish a training session from other organizational forms:
is a permanent group of students,
guide 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 according to didactic purpose:
1. lesson on familiarization with new material;
2. to consolidate the studied material
3. on the application of knowledge and skills;
4. generalization and systematization of knowledge and skills;
5. to check and correct knowledge and skills;
6. combined (several didactic tasks are solved during one lesson).
Forms of organization of educational activities of students: group, individual, frontal.
Method (gr. “the way to something”) is a way of activity aimed at achieving a specific goal.
Teaching method- this is a way of activity of a teacher and students, a set of actions and methods of work of teachers and students; the way in which the teacher leads students from ignorance to knowledge.
Basic teaching methods:
verbal (explanation, story, conversation, discussion);
visual (illustration (tables, charts, 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 reflexive activity.
Forms of organization of training sessions:
- Conversation, consultation, modeling
- Workshops. Conducted with the aim of consolidating and applying knowledge, mastering practical skills
- Seminars. They are held to develop intellectual, cognitive activity, creative thinking, develop skills for independent work with additional literature, information material.
- Excursions. This is a complete cycle of step-by-step solution of the cognitive task. By classifier: previous, accompanying, subsequent
- Lesson-game (simulation, role-playing games, trainings)
- Classes with a gaming competitive basis: “Come up with a project”, “Lotto”, “Domino”, “What? Where? When? ”,“ The investigation is conducted by experts ”,“ KVN ”,“ sea battle”, “Field of Miracles”, etc.
- Classes based on fantasy: "Fairy Tale", "Creative Report", "Review 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 performance", "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?
The structure of the lesson is a set of its elements, parts, ensuring its integrity and 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 the lesson can be distinguished, but, as practice shows, the following structure of the lesson is most convenient and understandable for teachers:
1. organizational stage (preparatory, etc.),
2. main stage,
3. final stage,
4. reflection.
Organizational stage performs the following tasks: organize workplace, "set up", "introduce" students into the course of cognitive activity, inform the topic of the lesson, set goals and set goals.
The purpose of the lesson is the expected result, it must be specific and achievable.
Requirements for the purpose of the lesson
- clearness and simplicity of the formulation of the goal;
- diagnostics of the target, i.e. whether the goal statement reflects the final (expected) result;
- correlation of the goal with the content of the educational material;
- the prospects of the goal, i.e. connection of the goal with the topic of the lesson (both one specific and subsequent lessons on this topic);
- the validity of goal setting, i.e. what caused it: the requirements of the educational program, the characteristics of the children's team, the interests of students, etc.;
- operationality of the goal;
- the reality of achievement.
One of the traditional mistakes of the teacher when formulating the goals of classes becomes abstract or excessively large: for example, the goal of educating children in love for 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 age features students, their educational readiness, upbringing, development.
Formulating the tasks, the teacher answers the question: “How to achieve the goal?”. Tasks are divided into 3 groups:
- educational,
- educational,
- developing.
Learning tasks aimed at mastering by students the system of educational knowledge and the formation of subject skills and abilities:
to form students' ideas about (concepts about) ...;
reveal (reveal) ...;
to acquaint, to acquaint, to continue to acquaint…;
expand…; fix ...; summarize…; to systematize…;
differentiate…; learn to put into practice ...;
teach how to use ...;
teach…;
check…;
create conditions...
Developmental tasks aimed at developing cognitive interest, abilities and inclinations of the child:
develop attention, memory, thinking, imagination, cognitive interest,
develop creative abilities
develop curiosity,
develop flexibility, logical thinking, evidence-based judgments,
develop aesthetic feelings, etc.
Educational tasks aimed at the development, assimilation and appropriation of general cultural values, the formation positive qualities personality, social competencies:
cultivate love for a small homeland,
friendly attitude towards others
kindness, sincerity, sensitivity, sociability;
to form accuracy, thrift, diligence, restraint, etc.
The main stage
Main purpose: mastering new knowledge, consolidating knowledge, skills, independent work, checking the assimilation of the material (depending on the type of lesson).
What is necessary for the assimilation of new knowledge:
1. Use of various sources of knowledge: visual aids, multimedia presentations, videos, additional literature, information from Internet resources;
2. Gradual assimilation of new knowledge. The lesson material is divided into small logical elements, each of which is worked out with students until it is comprehended and learned.
