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Algorithm for constructing a lesson withinsystem-activity approach
1. Present the lesson in the form of logically completed modules
with a clearly defined goal and a planned result.
2. Based on the subject of the lesson, the purpose of the module, taking into account
age-related psychological characteristics of the development of children,
choose a pedagogical technique or technique from the bank of techniques.
3. Analyze the resulting lesson scenario from the point
view of the system-activity approach. Consider
selected methods or techniques for the use of ICT
for their implementation.
4. Evaluate the efficiency of the lesson, based on the principle of ideality:
the maximum effect of students' learning activities with
minimal teacher activity. lesson modules
use to achieve
goals
1. Beginning of the lesson
Non-standard entrance to the lesson.
Delayed answer.
Associative line.
Surprise!
Fantastic supplement.
Unannounced topic.
2. Updating knowledge
Sign chain I'm taking you with me.
Well no.
Step by step. Before after.
Jockey and horse.
Thick and thin question.
Question words.
Agree - disagree.
game goal.
Basket of ideas, concepts, names.
Development canon.
False alternative.
Most often updating knowledge
students at the beginning of the lesson teacher
conducted either in the form of a survey or
form of self-checking
work, or calls
"remember", "think"
"suggest".
However, the most effective
ways can be tricks and
TRIZ and TRCM techniques. lesson modules
3. Learning new things
material
The choice of the form of learning new
material in the lesson depend
on many factors: features
and level of preparation of children,
features of the subject
features of the topic, opportunities
and technical equipment of the office,
teacher skill.
Many years of experience of experimental teachers showed that
that even in the most "hopeless"
"uninteresting" cases
find a way that will allow
simply introduce students to a new
theme, but also to organize them
independent activity on
learning new material.
methods and techniques that can
use to achieve
goals
Ping-pong "Name - Meaning".
Catch the error.
Insert
Listen-talk-discuss
ZHU
Good bad.
Connections
Zigzag
IDEAL strategy.
Your support.
Whole-part. Part-whole.
Inventive task
TRIZ constructor "Event"
TRIZ constructor "Combination
opposites" lesson modules
4. Discussing and solving problems
In most cases, the search for a solution to the problem occurs
at the stage of learning new material. However, the ability to decide
problems need to be taught, and this is not always appropriate and
effective in the case when there is not enough knowledge.
It is possible to allocate time in the classroom for
developing the ability to solve problems and plan their own
actions to implement the plan.
five . Solving educational problems
As a rule, to solve educational problems in the lesson,
Enough time to organize your own
children's activities. At this stage, it would be effective
solve not only those tasks that are developed by the authors
textbooks. At the moment, not all modern textbooks
and problem books are filled with truly educational problems,
the solution of which forms universal actions
schoolchildren. Therefore, the teacher can use
algorithm for developing an inventive or situational
tasks in order to fill the content of the lesson
tasks that meet the requirements of the system-activity approach. You can also use other
pedagogical techniques for organizing independent
students' activities.
methods and techniques that
can be used for
achievement of the
goals
IDEAL strategy.
Fishbone strategy.
Force analysis.
Generators-critics.
Venn diagram.
Reverse brainstorming.
morphological box.
Create a passport.
situational tasks.
inventive tasks. lesson modules
6. Knowledge control, feedback
Knowledge control can be carried out as a traditional
form- test, test, written survey,
dictation, composition, testing; as well as using
TRIZ strategies.
The greatest effect at this stage can be obtained:
if you give students a choice of several tasks
different levels;
if you use non-traditional forms of conducting
control;
if included in verification work tasks that
indicate the boundaries of the application of existing knowledge,
open up new possibilities and unknown knowledge.
7. Formation of the ability to ask
questions
The ability to ask questions is one of the
the life of every person. You can learn to ask questions
at different stages of the lesson. The main thing is to reveal to students
variety of types of questions and ways of formulation. FROM
this purpose can be used as "Chamomile questions
"Bloom" and author's pedagogical techniques.
methods and techniques that
can be used for
achievement of the
goals.
Mind map method.
Jockey and horse.
chain of signs.
Venn diagram.
Backpack
I want to ask you.
Thick and thin question.
Question words.
question for the text.
Bloom Chamomile. lesson modules
8. Reflection
In the practice of organizing reflection
there are a large number
tricks. When organizing reflection
it is important to remember that the techniques should
diversify, each reception has its own
place in the subject and topic of the lesson,
reflection is not for the teacher,
not for the logical conclusion of the lesson,
but for the student.
methods and techniques that can
use to achieve
goals
"Telegram".
Colored fields.
Thoughts in time.
Six hats.
Sincwine.
Rating.
Haiku.
Diamond.
Before after.
ZHU
Tell me your I.
Backpack. Reception “Non-standard entrance to the lesson”
Universal reception aimed at inclusion
students into active mental activity from the first minutes
lesson.
The teacher starts the lesson with a contradictory fact,
which is difficult to explain on the basis of current knowledge.
Example.
Physics. The topic of the lesson is "Heat transfer".
Before the start of the lesson, put a carafe of water on the window, and
before the students enter, turn it opposite
side. Ask the children to touch the decanter with their hand and
explain why the side of the decanter facing the sun
cold and the opposite is warm.
Reception "Delayed answer"
activation of mental activity of students on
lesson.
Forms:
ability to analyze and compare facts;
ability to identify contradiction;
ability to find a solution with available resources.
1 reception option. At the beginning of the lesson, the teacher gives
riddle (surprising fact), the answer to which (the key to
understanding) will be opened in the lesson when working on a new
material.
2 reception option. Riddle (surprising fact)
give at the end of the lesson to start the next lesson with it.
Reception "Associative series"
To the topic or specific concept of the lesson
you need to write out the association words in a column.
The output will be:
If the series turned out to be relatively
correct and sufficient, give the task
make a definition using the
words; then listen, compare with the dictionary
option, you can add new words to
associative series;
Leave a note on the board, explain the new
topic, return at the end of the lesson, add something
or erase.
Reception "Surprise!"
