"Believe or not believe" is an intellectual game known to many.
The rules of the game "believe - do not believe" are very simple - the host asks questions, and the player decides whether to believe the information contained in them or not.
Here are the questions for the game "believe or not believe" provided for example:
For each correct answer we put + Who will have more + on all questions - the winner and is awarded a valuable gift.
1. In Japan, do students write on the blackboard with a colored ink brush? (Yes)
2. Is disposable blackboard practiced in Australia? (Not)
3. Was the fountain pen invented in ancient Egypt? (Yes)
4. Was a ballpoint pen used only by military pilots at first? (Yes)
5. In Africa, fortified pencils are produced for children who tend to gnaw on anything? (Yes)
6. Carrot extract is added to some types of colored pencils for greater lead strength? (Not)
7. Did the Romans wear pants? (No, they wore tunics and togas)
8. If a bee stings someone, will it die? (Yes)
9. Is it true that spiders feed on their own web? (Yes)
10. In a Korean circus, two crocodiles were taught to waltz. (Not)
11. Do penguins fly north for the winter? (No, penguins can't fly)
12. If you put a flounder on a chessboard, it will also become a checkered one. (Yes)
13. Spartan warriors sprayed their hair with perfume before the battle. (Yes, that's the only luxury they allowed themselves)
14. Do mice grow up to become rats? (No, these are two different orders of rodents)
15. Some frogs can fly? (Yes, in the rainforests of Asia and Africa)
16. Can children hear higher sounds than adults? (Yes)
17. Is the eye filled with air? (No, the eye is filled with liquid)
18. Are you taller in the morning than in the evening? (Yes)
19. In some places, people still wash with olive oil? (Yes, in some hot countries where water is scarce)
20. Can bats receive radio signals? (Not)
21. Owls can't roll their eyes? (Yes)
22. Is the elk a kind of deer? (Yes)
23. Do giraffes use their echoes to find the leaves they feed on at night? (Not)
24. Dolphins are small whales? (Yes)
25. Does a rhinoceros horn have magical powers? (Not)
26. In some countries, firefly beetles are used as lighting fixtures? (Yes)
27. Is a monkey usually the size of a kitten? (Yes)
28. Was Scrooge's lucky coin worth 10 cents? (Yes)
29. Did Duremar sell frogs? (No, leeches)
30. Do Eskimos dry capelin and eat instead of bread? (Yes)
31. Can a rainbow be seen at midnight? (Yes)
32. Most turnips are grown in Russia? (No, in America)
33. An elephant, meeting with an unfamiliar relative, greets him in the following way - does he put his trunk in his mouth? (Yes)
34. Was Hans Christian Andersen's real name Swensen? (No, Hans)
35. In medicine, the diagnosis of "Munchausen's syndrome" is made to a patient who lies a lot? 36. (No, such a diagnosis is made to a patient who has a constant desire to be treated)
37. The growth of the Horse - the Hunchback is two inches? (no, three)
38. First place among the causes of death from accidents in Japan in 1995. occupied high-heeled shoes? (Yes, almost 200 Japanese women have died from falling from high heels)
We all know from childhood that quickly raised is not considered fallen, blueberries and carrots are good for the eyes, and chicken broth is a must for colds. Scientists from different countries found out which of these statements are true, and which are common misconceptions that are easy to refute.
Apples prevent diseases
Not true
A popular English proverb says: "An apple a day keeps a doctor away" ("Whoever eats an apple a day, he does not have a doctor"). Matthew Davis from the University of Michigan decided to test the validity of this saying. More than 8,000 Americans took part in his experiment, of which 9% actually ate an apple every day.
Despite the undoubted benefits of this fruit, containing about 20% of the daily fiber, as well as iron, calcium and vitamin A, it turned out that apple lovers got sick just as often as those who preferred other fruits. In general, of course, you should not refuse apples, but these fruits clearly do not have amazing properties.
Chicken broth helps with colds
Truth
This was confirmed by American scientists from Mount Sinai Hospital, who published the results of their study in 2012. The experiment involved 15 people with symptoms of a cold. One was suggested cold water, others - hot, and still others were "treated" with chicken broth, which turned out to be relatively effective tool against colds.
The authors attribute the healing properties of the broth to carnosine contained in it, a substance that enhances immunity. Other components of the broth are also important: garlic and onions contain organosulfides important for the production of immune cells, and vitamin A from carrots contributes to the formation of protective antibodies.