3. New material is studied in a certain style: in a research way, in a problematic way (from considering private, constituent elements new material for generalization and conclusions; from the formulation of the problem, the formulation of the hypothesis - to its proof).
The process of mastering knowledge by students:
1. Perception of the subject
2. Comprehension, understanding
3. Application in practice, generalization of knowledge
4. Consolidation and application of acquired knowledge
The final stage. The main purpose is to sum up the lesson in various forms: survey, quiz, presentation, defense of creative works).
The reflective stage is the organization of the reflective activity of students, obtaining feedback, analysis emotional state students:
What have you learned today, what have you learned?
What have you done?
What didn't work? What will you work on in the next lesson?
There are many interesting reflective methods and techniques. We will look at 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 of activity. 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 survey (Questionnaire No. 2).
Appendix
QUESTIONNAIRE 1
Dear colleges! We ask you to answer the questions of the proposed questionnaire:
1. What types of classes do you know? (mark "V"):
Introduction to new material
Lesson on generalization and systematization of knowledge and skills
Lesson on the application of knowledge and skills
Lesson-excursion
Lesson "Talk show"
Quiz
A lesson on testing and correcting knowledge and skills
Lesson to consolidate the studied material
"Literary Lounge"
Combined lesson
2. What are the stages of the lesson? (mark "V"):
organizational motivational
reflexive goal setting
verification check
preparatory integrating
main information
theoretical practical
developing generalization and systematization of knowledge
3. What forms of work do you use? (mark "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. Profile of your association of interests.
2. With the help of what forms and methods of organizing classes can you improve the effectiveness of student learning?
3. What types of activities do you prefer to use?
4. What types of activities cause you difficulty?
5. What stage of the lesson causes 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!
"Game Technologies" in pedagogy are understood as a rather extensive group of methods and techniques of organizing pedagogical process in the form of various pedagogical games. "Pedagogical game" has a clearly defined goal and the corresponding pedagogical result, which can be substantiated, highlighted in an explicit or indirect form and characterized by an educational and cognitive orientation.
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SEMINAR FOR TEACHERS OF ADDITIONAL EDUCATION
"Center for the Development of Creativity of Children and Youth"
on the topic of:
"USE OF GAMING TECHNOLOGIES
IN THE EDUCATIONAL PROCESS
IN THE INSTITUTION OF ADDITIONAL EDUCATION»
Prepared by: methodologist "TsRTDiYu"
Sibileva Yu.P.
Kamensk-Shakhtinsky
2017
Target:
- Determination of the values of gaming technologies in the educational process.
- Disclosure of the methodology for organizing gaming activities in the classroom at the Center for the Development of Creativity.
- Familiarization of teachers with various types activities conducted in the form of a game.
Workshop progress
Part 1. " The use of gaming technologies in the educational process in the institution of additional education for children.
In the modern pace in which today's children have to deal with, it makes us think about finding the best methods for working with children. Any teacher wants students to work actively and enthusiastically. This is where gaming technology plays a big role.
"Game Technologies"in pedagogy are understood as a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. "Pedagogical game" has a clearly defined goal and the corresponding pedagogical result, which can be substantiated, highlighted in an explicit or indirect form and characterized by an educational and cognitive orientation.
In any institution of additional education game method can be used in the following cases:
- as an independent technology for mastering concepts, topics, and even a section of a subject;
- as an element of a larger technology;
- as an educational technology.
Implement game play possible in the following areas:
- it is possible to set a pedagogical goal for students in the form of a game task;
- educational activity of students is subject to certain rules of the game;
- educational material can be used as a means of the game;
- can be used as motivation when an element of competition is introduced, which translates the pedagogical task into a game one;
- the pedagogical goal is successfully achieved and associated with the gaming result.
When conducting research by psychologists, it was found that when using game methods, a high result is achieved in the assimilation of the material, since a significant convergence of the educational material and certain practical activities is achieved. At the same time, the motivation and activity of learning in children are significantly increased.
The game is incredibly popular with participants of any age. Students are willing to spend a lot of effort, time, creative activity to participate in games. And that is why the game, having become a means of pedagogy, uses all these possibilities to achieve its specific goals. And this means that if the teacher invests educational content in the gaming sphere, then he will certainly be able to solve one of the key problems of pedagogy - the problem of motivation for educational activities.
Many teachers, having understood the uniqueness of the game and seeing in it a powerful potential for overcoming the crisis in education, have been successfully using it in their work for many years.