Description: universal reception,
aimed at activating the mental
activities and attracting interest in the topic
lesson.
Forms:
ability to analyze;
ability to identify and articulate
contradiction.
The teacher finds a point of view
which even well-known facts
become a mystery. Reception “Fantastic Supplement”
A universal approach aimed at
attracting interest in the topic of the lesson.
Admission provides for the transfer of educational
situations in unusual conditions or environments.
You can be transported to a fantasy planet;
change the value of some parameter, which is usually
remains unchanged; come up with a fantastic
animal or plant; transfer a literary hero to
modern times; consider the usual situation
unusual point of view.
Reception “Unannounced subject”
Universal reception, directed
creation of external motivation for studying the topic
lesson.
This approach allows you to attract
students' interest in learning a new topic, not
blocking the perception of incomprehensible terms. Reception "Chain of signs"
Universal TRIZ technique aimed at updating
students' knowledge about the features of those objects that
are included in the work.
Forms:
the ability to describe an object through the names and values of features;
the ability to determine the hidden parts of the model from the given parts
parts;
ability to draw up an internal plan of action.
1st student names the object and its attribute (“the squirrel has a case”);
2nd names another object with the same value of the specified
sign and another sign (“he has a part of speech”);
3rd names his object on a similar basis and a new one
sign ("I - the number of syllables"), etc., until
there is someone who can continue the chain.
Reception "Yes-no".
Universal reception of TRIZ technology: able to captivate and
small, and adults; puts students in an active position.
Forms the following universal learning activities:
the ability to link disparate facts into a single picture;
the ability to organize existing information;
The teacher thinks of something (number, subject, literary
hero, historical person, etc.). Students try to find
response by asking questions that the teacher can answer
only words: "yes", "no", "and yes and no".
Reception "I'm taking you with me"
Universal TRIZ technique aimed at
to update students' knowledge
contributing to the accumulation of information about
signs of objects.
Forms:
the ability to combine objects in a common
sign value;
the ability to determine the name of the attribute, by
which objects have general meaning;
ability to compare
the number of objects;
the ability to create a holistic image
object from its individual features.
The teacher guesses a sign by which
collects a lot of objects and names
first object. Students try to guess
this feature is called in turn
objects that, in their opinion, have a theme
same sign value. The teacher answers
whether he takes this object or not. A game
continues until someone
children will not determine on what grounds
a multitude gathers. Can be used
as a warm-up in class. Reception "Jockey and horse"
Reception "Step by step"
Acceptance of interactive learning. Is used for
activation of previously acquired knowledge.
Pupils, walking to the blackboard, call the term for each step,
concept, phenomenon, etc. from previously learned material.
Example. In biology class. The students walk towards the blackboard. AND
each step is accompanied by the name of some
plants from the cruciferous family, or an animal from
canines, or parts of the human circulatory system, or
something else. In the lessons of other subjects, students quite
can pace, naming paintings by Rubens,
architectural styles, marginal or non-limiting
hydrocarbons, the main battles of the Thirty
wars, the names of the Apostles or Grand Dukes of Moscow,
spelling, words on the topic "Family" and so on.
Source: electronic periodical
"Effective educational technologies". Issue 1.
2008 Editor-in-Chief, Ph.D. Professor Guzeev V.V
Distance technologies and training
Acceptance of interactive learning. The form
collective learning.
The class is divided into two groups: jockeys and
"horses". The first to receive cards with
questions, the second - with the correct answers.
Each "jockey" must find his "horse".
This toy is applicable even in study lessons
new material.
Its most unpleasant feature is the need
the whole group of students to walk at the same time
by class, it requires a certain
the formation of a culture of behavior.
Reception "Game goal"
Universal reception-game aimed at
activation of mental activity
students in the lesson. Allows you to include in the game
shell big number monotonous examples
or tasks.
Forms:
learning skills;
teamwork skills;
the ability to listen and hear each other.
Offered in game form team or
a group of students to perform a series of the same type
tasks for speed and accuracy. Reception “Basket of ideas, concepts, names”
This is a method of organizing individual and group work.
students at the initial stage of the lesson, when there is an update
their experience and knowledge. It allows you to find out everything
what the students know or think about the topic under discussion. On the
board, you can draw a basket icon, in which conditionally it will be
collected everything that all students together know about the topic under study.
Example. Many lessons in learning new material begin with
reception "Basket", on the board are shown or displayed
through the projector the main ideas of the upcoming lesson. For example, on
lesson in the study of the "Linear Algorithm" can be offered
students to express how they think which algorithm can be
call linear, give examples. In the lesson of the study of the "Cycle"
offer to suggest what a cycle is, what examples
cyclic actions they can result.
Reception “Developing canon”
Admission to the development of logical
thinking. Three words are given, the first two
are in certain relationships.
Find the fourth word so that it
the third was in the same relationship.
Example
Reception "Before-After"
Reception from technology of development of critical thinking. He can
be used at the 1st stage of the lesson, as a technique that updates
students' knowledge. And also at the stage of reflection.
Forms:
the ability to predict events;
the ability to correlate known and unknown facts;
the ability to express one's thoughts;
ability to compare and draw conclusions.
In a two-column table, the "To" part will be filled in, in which
The student writes down their thoughts about the topic of the lesson.
problem solving, can write down a hypothesis.
The "After" part is completed at the end of the lesson, when a new one has been learned.
material, an experiment was conducted, a text was read, etc.
Next, the student compares the contents of "Before" and "After" and makes
output.
Term - sum \u003d factors -?
Circle - circle = ball -?
Birch - tree \u003d poem -?
Song - composer = plane - ?
Rectangle - plane = cube - ? Strategy "Question words".
Reception "False alternative"
Universal TRIZ technique. Attention
the listener is led away with
alternatives "either-or", absolutely
arbitrarily expressed. Neither of
The suggested answers are not correct.
Example.
The teacher offers randomly the usual
riddles and false riddles, children should
guess and indicate their type.
For example:
What is 8 and 4: 11 or 12?