Drink at least 8 glasses of water a day
Not true
The opinion that an adult needs to drink at least two liters of water daily is widely held among supporters of healthy lifestyle life.
This phrase was first published in the recommendations of the US Food and Nutrition Board (National Food and Nutrition Board) back in 1945. However, in those years it was longer and sounded like this: "The norm of fluid intake for an adult is about 2.5 liters per day ... but most of this amount is contained in the food consumed." Over the years, the ending of the sentence has been forgotten, and the provision of 8 glasses has remained popular for more than half a century.
Research results recent years indicate that regular consumption of large amounts of fluid does not affect health in any way. So, in 2010, Israeli scientists did not identify positive impact 8 glasses of water on the condition of the skin, thus refuting another myth about beauty and health.
Blueberries and carrots improve eyesight
partly true
Doctors often recommend that patients with reduced visual acuity include carrots or blueberries in their diet. But according to the database medicines natural origin (Natural Medicines Comprehensive Database), scientists have not yet been able to find conclusive evidence for the benefits of blueberries for the eyes.
As for vitamin A, which is rich in carrots, its importance for vision has been repeatedly confirmed by various studies. It is known that vitamin A deficiency is one of the causes of childhood blindness, and the introduction of this substance into the diet helps improve night vision and protects the cornea from dryness. However, carrots, like blueberries, are not capable of making vision sharper.
Quickly picked up does not count as fallen
Truth
Students from Aston University (UK) proved that this rule really works, and food that has been on the floor for less than five seconds is most often not dangerous to health.
The authors studied the likelihood of infection with E. coli and Staphylococcus aureus from pieces of food that fell on the floor. The experiment took into account the type of food, the type of flooring and the time that the food stayed on the floor. It turned out that food lying on the carpet became infected with bacteria much more slowly than pieces that had fallen on tiles or laminate. If the food was lifted within 5 seconds, then the risk of infection was generally minimal.
Research leader Anthony Hilton (Anthony Hilton) provides an interesting statistic: almost 90% of respondents said they always follow the “five second rule” and expressed their willingness to follow it in the future.
Laughter prolongs life
unknown
Whether laughter really contributes to longevity, scientists have not yet been able to find out, but its health benefits are undeniable. So, Robin Dunbar (Robin Dunbar) from Oxford in 2011 proved that laughter reduces sensitivity to pain. It turned out that with such an active manifestation of positive emotions, the diaphragm, the muscles of the back and abdomen tighten, and this muscle tension entails the production of “hormones of joy” endorphins, which improve the psychological state and help to cope with pain.
There is good news for those who are overweight. Maciej Buchowski and his colleagues believe that you need to laugh every day. Scientists have calculated that 15 minutes of laughter a day can burn up to 40 kilocalories. This means that merry fellows can lose about two kilograms in a year, just not forgetting about jokes and good mood!
Ksenia Skrypnik
Photo thinkstockphotos.com
MBOU Krasnokommunarskaya secondary school
Report on the topic:
"Implementation of the strategy of semantic reading
in math class »
Prepared by: math teacher
MBOU Krasnokommunarskaya secondary school
Yapieva A.V.
2014-2015 academic year
"Implementation of the strategy of semantic reading in mathematics lessons"
“These kind people do not even suspect what
It's worth the time and effort to learn to read.
I AMI myself used it for 80 years and I can’t say everything,
to fully achieve the goal"
I. Goethe
The global processes of informatization of society have placed theorists and practitioners in the field of education before the need to develop new approaches to teaching reading.
Now there is an information explosion and at the same time an information crisis. Contradictions appear between the limited abilities of a person to perceive and process information and the existing powerful flows of information. It is necessary to prepare students for the rapid perception and processing of large amounts of information, mastery of modern means, methods and technologies of work.
The Federal State Educational Standard, which reflects the social order of our society, emphasizes the importance of teaching semantic reading, and notes that reading in the modern information society is of a “metasubject” nature and the ability to read meaningfully is a universal learning activity. This means that in each subject, work should be carried out on the formation and development of semantic reading skills. In the 21st century, the problem of reading attracts the attention of theorists and practitioners around the world. The ancient Greeks said: "He is illiterate: he can neither read nor swim." Today, reading, along with writing and computer skills, is one of the basic skills that allow you to work productively and communicate freely with different people.