Educational games can be classified according to several principles:
1. By type of activity:
- physical (motor)
- intellectual (mental)
- labor
- social
- psychological.
2. By the nature of the pedagogical process:
- Educational
- Training
- Controlling
- generalizing
- cognitive
- educational
- developing;
- reproductive
- productive
- creative;
- communicative
- diagnostic
- career guidance
- psychotechnical and others.
All educational games in the pedagogical process can be divided into several stages related to age periods education and upbringing of the child. This:
- game technologies for preschool children;
- game technologies for children of primary school age;
- gaming technologies for middle and senior school age.
I would like to present some types of games that can be used by teachers of additional education in their classes. So this is:
Imitation games. In the classroom, an imitation of an event occurs, a specific specific activity of people and the environment, the conditions in which an event occurs or an activity is carried out.
To conduct an imitation game, in addition to the plot, the teacher needs to develop and describe the structure of the event.
Operation games - help to work out the performance of certain specific operations. In the course of such a game, the teacher models the corresponding workflow. Games of this type are played in conditions that mimic real ones.
Role-playing games. Here, the tactics of behavior, actions, the specific performance of the functions and duties of a certain person are worked out. To conduct a role-playing game, the teacher develops a model of the situation and distributes roles with “mandatory content”.
Psychodrama and sociodrama.They are very close to the "role-playing game". This is practically a "theater", but a socio-psychological one, where the participants practice the ability to feel the situation in the team, assess and change the state of another person, the ability to enter into productive contact with him.
Well, what kind of games can be used in additional education, the teacher of additional education Fateeva O.Yu. will tell us.
Part 2. Types of pedagogical games used in additional education.
(From the experience of Fateeva O.Yu.)
In my work, I, a teacher of the art studio "Watercolor", use the following types of pedagogical games:
Exercise games.
Such games usually take 10-15 minutes. They are more often aimed at improving the cognitive abilities of students in the association, and are also a good remedy for the development of cognitive interest, comprehension and consolidation of the material. These are all kinds of puzzles, quizzes, crosswords, rebuses, chainwords, charades, riddles and more.
Travel Games.
These games can be played both directly in the classroom, and in the process of various educational and mass events. They serve the purpose of understanding and consolidating the material. The activation of students in travel games is expressed in oral stories, questions and answers. Travel games are in the nature of geographical, historical, local history "expeditions" that can be made using books, maps, documents together with a teacher. All of them are performed by children in imaginary conditions, where all actions are determined by playing roles: a scientist, an archaeologist, a zoologist, etc. hallmark such games is the flexibility and activity of the imagination. As a result of such a game, a certain activity of creative imagination is born in children. I use travel games at the beginning of projects where a certain search creative activity is expected.
Role-playing game.
In this game, the conditions of an imaginary situation are staged and students play certain roles. It is in role-playing that the child learns to cope with uncertainty and life situations.
Competition game.
This type of game can include all of the above types. didactic games or their individual elements. To conduct this game, students are divided into teams and there is a competition between them. A feature of this game is the presence of competitive struggle and cooperation in it. Elements of competition take the leading place here, but cooperation is determined by specific tasks. The game-competition allows the teacher, depending on the content of the material, to introduce into the game not only entertaining material, but rather complex questions of the educational program. This is the main pedagogical value and advantage of this game over others.
For the best understanding of how to make the use of games more effective for teaching and educating students, how to use games and at what stages it is preferable, I conducted a small study among students of my association and students of others creative associations Center. I also conducted a survey. (Annex 1).
The analysis of the responses gave the following results:
1. In favor of the use of games in the classroom, positive results were obtained in 100% of the volume.
2.89% of students in our Center would like games to be used in every class, but only if the game is interesting to them.
4.100% of children like to win the game. This desire to win ensures the development of students in gaming activities.
Well, at the end of my speech, I want to say that the game is an active form of human activity. This model of learning using pedagogical games, if compared with the traditional one, is more promising. Classes conducted according to the game method quite strongly increase the interest of students in the subject and allow children to better remember the wording and definitions.
Part 3 (practical).
Master class "Lesson-game - one of the forms of using gaming technologies in the educational process in additional education."
So that from today's seminar you, dear teachers, can take with you not only theory, but also a little practical baggage, I have prepared for you several options for playing games.
Occupation - the game "Domino".