What grows on a birch - apples or pears?
The word "clock" - is written as "chesy" or
"numbers"?
Who swims faster - duckling or
Chick?
Capital of Russia - Moscow or Minsk?
What animals live in Africa - mammoths or
dinosaurs?
How many seconds are there in a minute - 10 or 100?
Universal reception of TRCM, aimed at the formation
ability to ask questions, and can also be used to
updating students' knowledge on the topic of the lesson.
Students are offered a table of questions and terms on
learned topic or a new lesson topic. Must be compiled as
as many questions as possible using question words and
terms from two columns of the table.
Example: Why crimes are committed in the area
information related activities?
How much law, ensure the security of information in
Russia?
How many categories of information crimes are there? And
etc.
Question words
Basic concepts of the topic
How?
Information
What?
crimes
Where?
Law
Why?
Article
How?
Security
Where?
Categories
Which?
What for?
How?
What is the relationship?
What does it consist of?
What is the purpose? Reception "Agree - Disagree"
Reception "Thick and thin question"
A universal technique that contributes to the actualization
knowledge of students and activation of mental
activities. This approach allows you to quickly
include children in mental activity and logically
go to the topic of the lesson.
This is a trick from the technology of developing critical
thinking is used to organize
interrogation.
the ability to formulate questions;
ability to relate concepts.
A subtle question suggests an unambiguous
short answer.
A thick question suggests a detailed answer.
After studying the topic, students are asked to
formulate three "thin" and three "thick"
questions related to the material covered.
They then interrogate each other using
tables of "thick" and "thin" questions.
Example.
On the topic of the lesson "Information Security"
you can invite children to ask a thick and
subtle question.
Subtle question. What groups of information
crimes you know?
Thick question. What examples from life
serve as proof of security
information security of the individual in
our state?
Source: Zagashev I.O., Zair-Bek S.I.
Critical thinking. Critical thinking:
development technology. - St. Petersburg: Alliance-Delta,
2003.
Forms:
the ability to assess a situation or facts;
the ability to express one's opinion.
Children are invited to express their attitude to a number of
statements according to the rule: agree - "+", disagree -
«-».
Example.
When studying the topic "Multimedia presentation",
the following statements can be made:
1. The presentation consists only of text and pictures.
2. The design of the design should be different on each
slide.
3. The more text, the better.
4. It is better if the change of slides is carried out on click, and
not automatically.
5. The less animation effects, the better.
6. The presentation may be educational.
Note that the results are not disclosed by the children,
the teacher only pronounces the "ideal" option
answers and asks to correlate it with what happened with
each of the students. Reception “The whole is a part. Part-whole”
Admission to Development logical thinking. For the first
in a couple of words, you should determine which rule has
here is the place: whole-part or part-whole. For the word
of the second pair, you need to specify from the proposed options the one
which matches the found rule
Example.
1. Car - wheel;
gun a) shoot b) trigger c) weapon
Reception "Zigzag"
This strategy can be used to develop
students with the following skills:
analyze the text together with other people;
conduct research work in a group;
available to transfer information to another person;
independently determine the direction in the study
some subject, taking into account the interests of the group.
Example.
Reception is used to study and systematize
large amount of material. For this, it will
first break the text into semantic passages for
mutual learning. The number of passages must match
the number of group members. For example, if the text is broken into
5 semantic passages, then in groups (let's call them conditionally
workers) - 5 people.
Source: Material from Letopisi.Ru
Reception "Insert".
Adoption of critical technology development
thinking. Used to form
such a universal educational action how
ability to organize and analyze
information. The authors of the reception are Vaughan and Estes.
"Insert" is:
I - interactive - self-activating
N-noting
S - system - system markup
E - effective - for effective
R - reading - reading
T - thinking - and reflections
Reception is used in three stages:
While reading, students mark the text
icons ("V" - already knew; "+" - new; "-" thought differently; "? "- did not understand, there are questions);
Then fill in the table, the number of columns
which corresponds to the number of icons
markings;
Discuss the entries in the table.
Thus, thoughtful,
careful reading, the process becomes visible
accumulation of information, the path from old knowledge
to the new.
Source: Information Bank
modern teacher Acceptance "Good-Bad"
Description: universal TRIZ technique directed
to activate the mental activity of students
in the classroom to develop an understanding of how
created a contradiction.
Forms:
ability to identify positive and negative
parties in any object, situation;
the ability to resolve contradictions (remove "minuses",
keeping the "pros");
the ability to assess an object, a situation from different perspectives,
considering different roles.
Option 1
The teacher sets the object or situation. Students (groups)
take turns calling the pros and cons. Option 2
The teacher sets the object (situation). Student describes
the situation for which it is useful. next student
looking for what is harmful this last situation, etc.
Option 3
Students are divided into sellers and buyers. Both those and
others represent some well-known characters.
Then they play according to the scheme. Only "pluses" are looking for with
position of the character - the seller, and "cons" - from the position
customer character.
Option 4
Students are divided into three groups: "prosecutors",
lawyers, judges. The first blame (look for cons),
the second protect (look for pluses), the third try
resolve the contradiction (leave the "plus" and remove
"minus").
Reception "Own support"
Universal reception, folding
information. Admission author teacher and
developer of TRIZ methods from Rostov-on-Don
Sergei Sychev.
Forms:
the ability to highlight the main idea;
the ability to establish relationships between objects;
the ability to present information in a "folded"
form."
The student writes his own reference notes
on new material. Of course, this approach
appropriate in cases where the teacher himself
applies similar notes and teaches
use them by students. How weakened
reception option can be recommended
drawing up a detailed response plan (as in
exam). It's great if the students have time
explain to each other their basic notes,
at least partially. And it doesn't matter if their supporting
abstracts are almost the same.
Example.
Students exchange notes and
pronounce the topic on the neighbor's reference
abstract.
Source: E.V. Andreeva, S.V. Lelyukh,
T.A. Sidorchuk, N.A. Yakovleva. Creative tasks
Golden key. /
Strategy “IDEAL”
It is a technology development strategy of critical
thinking.