Reading is a multifunctional process. On the one hand, literate reading skills are necessary when working with a large amount of information. This ensures success for adults in work, and for children in school. On the other hand, reading plays important role in the socialization of students. And finally, reading performs an educational function, forming a person's evaluative and moral position.
If we talk about the mathematical literacy of students, then its development is directly related to the development of semantic and functional reading skills.
In order to complete the task, students must:
Be able to extract and analyze information obtained from the text;
Be able to critically evaluate this information;
But here's the paradox, we all understand perfectly well what students should know and be able to do,
but how to organize studying proccess in the lesson, so that every, the most negligent student could say: “I know and can do it”
We say: "The lesson is the main form of organization of learning." But lessons can be
different as well as their results.
What lesson can be considered the most effective?
Is it possible to derive a formula for an effective lesson?
Let's try.
Firstly, the child in the lesson should be interested and understand why he is studying
this material and where it can apply the acquired knowledge;
Secondly, the lesson should create a situation in which students
acquire knowledge in the process of active cognitive activity;
And, finally, thirdly, if students successfully complete tasks not only in
model, but also in a changed situation (ideally, when this situation
as close as possible to a specific life problem), then it is precisely this
Teaching mathematics should be focused not only on mathematical
education, in the narrow sense of the word, but also on education through mathematics, tk. the ability to apply mathematical knowledge is the basis of a successful and prosperous life for our students.
Consider the application of elements of development technology critical thinking(TRCM), the use of which allows you to implement the ideas of the semantic reading strategy in a mathematics lesson.
Critical thinking is a system of thinking strategies and communicative qualities that allow you to effectively interact with the information reality. If our students can and read literary works, then the situation is different with educational and scientific texts. Therefore, the use of TRCM in the activity allows solving this problem.
Reception "Representation of information in clusters"
Clusters are used for structuring and systematizing the material. Most often I use this type of work in the final lessons on a specific topic.
cluster – way of graphic organization educational material, the essence of which lies in the fact that in the middle of the sheet the main word (idea, topic) is written or sketched, and on the sides of it the ideas (words, drawings) associated with it are fixed.
I suggest that the children read the material being studied, which was provided in textbooks or recorded in dictionaries, and around the main word (the topic of the lesson), write out the key, in their opinion, concepts, expressions, formulas. And then together during the conversation or the guys working in pairs, groups fill in these key concepts, expressions, formulas with the necessary information.
Reception "Insert"
Reception "Insert" is the marking of the text as it is read.
It is used to stimulate more careful reading. Reading becomes an exciting journey.
1. Reading is individual.
1. While reading, the student makes notes in the text: V - already knew; + - new; - thought otherwise; ? - I do not understand, there are questions.
2. Reading, the second time, fill out the table, systematizing the material.
Already knew (V)
Learned new (+)
I thought otherwise (-)
Have questions (?)
Records are kept short keywords, phrases. After completing the table, students will have a mini-outline.
After the students fill in the table, we summarize the results of the work in the conversation mode. If the students have any questions, then I answer them, having previously found out if one of the students can answer the question that has arisen. This technique contributes to the development of the ability to classify, systematize incoming information, highlight the new.
Methods for asking questions:
- "Thick" and "thin" question (at the stage of knowledge control).
Questions of this kind arise throughout the lesson of mathematics. Or you can offer students a task: make up questions on the topic, on the text of the paragraph, etc.
"Thick" questions
"Subtle" questions
Explain why....?
Why do you think….?
Guess what would happen if...?
What is the difference…?
Why do you think….?
Who..? What…? When…?
Maybe…? Could...?
Was it...? Will…?
Do you agree…?
Is it true…?
- Question table . The basis is questions that begin with question words.
What?
Who?
When?
How?
Why?
What for?
Reception " Analyze ideas, assumptions, texts.
Analysis is the starting point mental operation from which the thinking process begins. To implement it, you need to decompose the idea or object into its component parts.
I propose to analyze the text according to the scheme: “I understand this and I will explain it to another”, “I understand this, but I cannot explain it”, “I don’t understand this”.
Reception "I believe - I do not believe"
Carried out for the purpose ofarouse interest in the study of the topic and create positive motivation self-study text on this topic.
It is held at the beginning of the lesson, after the presentation of the topic.