To conduct a lesson-game, it is necessary to prepare cards, each of which is divided into two parts. In these parts we place tasks and answers. Cards are distributed to the participants of the game. All participants take turns arranging the cards so that each next card is logically related to the previous one. But here it is necessary to theoretically substantiate the fact that is written on the player's card. If the participant incorrectly put up the card or could not explain the reason for putting it up, then his move is skipped. The player can use the help of an arbiter, but 100 points are lost.
The winner is the private trader who put all the cards first.
Methodological instructions for organizing a lesson:
The game is held in the classroom as one of the stages of group work in order to repeat and consolidate knowledge on the entire topic or on several topics. Each group must have a judge who will evaluate the correctness of the answer. The judge can be the most successful child of this group of the group, or the child who has been trusted by the largest part of the group.
Example cards for the game:
Lesson - the game "Lotto"
Terms of the game: five teams participate in the game. Each team receives a card with only the numbers of ten questions. The teacher takes out a barrel with numbers from the bag. The team that has this number on the card gets the right to answer. If the answer is correct, then the team receives a keg and puts it on the corresponding number on the card. If the team does not give the correct answer to the question, then the keg remains with the leader and the other team gets the right to answer, which, in case of a correct answer, receives a token. For this token, you can redeem the keg that was taken out of the bag, but remained with the host. The first team to place kegs on all card numbers wins. This game can be played in the lessons of generalizing repetition or throughout the course.
(Kegs from a real lotto are used), cards with numbers are prepared independently)
Lesson - the game "Auction".
Tasks are put up for auction on any topic, which is discussed in advance with all participants. The game is played by 3-5 teams. With the help of a projector, Lot No. 1 is projected onto the screen - five tasks on this topic (you can write the tasks in advance on the board, on the poster, or ready-made, printed texts are used). The first team chooses a task and assigns it a price from 1 to 5 points. If the price of this team is higher than those given by others, then it receives a task and completes it. The remaining tasks must be redeemed by other teams. If the task is solved correctly, points are awarded to the team, if the task is failed, then points (or part of them) are removed. The advantage of this simple game is that when choosing a problem, students compare all five problems and mentally scroll through the course of their solution. This game is a prototype of the game "The smartest".
Which of the presented games would you, dear teachers, like to play now?
(A game is being played, chosen by a large number of teachers present)
Reflection. Summing up the seminar.
Dear teachers! Summing up the results of the seminar, I would like to say that the game is the most accessible type of activity for children and a great way to process the impressions received from the outside world. The game clearly manifests the features of the child's thinking and imagination, his feelings, emotionality, activity, and the need for communication.
An interesting and well-planned game increases the mental activity of the child. She is able to solve a more difficult problem than in a traditional lesson. But, however, this does not mean that classes should be held only in a playful way. The game is just one of the methods, and it gives good results only in combination with other methods: observation, conversation, reading.
Games have a strong emotional impact on all children without exception, they form many skills and abilities. This is the ability to work in a group, and the ability to make decisions, take responsibility. They perfectly develop organizational skills, foster a sense of empathy, stimulate mutual assistance in solving difficult problems. Thus, the use of game methods in the educational process allows solving a whole range of pedagogical problems.
The participants of the seminar pass the sun to each other, and the person who holds the sun in his hands tells his opinion about the seminar.
Dear colleagues, our today's meeting has come to an end. We hope that the knowledge that you have received or consolidated today will be useful to you in your work. Goodbye. Thank you all very much for your work.
Annex 1.
Questionnaire for students.
- Do you like it when the teacher uses the game in class?
- How often would you like the game to be used in class?
- What form of play do you like more: individual, group or pair?
- What activities do you enjoy playing (please list)?
- Are there times when you don't like the game and why?
- Does your desire depend on the teacher using games?
- What do you like the most in the game?
Seminar - workshop.
"Modern educational technologies in additional education"
Purpose: Understanding the need and possibility of using modern technologies as an indicator of the pedagogical competence of a modern teacher.
introduction
The program of modernization of the content of education affects all aspects of the educational process. Its tasks are to achieve a new quality - a quality that meets the requirements for a person in today's rapidly changing conditions.
In addition, the new procedure for certification of teaching staff identified the problem of introducing effective innovative directions in the development of the educational process. One of these areas is the use of modern educational (pedagogical technologies).
business game
Everyone is divided into three groups: "Students" "Teachers" "Experts"
Discussion Question: When is a student not interested in learning?