The strategy allows you to create:
ability to define a problem;
ability to find and formulate ways
problem solving;
the ability to choose a strong decision.
Example.
I wonder what's the problem? Necessary
formulate a problem. Better if
the wording will begin with the word How.
Let's find as many solutions as possible
this problem. All possible options are offered
ways and solutions a worthwhile problem.
Are there good solutions? Chosen from
many proposed solutions are good,
effective.
And now we choose the only solution.
The strongest solution to the problem is chosen.
Curious how it will look like
practice? Implementation work is planned
the chosen solution to life.
Reception "Catch the mistake"
Universal reception that activates attention
students.
Forms:
ability to analyze information;
the ability to apply knowledge in a non-standard situation;
the ability to critically evaluate
information.
The teacher provides students with information
containing an unknown number of errors.
Students look for a mistake in a group or individually,
arguing, meeting. Having come to a certain conclusion
the group chooses a speaker. Speaker delivers results
teacher or announces the task and its result
decisions in front of the whole class. So that the discussion does not
delayed, predetermine the time for it.
Example.
Russian language The teacher gives some grammar
(syntactic or other) rules. One or more
of them are incorrect. Find and prove wrong.
Literature. Story Students receive a series of quotes from
link to the authors. Determine in which case
The quotation could not belong to this author.
They prove their point.
Source: Gin A.A. Pedagogical techniques:
Freedom of choice. Openness. Activity. Reverse
connection. Ideality. - M.: Vita-Press, 2005. Reception "Listen - agree - discuss."
Acceptance of interactive learning. This technique contributes to the active assimilation of knowledge, involves in
subject work of students with any level of training. Students are asked to think and write 3 words,
related to the topic of the lesson. Then the guys should show them to their neighbor on the desk, after 1.5 minutes from 6 words to select
you need 3 and announce them to the class.
Example. At a foreign language lesson, when studying the topic "Seasons. Winter", students are invited to
think and write 3 words related to winter and only to it. Then show the neighbor on the desk, from 6 words
3 are selected and presented to the class in 1.5 minutes. This exercise takes about six to seven
minutes. During this time, each of the words of the "winter" vocabulary is repeated aloud several times, in fact,
questions of word formation, figurative meanings of words. After the teacher writes all the words on the board,
proposed in pairs, the selection of three words among them begins. At the same time, with every word during the discussion
a sentence is drawn up, moreover, usually non-trivial (“Frost is a temperature below zero, it can
meet not only in winter, but also in summer in the refrigerator”). Almost all models are found in this set.
grammatical structures. Thus, in a few minutes, work was done, which, under normal
approaches is not enough lesson.
Reception Ping-Pong "Name - Meaning"
A universal TRIZ method aimed at updating students' knowledge, contributing to the accumulation
information about the features of objects and the ranges of their possible values.
Builds skills:
for a given specific object, highlight the names of features;
determine the values of the features of the object by the given name of the feature.
Specifies a specific object. Players of the first team call the name of the sign, players of the second team answer
sign value. At the next step, the roles change (the 2nd team calls the names of the features, the 1st - the values
signs). The team loses if it cannot name the feature or answer with the value.
By fixing the most typical feature names, you can collect a collection of feature names and, based on it, build
object passports. The game can be used in any educational subject. Especially for objects that
it is required to describe according to a certain plan (parts of speech, natural areas, living organisms, etc.). Reception "Communications"
TRIZ universal technique-game, proposed by TRIZ master G.I. Ivanov.
Forms:
the ability to find links between objects in the system;
the ability to establish links between objects located in different supersystems by building
chains of related objects;
the ability to establish connections between any objects.
The teacher sets (or students choose) two objects, at first glance, not related to each other (as
variant, objects are selected randomly, for example, using a cube). Children build a chain of objects and
interactions between them so that the first interaction starts from one of the original objects, and
the latter ended with the second object.
Example.
U: The ancient sages used to say: "When touching the grass, do not disturb the star...". Do you agree with this statement,
can you explain it... Indeed, everything in the world is connected with everything, and we will try to prove it now.
Name two objects that are as different as possible from each other.
D: Volcano - notebook.
W: Accepted. Our task is to build a chain that would show how these two objects are connected.
D: The word "volcano" was written in a notebook.
W: Good. And now let's still try to connect a real volcano with a real notebook, for example, with the one
what is on my table. It is not necessary to look for a direct connection, you can connect them through other objects,
build a long chain.
D: Ash is pouring out of the volcano, it flies through the air. A piece of ash mixed with a drop of water. This droplet
got into the ocean, and from there - into the White Sea. Then it evaporated, there was a wind, a stream of air brought to us, it
flew into the window and landed on a notebook ...
W: Great. Who will offer other options...?
Source: E.V. Andreeva, S.V. Lelyukh, T.A. Sidorchuk, N.A. Yakovleva. Creative tasks of the Golden Key. /
http://www.trizminsk.org/e/prs/233021.htm Reception "Z-X-U"
Z-X-U strategy was developed by Chicago professor Donna Ogle in 1986. It is used in both
work with printed text, and for lecture material. Its graphic form reflects those three phases, according to
which builds the process in the technology of development of critical thinking: challenge, comprehension, reflection.
Forms:
the ability to determine the level of one's own knowledge;
ability to analyze information;
the ability to correlate new information with their established ideas.
Work with the table is carried out at all three stages of the lesson.
In the “challenge stage”, by filling in the first part of the “Know” table, students make a list of what they
know or think they know about the topic. Through this primary activity, the student determines the level
own knowledge, to which new knowledge is gradually added.
The second part of the table "I want to know" is the definition of what children want to know, the awakening of interest in
new information. In the “comprehension stage”, students build new ideas based on existing ones.
knowledge. Working with the insert strategy helps to highlight inaccurate understandings, confusion or errors
in knowledge, to identify new information for them, to link new information with the known.
Previously acquired knowledge is brought to the level of awareness. Now they can become the basis for assimilation
new knowledge. After discussing the text (film, etc.), students fill out the third column of the “Learned” table.