Question
“+” I believe
“-" I do not believe
1. Do you believe that the simplest of curved lines is a circle?
2. Do you believe that the ancient Indians considered the most important element circle radius, although they did not know such a word?
3. Do you believe that for the first time the term "radius" occurs only in the 16th century?
4. Do you believe that in Latin, radius means “beam”?
5. ……………………………………….
Reception "Homework".
I suggest that students independently analyze the problem, study the theoretical block, etc. Fill in the table in the notebook:
I know
found out
I want to know
Questions have arisen
"Chamomile of questions" ("Chamomile Bloom").
Six petals - six types of questions.
Simple questions. Answering them, you need to name some facts, remember, reproduce some information. I use it on traditional forms of control: on tests, when using terminological dictations, etc.
Clarifying questions . Usually they begin with the words: “So you say that ...?”, “If I understand correctly, then ...?”, “I may be wrong, but I think you said about ...?” . The purpose of these questions is to provide feedback student about what he just said. It is very important to ask these questions without negative facial expressions.
Interpretive (explanatory) questions . They usually start with "Why?". In some situations (as mentioned above) they can be perceived negatively - as a coercion to justify. In other cases, they are aimed at establishing causal relationships. If the student knows the answer to this question, then he "turns" from an interpretative one into a simple one. Therefore, this type of question "works" when there is an element of independence in the answer to it.
creative questions . When there is a particle “would” in the question, and in its wording there are elements of convention, assumption, fantasy forecast. “What would change in .... if ....?”, “What do you think, how will it be ....?”
Evaluation questions . These questions are aimed at clarifying the criteria for evaluating certain facts. “How is……different from……?” etc.
Practical questions. This questions aimed at establishing the relationship between theory and practice. For example: "Where in ordinary life could you observe symmetry?".
The listed methods of working with text in the lesson allow you to create conditions for the formation of universal learning activities (UUD):
Cognitive:
Find (in textbooks and other sources, including using ICT) reliable information necessary to solve educational and life problems;
Possess semantic reading - independently read actual, subtextual, conceptual information;
Analyze (including highlighting the main thing, dividing into parts) and generalizing, proving, drawing conclusions, defining concepts; build logical reasoning - at a simple and complex level;
Classify (group, establish a hierarchy) according to given or independently chosen grounds;
Compare objects according to specified or self-defined criteria (including using ICT);
Establish analogies (create object models) to understand patterns, use them in solving problems;
Submit information to different forms(figure, text, table, plan, diagram, theses), incl. using ICT.
Regulatory UUD:
Determine the goal, the problem in the activity: educational and life-practical;
Plan activities
Work according to the plan, referring to the goal, find and correct errors.
Communicative UUD:
Express your opinion (in a monologue, dialogue), arguing it, confirming it with facts, putting forward counterarguments in the discussion;
Correct your opinion;
Create oral and written texts to solve communication problems - with the help and independently;
Consciously use speech means in accordance with the situation of communication;
Organize work in pairs, groups.
Personal UUD:
It is reasonable to evaluate one's own and other people's actions, based on universal values;
Learn new social roles and rules, to learn to critically comprehend them and their behavior.
The use of TRCM techniques allowsforma culture of cooperation, a culture of working with information, the development of a critical position both in relation to the outside world and in relation to oneself, i.e. form a "thinking person". The student becomes the subject of educational and cognitive activity, he develops the mental skills necessary for life in modern world: the ability to critically relate to information, independently make decisions and draw conclusions.
References:
Surtaeva N.N. Humanitarian technologies in modern educational space. - Omsk.: BOU DPO "IROUOO", 2009.
All-Russian video conferenceOreshkin Viktor Georgievich "Critical Thinking: Technology and Techniques", March 2012
Zagashev I.O., Zair-Bek S.I., Mushtavinskaya I.V. Teaching children to think critically. - St. Petersburg .: "Rech", 2003 ().
Kuropyatnik I.V. Reading as a strategically important competence for young people // Pedagogical workshop. Everything for the teacher. - 2012. - No. 6
Formation of universal educational activities in basic school: from action to thought. Task system: teacher's manual / edited by A.G. Asmolov. – M.: Enlightenment, 2010.