When is a teacher not interested in teaching?
Within 5 minutes, by brainstorming, participants make a list of reasons, provide experts with 2-3 most relevant problems for this topic and voice them.
Exercise "Association"
I invite you to express your associations with the concept of "educational technology". (Sayings are recorded on the board).
The definition is given on the slides.
Educational technologies are classified on the basis of the nature of educational activity inherent in them. They are distinguished by two: reproductive and productive.
Reproductive activity: main advantage this method- economy. It provides the ability to transfer a significant amount of knowledge, skills in a minimum a short time and with little effort. Human activity can be reproductive. performing or creative. Reproductive activity precedes creative activity, therefore it cannot be ignored in training, just as one cannot be overly carried away by it. The reproductive method must be combined with other methods.
Productive activity: is aimed at the formation of new knowledge directly by the students themselves, here the teacher acts only as a guide.
Now each group needs to select characteristic features for the reproductive method and the productive one.
So, we will analyze modern educational technologies based on these approaches and methods. It cannot be said that we do not use completely modern educational technologies, many of you use elements of this or that technology in your activities, now you will understand this.
In an institution of additional education for children, unlike a school, there are all conditions in order to separate children according to their individual characteristics and interests, teach them in different ways, adjusting the content and teaching methods depending on the level mental development and the specific capabilities, abilities and needs of each child.
The condition for the effectiveness of the development of any curriculum in the add. education is child's passion the activity he chooses.
In additional education, there is no strict regulation of activities, but voluntary, humanistic relationships between children and adults, comfort for creativity and individual development make it possible to introduce personality-oriented technologies into practice.
Pedagogical technologies based on a student-centered approach:
Student-centered learning (Yakimanskaya I.S.);
Technology of individual training (individual approach, individualization of training, project method);
Collective way of learning.
Technologies of adaptive learning system;
Pedagogy of cooperation ("penetrating technology");
KTD technology;
TRIZ technology;
Problem learning;
Communication Technology;
Programmed learning technology;
Gaming technologies;
Technologies of developing education.
The purpose of student-centered learning technology - the maximum development (and not the formation of predetermined) individual cognitive abilities of the child based on the use of his life experience.
As a starting point, it is necessary to accept the premise that additional education should not form anything by force; on the contrary, it creates the conditions for the inclusion of the child in natural activities, creates a nutrient environment for his development. The content, methods and techniques of student-centered learning technology are aimed primarily at revealing and using the subjective experience of each student, helping to develop a personality through the organization of cognitive activity.
It is fundamental that the institution of additional education does not force the child to study, but creates conditions for the competent choice of the content of the subject being studied and the pace of its development. The child comes here on his own, voluntarily, in his free time from the main classes at school, chooses the subject of interest to him and the teacher he likes.
The task of the teacher of additional education - not to “give” material, but to arouse interest, reveal the possibilities of each, organize joint cognitive, creative activities of each child.
In accordance with this technology, an individual educational program is compiled for each student, which, unlike the educational one, is individual in nature, based on the characteristics inherent in this student, flexibly adapts to his capabilities and development dynamics.
In the technology of student-centered learning, the center of the entire educational system is child's personality Therefore, the methodological basis of this technology is the differentiation and individualization of learning.
In institutions of additional education for children, it is possible to use such differentiation options as:
recruitment of study groups of homogeneous composition;
intragroup differentiation for separation by levels of cognitive interest;
profile training in senior groups based on diagnostics, self-knowledge and recommendations of children and parents.
Orientation stage (negotiable). The teacher negotiates with the children about how they will work, what they will strive for, what they will achieve. Everyone is responsible for the results of their work and has the opportunity to work at different levels, which they choose independently.
Preparatory stage. The didactic task is to provide motivation, update basic knowledge and skills. It is necessary to explain why it is necessary to learn how to do it, where it is useful and why it is impossible without it (in other words, “start the engine”). At this stage, introductory control (test, exercise). The didactic task is to restore in memory everything on which the lesson is based.
The main stage- acquisition of knowledge and skills. Educational information is presented briefly, clearly, clearly, based on samples. Then the children should go to independent work and cross checking. The main principle is that everyone acquires knowledge himself.
Final stage- Evaluation of the best works, answers, generalization of what was covered in the lesson.
Individualization of learning - a fundamental characteristic of additional education for children. Due to the organizational forms used in it and the different nature of motivation, various personality-oriented practices have become its generic feature.