Example
"I know" The first people lived in a flock, then in communities.
To get their own food, people wandered.
"I want to know"
Where did the first people appear?
How did humans populate our Earth?
Why don't people move now?
"Learned"
Students find answers to the questions posed in the text of the textbook during the lesson.
If there is no answer to the question posed, work continues at home.
Source: Zagashev I.O., Zair-Bek S.I. Critical thinking. Critical Thinking: Technology
development. - St. Petersburg: Alliance-Delta, 2003. Event constructor
Universal TRIZ constructor for developing tasks of two types: find out possible
effects for a given cause and find out possible reasons according to the given investigation.
In addition, the constructor helps to build tasks that allow children to work with already
laws known to them, i.e. to supplement the statements known to them
information.
Key words for the synthesis of tasks: "what will happen if ...", "what follows from the fact that ...",
“what conclusion can be drawn from the fact that ...”, “finish the phrase ...” and “at what
condition..."
Constructor 1 type
Was Became Changed
+
+
?
+
?
+
?
+
+
Constructor 2 types
event or
state 1
(cause)
If
+
?
event or
state 2
(consequence)
then
?
+Example of tasks in mathematics 1
event or
state 1
(cause)
If
IN
triangle
there is a direct
injection
event or
state 2
(consequence)
then
?
The task
1. Complete the statement: “If there is a right angle in a triangle, then ...”
2. What conclusions can be drawn by finding out that the triangle has a right angle?
Task execution result
Possible options
If a triangle is a right triangle, then its largest angle is a right triangle.
If the triangle is a right triangle, then the longest side
lies opposite the right angle.
If the triangle is a right triangle, then out of two such triangles
you can fold a rectangle.
If a triangle is a right triangle, then its area is half
products of legs. Example of tasks in mathematics 2
event or
state 1
(cause)
If
?
event or
state 2
(consequence)
then
its area is
half
works
legs
(those.
two
smaller
related
sides)
Task text
What properties must a triangle have in order for its area to be
half the product of two smaller adjacent sides?
Task execution result
"If the triangle is a right triangle..." or
“If a rectangle can be formed from two equal figures, then the area
each of them is equal to half the product of the adjacent sides of this
rectangle"
This way of designing tasks gives more opportunities than the traditional one.
way of questioning the material. It makes you think about the real limitations,
imposed by the model and about possible generalizations of known rules. Constructor "Combination of opposites"
Example of a math assignment
A universal TRIZ technique aimed at developing tasks with a combination of
opposites of elements in one object.
Element Combined
Way
Constructor view
Element
(an object)
?
Permission
support for
(opposite/permissions
different) contradiction values
sign
+
+
?
?
+
+
+
?
+
The resolved contradiction model also has three parts:
1.
object (element);
2.
opposite sign values;
3.
verbal support indicating the method of resolution.
Hiding one part and showing the rest, you can get three types of tasks.
circle and
rectangle
top circle,
front -
rectangle.
The task
On one dimension - a circle, on the other - a rectangle. What's this?
Element Combined
Way
(object) fusion opposites
?
!
cylinder
a circle
rectangle
!
And
?
The task
Explain how a circle and a rectangle are combined in a cylinder. An example of developing an inventive problem in a lesson in informatics and ICT
Working with a computer requires significant energy costs from the eyes - more than with normal
reading. Working or playing in front of a monitor for a long time can lead to nearsightedness and asthenopia - a lack of strength.
vision. However, according to WHO, 90% of users violate the mode of continuous work at the computer,
and 52% of users do not observe the arm's length distance from their eyes to the monitor when landing.
Numerous reminders, recommendations hung on the walls did not help to solve this problem.
Propose a way to fight to preserve the health of personal computer users.
The solution of the problem
1.
Let's reformulate the task into an inventive one: How to teach users to follow the rules
work behind the monitor and take care of your health?
2.
Let's formulate a contradiction: The user needs to spend a lot of time at the computer.
The user cannot work in front of the monitor for a long time without a break.
Ideal End Result: Users spend as much time in front of the monitor as
necessary, but at the same time I regularly take a break and bring the monitor closer to my eyes closer than 50 cm.
3.
Resources. Possible options for using the following resources:
human: the position of an employee has been introduced into the state, who will regularly remind users of
the need to take a break and follow the landing rules in front of the monitor;
material: put a second screen of transparent material in front of the monitor at a distance of 50 cm,
that users maintain a safe distance;
energy: embed a device in the monitor that will automatically turn off the monitor through
certain periods of time, thereby making a forced break in work.
Of these resources, the most efficient is the energy resource.
4.
Way to resolve the contradiction: resolution in the structure. Embed a thermal sensor in the monitor,
which will turn off the monitor if a person approaches the monitor closer than 50 cm, and will also turn off
at regular intervals, thus arranging a break in the user's work.
5.
Evaluation of the solution: the solution requires costs in any case, it is most efficient to use
the capabilities of the system itself - the monitor. Fishbone technique (fish skeleton)
Reverse Brainstorming
The head is a matter of topic, the upper bones are the basic concepts
themes, the lower bones are the essence of the concept, the tail is the answer to
question. Entries should be short,
key words or phrases that reflect the essence.
Example.
Russian language:
head - Orthograms - vowels
upper bones - checked vowels, unchecked
vowels, alternating vowels
lower bones - morpheme, rule
tail - know the conditions for choosing a letter.
Reverse Brainstorming Goal Search
and elimination of possible shortcomings. Method
excludes search control, but helps
overcome psychological inertia
(a habitual way of thinking based on
past knowledge about the object), to shift thought from
dead center and at the same time does not allow
stop where needed.
Example.
They invented the book - the paper does not wrinkle, does not get dirty.
Buyers have no complaints about the quality of the book.
The manufacturer bears losses because the service life
books are very large. How to help the manufacturer
Preferably without sacrificing quality.