STATE-FINANCED ORGANIZATION
PROFESSIONAL EDUCATION
KHANTY-MANSIYSKY AUTONOMOUS REGION - YUGRA
"LANGEPAS POLYTECHNICAL COLLEGE"
BRANCH IN POKACHI CITY
Active learning methods
Game "I don't believe"
BU "Langepas Polytechnic College" Branch in Pokachi
Askhabova Svetlana Saypullaevna
Pokachi
2017
Active learning methods
In pedagogical practice, various ways of activating cognitive activity are used, the main ones among them are a variety of forms, methods, teaching aids, the choice of such combinations of them, which in situations that arise stimulate the activity and independence of students.
Teaching methods - techniques and methods, joint work of the teacher and students in the transfer and assimilation of knowledge, skills and abilities, as well as in the development of abilities and professional qualities necessary in practical activities.
Active learning methods - this is a set of ways to organize and manage the educational and cognitive activities of students, which have the following main features:
Forced learning activity;
Self-development of solutions by trainees;
High degree involvement of trainees in the educational process;
- a primary focus on the development or acquisition of skills and abilities;
Constant communication between students and teachers and control over independent work learning.
Active learning methods are divided into two types:
active teaching methods of the 1st type are focused on the independent activity of the student, problematic. But they lack an imitation of real circumstances in a conditional situation; active learning methods of the 2nd type (imitation) are divided into non-game and game.
A place of honor in biology lessons is occupied by game moments.
Games are familiar from childhood to every person. In the course of the game, the abilities of a person develop, his capabilities are revealed and conditions for the exchange of information are created. game forms differ in that the learning process is as close as possible to practical activities. According to the nature and interests of their role, students must make practical decisions. Most often they have to play their role in the conflict situation inherent in the content of the game. Decisions in many games are made collectively, which develops students' thinking, communication skills. During the game, a certain emotional mood arises, activating the learning process.
All didactic games can be classified into classroom games and extra-curricular games.
Both of them should be characterized by the following features:
- Strict rules that are better not to break;
The whole class should take part in the game;
Games get harder with age.
The educational game performs several functions:
It has an impact on the personality of the student, developing his thinking, expanding his horizons;
- teaches you to navigate in a specific situation and apply knowledge to solve a non-standard educational problem;
Motivates and stimulates cognitive activity students, contributes to the development of cognitive interest.
Like any activity, the game activity in the lesson must be motivated, and students need to feel the need for it.
- an important role is played by the psychological and intellectual readiness to participate in the game.
To create a joyful mood, mutual understanding, friendliness, the teacher must take into account the character, temperament, perseverance, organization, health status of each participant in the game.
- the content of the game should be interesting and meaningful for its participants; the game ends with results that are of value to them
Game "I don't believe"
The game is played among 1st year students of the PAM-116 group
Target : formation of ecological culture and ecological
competence of students
Tasks : Formation of natural science competence of students. Raising an attentive, careful attitude to nature, the Earth, a sense of responsibility for it. Raising a creative attitude to solving environmental problems. The development of observation and mental activity of adolescents.
The event is held in the form of the game "I believe it or not"
Equipment : computer, multimedia projector
Game progress
I.Introduction
Hello guys! Today we have gathered here to play, to play together, provocatively, cheerfully. Today we have an interesting contest of wit and knowledge. Our intellectual game is dedicated to environmental issues. It's called "Believe or Don't Believe".
The game loves resourceful children.
Think if you're stupid
Answer intelligibly.
Let the fun game know help you:
Why? What for? When?
You can find out everything.
There will be no losers here
Only knowledge will win.
It doesn't matter that it will be difficult
Throw away suffering.
Game conditions:
The game is played between two teams. We ask the teams to take the prepared places.
Each team will be asked questions in turn, to think about the answer for no more than 15 seconds, you must answer whether you believe it or not. For each correct answer, the team receives 1 point, for the addition to the answer - 0.5 points.
Keep quiet, for violation of discipline the team will be deducted points.
II. Team View
III. Game questions: Well, now questions to the teams. Questions start with words"Do you believe?"
Do you believe that...
Do you believe that the main pollutant in urban environments is transport.Yes
The book in which rare plants and animals are entered is called green. Not
The main safety rule after a good day in nature is to put out the fire and clean up after yourself?Yes
In the tundra, mushrooms are taller than trees.Yes
Each person has an individual tongue print.Yes
3. Florida has a law that allows monkeys to drive.Not . The law forbids them to drive a car.
In Germany, motorways have special crossings for frogs and toads in case of ice.Yes
You can eat the fruits of the sausage tree.Not
In 1983, the Japanese Tsutomu managed to write on a human hair: “Beijing. China".Not . He wrote "Tokyo. Japan".