The main goal of additional education – personalize the standardized state and society educational activities give it personal meaning.
Learning individualization technology (adaptive) - such a technology of education, in which an individual approach and an individual form of education are a priority (Inge Unt, V.D. Shadrikov). Individual approach as a learning principle is carried out to a certain extent in many technologies, therefore it is considered a penetrating technology.
At school, individualization of learning is carried out by the teacher, and in the institution of additional education for children - by the student himself, because he goes to study in the direction that he is interested in.
In accordance with the indicated provisions, in an institution of additional education for children, several options for taking into account the individual characteristics and capabilities of students:
Acquisition of training groups of homogeneous composition from the initial stage of training on the basis of interviews, diagnostics of the dynamic characteristics of the individual.
Intra-group differentiation for the organization of training on different levels if it is impossible to form a full group in the direction.
Profile training, initial vocational and pre-professional training in senior groups based on psychological and pedagogical diagnostics of professional preferences, recommendations from teachers and parents, students' interests and their success in a certain type of activity.
Creation of personalized training programs in areas.
Group Technologies . Group technologies involve the organization of joint actions, communication, communication, mutual understanding, mutual assistance, mutual correction.
There are the following types of group technologies:
group survey;
public review of knowledge;
study meeting;
discussion;
dispute;
non-traditional classes (conference, travel, integrated classes, etc.).
The modern level of additional education is characterized by the fact that group technologies are widely used in its practice. Can be distinguished levels of collective activity in the group:
simultaneous work with the whole group;
work in pairs;
group work on the principles of differentiation.
Learning is done through communication in dynamic groups, where everyone teaches everyone. Working in pairs of shifts allows students to develop independence and communication skills.
Group technology consists of the following elements:
setting a learning task and briefing on the progress of work;
group work planning;
individual performance of the task;
the discussion of the results;
reporting results;
summarizing, general conclusion about achievements.
Peculiarities group technology lies in the fact that the study group is divided into subgroups to solve and perform specific tasks; the task is carried out in such a way that the contribution of each student is visible. The composition of the group may vary depending on the purpose of the activity.
. There are technologies in which the achievement creative level is a priority target. The most fruitful in the system of additional education is applied Technology of collective creative activity (I.P. Volkov, I.P. Ivanov) which is widely used in additional education.
The technology is based on organizational principles:
socially useful orientation of the activities of children and adults;
cooperation between children and adults;
romanticism and creativity.
identify, take into account, develop the creative abilities of children and involve them in a variety of creative activities with access to a specific product that can be fixed (product, model, layout, composition, work, research, etc.)
socially active education creative personality and promotes the organization of social creativity aimed at serving people in specific social situations.
The motive of children's activity is the desire for self-expression and self-improvement. The game, competitiveness, competition is widely used. Collective creative work is social creativity aimed at serving people. Their content is caring for a friend, for oneself, for close and distant people in specific practical social situations. The creative activity of groups of different ages is aimed at searching, inventing and has a social significance. The main teaching method is dialogue, verbal communication of equal partners. The main methodological feature is the subjective position of the individual.
Classrooms are created as creative laboratories or workshops (biological, physical, linguistic, artistic, technical, etc.), in which children, regardless of age, receive initial professional training.
Evaluation of results - praise for the initiative, publication of the work, exhibition, awarding, awarding the title, etc. To evaluate the results, special creative books are developed, where achievements and successes are noted.
Age stages of creativity technology:
Junior students: game forms creative activity; mastering the elements of creativity in practical activities; discovering in oneself the ability to create some kind of creative products.
Middle school students: creativity in a wide range of applied industries (modeling, design, etc.); participation in mass literary, musical, theatrical, sports events.
Senior students: implementation of creative projects aimed at improving the world; research work; essays.
free groups in which the child feels relaxed;
pedagogy of cooperation, co-creation;
application of teamwork methods: brainstorming, business game, creative discussion;
desire for creativity, self-expression, self-realization.
Preparatory stage (preliminary formation of an attitude to the matter - it takes the minimum time so that the children do not lose interest).
Psychological mood (determining the significance of the case, setting goals, opening remarks, greetings, etc.).
Collective planning. It can be built in the form of a “brainstorming” in the form of answers to questions (The team is divided into microgroups that discuss answers to the questions: for whom? Where and when? How to organize? Who participates? Who leads? Then the answers of each group are heard and a joint choosing the best option).