Lesson constructor according to the GEF system
ShMO teachers of the historical and philological cycle MBOU "Specialized School No. 1"
2016-2017 year
Algorithm for constructing a lesson within the framework of a system-activity approach
1. Present the lesson in the form of logically complete modules with a clearly defined goal and planned result.
2. Based on the subject of the lesson, the purpose of the module, taking into account the age-related psychological characteristics of the development of children, choose a pedagogical technique or technique from the bank of techniques.
3 . Analyze the resulting lesson scenario from the point of view of a system-activity approach. Consider the selected methods or techniques for the use of ICT for their implementation.
4 . Assess the efficiency of the lesson, based on the principle of ideality: the maximum effect of students' learning activities with minimal teacher activity.
The second generation standards introduce a new concept - the learning situation.
The learning situation is such a special unit educational process, in which children, with the help of a teacher, discover the object of their action, explore it, performing various educational actions, transform it, for example, reformulate it, or offer their own description, etc., partially remember it.
The teacher must learn to create learning situations as special structural units of learning activity containing its complete closed cycle.
Reception “Fantastic Supplement”
A universal technique aimed at attracting interest to the topic of the lesson.
Reception involves transferring the learning situation to unusual conditions or environments.
You can be transported to a fantasy planet; change the value of some parameter, which usually remains unchanged; come up with a fantastic animal or plant; transfer the literary hero to modern times; look at a familiar situation from an unusual perspective.
A universal technique aimed at including students in active mental activity from the first minutes of the lesson.
The teacher begins the lesson with a contradictory fact that is difficult to explain on the basis of existing knowledge.
Russian language. It is known that nouns change in cases and have endings.
What about the word cinema ?
The student wrote in his notebook that wounded lay in the room.
Reception “Non-standard entrance to the lesson”
Do you believe that ... (creates a problem situation in the lesson)
- That all these words have the same root?
2) What are all these words of the same root?
3) Are all these words forms of the same word?
After that, formulate the topic and objectives of the lesson.
Reception "Delayed answer"
A universal technique aimed at enhancing the mental activity of students in the classroom.
Forms:
- ability to analyze and compare facts;
- ability to identify contradiction;
- ability to find a solution with available resources.
1 reception option. At the beginning of the lesson, the teacher gives a riddle (an amazing fact), the answer to which (the key to understanding) will be opened in the lesson when working on new material.
2 reception option . Give a riddle (surprising fact) at the end of the lesson to start the next lesson with it.
“ Surprise! ”
Description: a universal technique aimed at enhancing mental activity and attracting interest in the topic of the lesson.
Forms:
- ability to analyze;
- the ability to identify and formulate a contradiction.
The teacher finds a point of view in which even well-known facts become a mystery.
Russian language. Topic: case of nouns.
China - no case
Dagestan - more than 50 cases.
Russian language -?
Reception "Associative series"
To the topic or a specific concept of the lesson, you need to write out association words in a column. The output will be:
If the series turned out to be relatively correct and sufficient, give the task of compiling a definition using the written words; then listen, compare with the dictionary version, you can add new words to the associative array;
Leave a note on the board, explain a new topic, return at the end of the lesson, add or delete something.
Reception “Unannounced subject”
A universal technique aimed at creating external motivation for studying the topic of the lesson.
This technique allows you to attract students' interest in the study of a new topic, without blocking the perception of incomprehensible terms.
Reception "I'm taking you with me"
A universal technique aimed at updating students' knowledge, contributing to the accumulation of information about the features of objects.
- Forms:
- the ability to combine objects according to the common value of the attribute;
- the ability to determine the name of the attribute by which objects have a common meaning;
- the ability to compare, compare a large number of objects;
- the ability to compose a holistic image of an object from its individual features.
The teacher thinks of a sign by which a set of objects is collected and names the first object. Students try to guess this feature and take turns naming objects that they think have the same feature value. The teacher answers whether he takes this object or not. The game continues until one of the children determines on what basis the set is assembled. Can be used as a warm-up in class.
Reception "Yes-no".
Universal reception: able to captivate both children and adults; puts students in an active position. Forms the following universal learning activities:
- the ability to link disparate facts into a single picture;
- the ability to organize existing information;
- the ability to listen and hear each other.
The teacher thinks of something (part of speech, word, literary hero, historical person, etc.). Students try to find the answer by asking questions that the teacher can only answer with yes, no, and yes and no.
Reception "Chain of signs"
A universal technique aimed at updating students' knowledge about the features of those objects that are included in the work.
Forms:
- the ability to describe an object through the names and values of features;
- the ability to determine the hidden parts of the given parts of the model;
- ability to draw up an internal plan of action.
1st student names the object and its attribute (“the squirrel has a case”);
the 2nd names another object with the same value of the specified attribute and another attribute (“he has a part of speech”);
The 3rd names his object according to a similar attribute and a new attribute ("I - the number of syllables"), etc., until there is someone who is able to continue the chain.
Reception "Jockey and horse"
Acceptance of interactive learning. A form of collective learning.
The class is divided into two groups: "jockeys" and "horses".
The first receive cards with questions, the second - with the correct answers. Each "jockey" must find his "horse".
This toy is applicable even in the lessons of learning new material. Its most unpleasant feature is the need for the entire group of students to walk around the classroom at the same time, this requires a certain formation of a culture of behavior.
Reception "Agree - Disagree"
A universal technique that contributes to the actualization of students' knowledge and the activation of mental activity. This technique makes it possible to quickly include children in mental activity and it is logical to proceed to the study of the topic of the lesson.
Forms:
- the ability to assess a situation or facts;
- the ability to express one's opinion.
Children are invited to express their attitude to a number of statements according to the rule: agree - "+", disagree - "-".
Example.
When studying the topic “Gerasim and Mumu”, the following statements can be offered:
1. Gerasim found Mumu in the manor's garden.
2. Mumu never entered the master's chambers.
3. Mumu lived with Tatyana.
4. Gerasim went with Mumu to the village.
5. Gerasim looked after Mumu as a mother takes care of her child.
Note that the children do not announce the results, the teacher only pronounces the “ideal” version of the answers and asks to correlate it with what each of the students got.