The Arabs call the Nile "El-bar", which means "sea".Yes
Bamboo is the tallest grass in the world.Yes
The horse snorts to warn of danger.Not , clears his nose to better sense where it is dangerous.
Only lone wolves howl at the moon.No.
US maps show five oceans.Yes
Some mammals can rotate their necks 270 degrees.Yes e.g. sloths.
Moose can walk in swamps because they have webbed feet.Yes
Only development road transport in the United States stabilized the number of populations of house sparrows in cities.Yes , since the main sources of food - forage warehouses and manure - have disappeared. Until that time, the number of sparrows could not be reduced by any means.
The thickness of the ozone layer is -10 mm.Not, 3mm
The absorption of solar energy by plants is necessary condition existence of the biosphere.Yes
The most efficient way to save environment for future generations is Active participation in compliance with environmental laws.Yes
IV. Summing up the game
Currently, domestic education is in the process of reform. One of the directions for the development of reforms is the wider use of the competency-based approach, which is dictated by the desire to give education a personality-oriented character and to form schoolchildren's skills to work in specific situations.Activation of the mental activity of students is a condition for the successful socialization of the child in a real society. "Socialization" is the broadest concept among the processes that characterize the formation of an individual. It involves not only the conscious assimilation by the child of ready-made forms and methods of social life, ways of interacting with material and spiritual culture, adaptation to society, but also the development of their own social experience, value orientations, their lifestyle. Currently, the technology for the development of critical thinking (TRCM) is being actively introduced into the educational practice of general education. The purpose of this educational technology is to develop the mental skills of students, which are necessary not only in studies, but also in everyday life (the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc., i.e. communicative and reflective skills and actions of students) . The use of critical thinking technology in the lessons of informatics and ICT allows you to create favorable conditions for the activation and development of mental abilities.
There are quite a few techniques that can be used only at certain stages or at all stages. Computer science classes use techniques such as“I believe - I don’t believe”, “Insert”, “ZHU”, “Thick and thin questions”, “Clusters”, “Reading with stops”, “Sinquain”. So, at the stage of the call, the techniques “I believe I do not believe”, “Basket of ideas”, the table “ZHU” are used. At the stage of the call, there is a formation of personal interest in obtaining new information. The student must remember what he knows.
Students need to be taught to read diagrams, draw up supporting notes. To develop these skills,Reception Clusters .
"Clusters" - a bunch of grapes, highlighting the semantic units of the text and their graphic design in a certain order in the form of a "bunch".
Clusters can become both a leading technique at the stage of challenge, reflection, and a lesson strategy as a whole. "Bunches" graphic method of systematization of the material.
Example.
It is necessary that students independently learn how to work with a textbook, be able to read texts meaningfully, highlight the main thing from what they read, and correctly understand the question in assignments. To achieve these goals, you can use various techniques, for example, compiling a questionnaire to the text, the "insert" technique, the "believe - do not believe" technique.
Reception "Insert" reading text with notes:
"+" - I knew it
"-" - I did not know that
After that, the table is filled in, the main provisions of the text are written out
This technique is used at the stage of comprehension.
The graphic form of work in the lesson helps to understand what can be said on a given topic, to systematize existing knowledge.
"Insert" contributes to the formation of personal UUD (meaning formation), regulatory (goal setting, control, self-assessment), cognitive general educational UUD.
Reception "I believe I do not believe."
Used during the call stage.
Example. The topic of the lesson is Number Systems.
Call stage . There are cards with questions on the students' tables. They all begin with the words “do you believe that…” The answer to the question can only be “yes” (+) or “no” (-) Put the appropriate mark in the first column (a). Work in pairs.
The content of the card (nabout Starikov's poem "An Extraordinary Girl"):
p/pQuestions
"a"
"b"
Do you believe that…..
She was one thousand one hundred (13) years old,
She went to the one hundred and first (6) class,
She carried a hundred (4) books in her portfolio - all this is true, not nonsense.
When, dusting ten (2) feet, she walked along the road,
She was always followed by a puppy with one tail, but with a hundred legs (4).
She caught every sound with her ten (2) ears,
And ten (3) tanned hands were holding a briefcase and a leash.