Collective preparation of the case. Selection of an asset, distribution of responsibilities, refinement of the plan.
Actually activity (high cultural level). Implementation of the developed plan.
Completion, summing up (gathering, light, round table). Answers to the questions: what worked, why? What didn't work? How to improve?
The results of the collective action.
Purpose of technology - formation of students' thinking, preparing them for solving non-standard tasks in various fields of activity, teaching creative activity.
Principles of TRIZ technology:
withdrawal psychological barrier in front of unknown problems;
humanistic nature of education;
formation of a non-standard way of thinking;
practice-oriented implementation of ideas.
The process of inventive activity is the main content of learning.
According to psychologists, TRIZ technology forms in children such mental abilities as:
the ability to analyze, reason, justify;
ability to generalize, draw conclusions;
the ability to think creatively and flexibly;
the ability to actively use the imagination.
heuristic game,
brainstorm,
collective search.
Research (problem) learning technology in which the organization of classes involves the creation of problem situations under the guidance of a teacher and the active work of students to resolve them, resulting in the acquisition of knowledge, skills and abilities; the educational process is built as a search for new cognitive landmarks
The child independently comprehends the leading concepts and ideas, and does not receive them from the teacher in finished form.
Problem-based learning technology involves the following organization:
The teacher creates a problem situation, directs students to solve it, organizes the search for a solution.
The student is placed in the position of the subject of his learning, resolves the problem situation, as a result of which he acquires new knowledge and masters new ways of action.
Principles of problem-based learning:
independence of students;
developmental nature of education;
integration and variability in the application of various fields of knowledge;
use of didactic algorithmic tasks.
the teacher leads the children to the contradiction and invites them to find a way to resolve it;
presents different points of view on the issue;
offers to consider the phenomenon from different positions;
encourages children to make comparisons, generalizations, conclusions;
poses problem questions, tasks, sets problem tasks.
Gaming technologies
freedom of activity;
emotional high;
equality.
V practical work teachers of additional education often use ready-made, well-designed games with the attached educational and didactic material. Thematic games are related to the material being studied, for example, "Modeling cases from life", "Natural disaster", "Time travel", etc. A feature of such classes is the preparation of students to solve vital problems and real difficulties. Creates an imitation of the real life situation in which the student needs to act.
Game technologies are used by teachers in working with students of different ages and are used in organizing classes in all areas of activity, which helps children feel in a real situation, prepare for making decisions in life. All groups early development preschoolers use play technology.
Preparation stage
Implementation stage
Analysis stage
Preparation of educational material, dividing it into fragments - training units, preparing tests for each fragment; definition of the standard of complete assimilation. After the allocation of educational units, the results that children should achieve in the course of the study are determined. Current tests and verification work are of a diagnostic nature, which are given a value judgment - "mastered - not mastered."
next sha d - preparation of corrective educational materials, which are thought out in advance and prepared in the form of special tasks. Of paramount importance is the orientation of students in the activity being studied: the perception of the essence of the subject, the ways and means of assimilation.
Preparing children for work, explanation of the basic rules of work: good results everyone will achieve if they help each other; everyone will get the help they need in case of difficulty; The teacher then introduces the children to the learning goals and how they will learn in order to achieve full assimilation. The presentation of the material is carried out in a traditional way.
Organization of current knowledge testing, evaluation of current results according to the scheme "learned - did not learn".
Organization of corrective work. According to the results of training, children are divided into two groups - those who have achieved and not achieved full assimilation. The first study additional material, with the second - the teacher organizes corrective work, which ends with a diagnostic test, a control task.
Final check for the entire course carried out on the basis of a test creative work, which children know in advance and can compare it with the standard.
The results of monitoring the educational work of students serve as the basis for making adjustments to the content and organization of the learning process, as well as to encourage the successful work of the best students, the development of their creative abilities, independence and initiative in mastering knowledge, skills and abilities.
The results of the control are reflected in the register of work of study groups.
Control is carried out in the following forms: interview, listening to the best answer, discussion of the finished work, filling out answer cards, test, abstract, defense of the final work or creative project, testing, fulfillment of sports standards, control exercise, participation in competitions, olympiads, competitions, performance at concerts, participation in exhibitions, fairs, etc.
Reviews of students' knowledge in the form of KVN, quizzes, olympiads, competitions, concerts, open classes are held several times a year, which is a form of evaluation of ongoing educational programs. Such forms of work with children increase their interest in learning. And teachers have the opportunity to see the results of their work.