Reception “Basket of ideas, concepts, names”
This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their experience and knowledge are being updated. It allows you to find out everything that students know or think about the topic under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected.
Example. Many lessons for learning new material begin with the "Basket" technique, the main ideas of the upcoming lesson are demonstrated on the board or displayed through the projector.
For example, in the study lesson “Spelling prefixes on z-s”, you can invite students to express how they think what algorithm can be created in order to learn how to write these prefixes. give examples.
The choice of the form of studying new material in the lesson depends on many factors: the characteristics and level of preparation of children, the characteristics of the subject, the characteristics of the topic, the possibilities and technical equipment of the classroom, the skill of the teacher.
Many years of experience of experimental teachers has shown that even in the most “hopeless”, “uninteresting” cases, one can find a technique that will allow not only to introduce students to a new topic, but also to organize their independent activity in studying new material.
A universal technique that activates the attention of students.
Forms:
- ability to analyze information;
- the ability to apply knowledge in a non-standard situation;
- the ability to critically evaluate the information received.
The teacher offers students information containing an unknown number of errors. Students look for a mistake in a group or individually, argue, confer. Having come to a certain opinion, the group chooses a speaker. The speaker passes the results to the teacher or announces the task and the result of its solution in front of the whole class. To avoid dragging out the discussion, set a time for it in advance.
Example.
Russian The teacher gives several grammar (syntactic or other) rules. One or more of them are incorrect. Find and prove wrong.
Literature. Pupils receive a series of citations with reference to the authors. Determine in which case the quote could not belong to this author. They prove their point.
Reception "Catch the mistake"
“ Zigzag ”
This strategy is appropriate to use to develop the following skills in schoolchildren:
Analyze the text together with other people;
Conduct research work in a group;
It is available to transfer information to another person;
Independently determine the direction in the study of a subject, taking into account the interests of the group.
Example.
The technique is used to study and systematize a large amount of material. To do this, you first have to break the text into semantic passages for mutual learning. The number of passages should match the number of group members. For example, if the text is divided into 5 semantic passages, then in groups (let's call them conditionally working) - 5 people.
Acceptance "Good-Bad"
Description: a universal technique aimed at activating the mental activity of students in the lesson, forming an idea of how the contradiction works.
Forms:
- the ability to find positive and negative sides in any object, situation;
- the ability to resolve contradictions (remove the "minuses", while maintaining the "pluses");
- the ability to evaluate an object, a situation from different positions, taking into account different roles.
Option 1
The teacher sets the object or situation. Students (groups) take turns calling “pluses” and “minuses”.
Option 2
The teacher sets the object (situation). The student describes a situation for which this is useful. The next student looks for what is harmful about this last situation, and so on.
Option 3
Students are divided into sellers and buyers. Both of them represent some well-known characters. Then they play according to the scheme. Only "pluses" are looked for from the position of the character - the seller, and "cons" - from the position of the character - the buyer.
Reception “Morphological box”
The technique is used to create an information piggy bank and the subsequent construction of definitions in the study of linguistic, mathematical concepts. The model is used to collect and analyze information on given features, identify essential and non-essential features of the phenomenon under study. The piggy bank is universal, can be used on various subjects
Example.
in Russian - the collection of parts of a word to construct new words; collection of lexical meanings of polysemantic words; compilation of synonymic and antonymic rows; a piggy bank of phraseological units and their meanings; a piggy bank of words containing a certain spelling; piggy bank of related words;
literature is a piggy bank of rhymes, metaphors; a piggy bank of personal qualities for the characteristics of heroes.
Fishbone technique (fish skeleton)
The head is the question of the topic, the upper bones are the basic concepts of the topic, the lower bones are the essence of the concept, the tail is the answer to the question. Entries should be concise, with key words or phrases that reflect the essence.
Example.
Russian language:
head - Spelling-vowels
upper bones - checked vowels, unchecked vowels, alternating vowels
lower bones - morpheme, rule
tail - know the conditions for choosing a letter.
"Fishbone"- this is a mini-research work with the text of a work of art, which makes it possible to form skills:
- use elements of cause-and-effect and structural-functional analysis;
- extract the necessary information from a literary work and translate it from one sign system to another (from text to diagram);
- participate in project activities, in the organization and conduct of educational and research work;
- coordinate and coordinate personal activities with the activities of other participants when working together.
- In the educational process, this technique allows students to “break down” a common problematic topic into a number of reasons and arguments.
Graphic design techniques
Ishikawa diagrams ("Fishbone")
causes, events
output
problem
facts, arguments
"Fishbone" technique in work on A.P. Chekhov's story "Chameleon"
- Who main character A.P. Chekhov's story "Chameleon"?
- What problem did the character have to solve? Fix the problem in the head of the "fish skeleton".
- What decision did the protagonist of the story make, depending on the circumstances?
- Reflect the "spiritual quest" of the hero using the Ishikawa diagram (fishbone technique). On the upper "bones" of the skeleton, place the opinions of the heroes of the work on the problem being solved by the main character, on the lower ones - Ochumelov's verdict. Recordings (in this case, quotes from the story) should be concise, be key words and phrases that reflect the essence.
- Write the output at the tail of the fishbone.
The main purpose of the method is to assess how the child thinks.
The main directions of using mind maps in the educational process:
- when summarizing the material;
- when learning a new topic;
- for systematization and structuring of information;
- for organizing and conducting knowledge control;
- to create a basic algorithm of actions (for example, analysis of a work, description of an artistic image, etc.)
The construction of mind maps is based on association - the connection of two representations, when one, having appeared, causes the other.
Associations arise in the following cases:
- there is a similarity between objects, something familiar;
- objects are directly opposite;
- events that occur remind of the object;
- a repeatedly repeated event reminds of the object.
Reception "Colored fields".
Acceptance of interactive learning. Used to create a psychologically comfortable environment in the classroom.