And ten (2) dark blue eyes viewed the world as usual, But everything will become quite ordinary when you understand our story.
After listening to the students' answers, the teacher fills in the first line of the table drawn on the board:
a)
b)
Thus, personal, regulatory, cognitive UUD are formed.
Understanding stage content. Summing up the work with the questions of the table, students compare the results of their reflections with each other in pairs. It turns out that the opinions of students regarding the truth of some statements did not coincide. Thus, a situation of doubt arose: am I right, which of us is right?
The teacher invites students to solve the problem situation that has arisen, and for this, formulate questions that need to be answered and ways to acquire new knowledge. Students refer to the text of the textbook "Translating numbers from the binary number system."
For the most thoughtful reading, you can invite students, while reading the text, to place icons in its margins with a pencil:
"+" - I knew it
"-" - I did not know that
"!" - it surprised me (I thought differently)
"?" - I do not understand, I have questions, I would like to know more.
Having finished working with the text, the pairs return to the questions considered at the beginning of the lesson (fill in the values “+”, “-”, “!”, “?” column “b”), share their opinions with the class.
But this does not mean that the students answered all the questions correctly.
Reflection stage .
The teacher offers to discuss the results. He must find out if they have any questions about the text. Next, the teacher returns to the last column of the table, in which we indicate the correct answers. He should ask the students if they have any questions about the text. He explains if necessary. We write the algorithm for converting numbers from the binary number system.
The continuation of the stage of reflection can be the implementation of exercises on the topic under consideration.
Reception "Know-I want to know - I found out (ZHU)"
At the “Challenge” stage, the teacher announces the topic of the lesson “Prehistory of Informatics” and asks students to remember everything they know about the means of storing, processing and transmitting information, and write this information in the first column of the table “I Know - I Want to Know - I Learned (ZHU)” :
I knowI want to know
found out
In pairs, students introduce each other to the content of their notes. Several students, at the request of the teacher, report the information they know about the means of storing, transmitting and processing information to the whole class, the rest, if necessary, make additions and clarifications.
The teacher invites students to fill in the second column of the table, and for this, formulate questions about the means of storing, processing and transmitting information to which the children do not know the answers. As a support, students can be offered a list of interrogative questions.words: what, what, how, how much, where, why, when?
After completing the task individually, students discuss questions in pairs and choose the most interesting and most important questions for understanding this topic. The teacher also writes them down on the board.
At the “comprehension” stage, students are invited tofind answers to the questions. Students list sources and search methods: you can refer to a textbook, to any Internet search engine. The teacher asks students to exchange information on the issues found, that is, organizes the consolidation of the knowledge gained.
- Tell us about what you already knew ....
- What have you learned?
- What in this information especially surprised you, attracted your attention?
At the “reflection” stage, the teacher invites students to return to the list of questions compiled at the beginning of the lesson and find out if all the questions have been answered, as well as ask new questions that have arisen in the process of working with information. If students have unanswered questions.
The continuation of the reflection stage may be the final text, beginning with the words: “It turns out…”.
Using the techniques "I believe - I do not believe", "ZHU" encourages the student to analyze their own knowledge and determine the purpose of the study of the topic being studied. The task of the teacher at this stage is to summarize the knowledge of students on this topic, to help each student determine "his personal knowledge" and the main goals. These techniques not only make it possible to interest the child in information and update existing knowledge, which contributes to the formation of personal universal educational activities, but also to form other types of UUD. Thus, the "I believe - I do not believe" technique is aimed at testing hypotheses, developing the ability to predict and analyze concepts, and this is nothing more than cognitive and regulatory UUD. Using this technique, we contribute to the development of the ability to read the text and understand what is read, as well as find the right one. This is nothing more than cognitive general educational activities. Correlation of one's opinion with the author's text contributes to the development of regulative actions, and discussion in groups - communicative universal actions. Using the technique helps to interest children, contributes to a more meaningful acquaintance with the text. We contribute, thus, to the formation of personal UUD (meaning formation).
Brainstorm
When working, you need to pay attention to the hierarchy of issues that
accompany each stage of the "Brainstorm":
Level I - what do you know?
II level - how do you understand it? (application of other knowledge, analysis)
III level - application, analysis, synthesis
Job example:
The topic of the lesson is "Information Protection"
Questions:
*What threatens information?
*Who needs to be protected from?