The technology of complete assimilation allows to achieve good results for all students, because:
sets a single level of knowledge, skills and abilities for all children, but makes variables for each student time, methods, forms, working conditions, that is, differentiated conditions for mastering educational material are created;
the progress of each student is compared with the established standard;
each student receives the necessary assistance;
diagnostic tests allow you to adjust the work of children.
Gaming technologies (Pidkasisty P.I., Elkonin D.B.) have means that activate and intensify the activity of students. They are based on the pedagogical game as the main activity aimed at the assimilation of social experience.
Distinguish the following classifications educational games:
by type of activity (physical, intellectual, labor, social, psychological);
by the nature of the pedagogical process (teaching, training, cognitive, training, controlling, cognitive, developing, reproductive, creative, communicative, etc.);
according to the game method (plot, role-playing, business, simulation, etc.);
according to the gaming environment (with and without an object, desktop, indoor, outdoor, computer, etc.).
natural and cultural conformity;
ability to model, dramatize;
freedom of activity;
emotional high;
equality.
didactic: broadening one's horizons, applying ZUN in practice, developing certain skills and abilities;
educational: education of independence, cooperation, sociability, communication;
developing: development of personality qualities and structures;
social: familiarization with the norms and values of society, adaptation to environmental conditions.
In practical work, teachers of additional education often use ready-made, well-designed games with the attached educational and didactic material. Thematic games are related to the material being studied, for example, "Modeling cases from life", "Natural disaster", "Time travel", etc. A feature of such classes is the preparation of students to solve vital problems and real difficulties. An imitation of a real life situation is created in which the student needs to act.
Usually the group is divided into subgroups, each of which independently works on a task. Then the results of the activities of the subgroups are discussed, evaluated, and the most interesting developments are determined.
Game technologies are used by teachers in working with students of different ages and are used in organizing classes in all areas of activity, which helps children to feel in a real situation, to prepare for making decisions in life. All groups of early development of preschoolers use game technologies.
The technology of conducting a training lesson-game consists of the following stages:
Preparation stage(determination of the educational goal, description of the problem under study, drawing up a plan for conducting and general description games, script development, placement actors, agreement on conditions and rules, consultations).
Implementation stage(directly the process of the game: group performances, discussions, defending the results, expertise).
Analysis stage and discussion of the results (analysis, reflection, evaluation, self-assessment, conclusions, generalizations, recommendations).
All teaching, developing, educational, social technologies used in the additional education of children are aimed at:
wake up children's activity;
equip them with the best ways to carry out activities;
bring this activity to the process of creativity;
rely on the independence, activity and communication of children.
Modern technologies in the work of institutions of additional education for children are combined with everything valuable that has been accumulated in domestic and foreign experience, in family and folk pedagogy, they allow you to choose the most effective ways and methods of organizing children's activities and create the most comfortable conditions for their communication, activity and self-development .
The modern organization of the educational process in the institution of additional education for children has a personality-oriented focus, contributes to the full development of those abilities that are needed by the individual and society, which include the individual in social value activity, contribute to its self-determination, provide opportunities for effective self-education throughout the subsequent life.
The educational process in the institution of additional education for children is built on the basis of the implementation of various types of children's activities; free choice of pace and depth of development of educational programs is provided for everyone, active interaction of children is carried out of different ages in the educational process. Personally-oriented technologies "launch" the internal mechanisms of personality development.
The study of the use of new pedagogical technologies in organizing the activities of an institution of additional education for children suggests that they are one of the most powerful means of socializing the personality of a student, since they contribute to the development of such personal neoplasms as activity, independence and communication of students.
The success of the application of new technology does not depend on the ability of the teacher to implement a certain method of teaching in practice, but on the effectiveness and correctness of the application of the chosen method at a certain stage of the lesson, in solving this problem and in working with a specific contingent of children.
But the main thing is that the teacher must be able to independently analyze his work, identify shortcomings, determine their causes and develop ways to correct them, that is, the main professional skills for this work of the teacher are analytical.
Thus, the teacher, when introducing new technology into the educational process, should be able to:
apply the teaching methods and techniques used in this technology;
conduct and analyze training sessions based on new technology;
teach children new ways of working;
evaluate the results of the introduction of new technology into practice, using the methods of pedagogical diagnostics.
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