The student, doing written work, draws out the fields with colored pencils, and these colors have a semantic load: red - “Please check everything and correct all errors,” he addresses the teacher, green - “Please mark all the mistakes, I myself correct", blue - "Indicate the number of errors, I will find and correct them myself", black - "Please do not take this work seriously, I did it in a hurry" and so on.
Example. Let's use it in Russian language lessons, such as a control dictation with a grammar task and work on mistakes.
- I learned that…
- I enjoyed the lesson...
- It was interesting…
- Today I worked...
- I was surprised...
- I remembered that...
Example. Briefly write the most important thing that I learned from the lesson with wishes to my neighbor in my desk and send (exchange). Write in a telegram a wish to the hero of the work, the lyrical hero of the poem. Write a wish for yourself in terms of what was learned in the lesson, etc.
Reception "Sinkwine"
This is a five-line poem in which the author expresses his attitude to the problem:
1 line - one keyword that determines the content of the syncwine;
2 line - two adjectives characterizing the keyword;
3 line - three verbs showing the actions of the concept;
4 line - a short sentence, which reflects the author's attitude to the concept;
Line 5 - summary: one word, usually a noun, through which the author expresses his feelings and associations related to the concept.
Compilation of syncwine - individual work, but first you need to compose it with the whole class. You can turn on the syncwine in homework then, when checking, the teacher will assess how correctly the students understood the meaning of the studied material.
T ema love,
"Garnet bracelet", Kuprin.
Fatal, non-reciprocal,
gets carried away, suffers, perishes.
May thy name be hallowed.
- http://www. sch 2000. ru / - Center for system-activity pedagogy "School 2000 ...".
- http://netedu.ru/ - Portal "Network education. Expertise. Textbooks".
- https://sites.google.com/site/konstruktoruroka/home - Digital lesson constructor (developer Tatyana Yuryevna Selikhova.)
- http://www.openlesson.ru/ - OPEN LESSON: www.openlesson.ru - about directing boring lessons in a modern school, the intricacies of a socio-playful learning style and business tips in a butterfly table for professionals (both young and already wise with pedagogical experience)
- http://festival.1september.ru/articles/subjects/1 - Festival of pedagogical ideas "Open Lesson".
Description of the presentation on individual slides:
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1. Present the lesson in the form of logically complete modules with a clearly defined goal and planned result. Algorithm for designing a lesson within the framework of a system-activity approach 5. Evaluate the efficiency of the lesson, based on the principle of ideality: the maximum effect of students' learning activities with minimal teacher activity. 4. Analyze the resulting lesson scenario from the point of view of a system-activity approach. Consider the selected methods or techniques for the use of ICT for their implementation. 3. To prepare training tasks based on the material of the textbook, Ilyushin's situational task constructor can be used. 2. Based on the subject of the lesson, the purpose of the module, taking into account the age-related psychological characteristics of the development of children, choose a pedagogical technique or technique from the bank of techniques.
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The choice of the form of studying new material in the lesson depends on many factors: the characteristics and level of preparation of children, the characteristics of the subject, the characteristics of the topic, the possibilities and technical equipment of the classroom, the skill of the teacher. Many years of experience of experimental teachers has shown that even in the most “hopeless”, “uninteresting” cases, one can find a technique that will allow not only to introduce students to a new topic, but also to organize their independent activity in studying new material.
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Technique “Non-standard entrance to the lesson” A universal TRIZ technique aimed at involving students in active mental activity from the first minutes of the lesson. The teacher begins the lesson with a contradictory fact that is difficult to explain on the basis of existing knowledge. Example. Physics. The topic of the lesson is "Heat transfer". Before the start of the lesson, put a carafe of water on the window, and before the students enter, turn it to the opposite side. Ask the children to touch the decanter with their hand and explain why the side of the decanter turned towards the sun is cold and the opposite side is warm. Reception "Associative series" To the topic or a specific concept of the lesson, you need to write out the association words in the column. The output will be as follows: If the series turned out to be relatively correct and sufficient, give the task to make a definition using the written words; then listen, compare with the dictionary version, you can add new words to the associative array; Leave a note on the board, explain a new topic, return at the end of the lesson, add or delete something. Reception “Delayed answer” A universal TRIZ technique aimed at activating the mental activity of students in the classroom. Forms: the ability to analyze and compare facts; ability to identify contradiction; ability to find a solution with available resources. 1 reception option. At the beginning of the lesson, the teacher gives a riddle (an amazing fact), the answer to which (the key to understanding) will be opened in the lesson when working on new material. 2 reception option. Give a riddle (surprising fact) at the end of the lesson to start the next lesson with it. Reception "Surprise!" Description: a universal technique aimed at enhancing mental activity and attracting interest in the topic of the lesson. Forms: the ability to analyze; the ability to identify and formulate a contradiction. The teacher finds a point of view in which even well-known facts become a mystery.
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Reception “Fantastic additive” A universal technique aimed at attracting interest in the topic of the lesson. Reception involves transferring the learning situation to unusual conditions or environments. You can be transported to a fantasy planet; change the value of some parameter, which usually remains unchanged; come up with a fantastic animal or plant; transfer the literary hero to modern times; look at a familiar situation from an unusual perspective. Technique “Unannounced topic” A universal TRIZ technique aimed at creating external motivation for studying the topic of the lesson. This technique allows you to attract students' interest in the study of a new topic, without blocking the perception of incomprehensible terms.
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“Chain of features” technique A universal TRIZ technique aimed at updating students' knowledge about the features of those objects that are included in the work. Forms: the ability to describe an object through the names and values of features; the ability to determine the hidden parts of the given parts of the model; ability to draw up an internal plan of action. 1st student names the object and its attribute (“the squirrel has a case”); the 2nd names another object with the same value of the specified attribute and another attribute (“he has a part of speech”); The 3rd names his object according to a similar attribute and a new attribute ("I - the number of syllables"), etc., until there is someone who is able to continue the chain. Reception "Yes-no". Universal reception of TRIZ technology: able to captivate both children and adults; puts students in an active position. Forms the following universal learning activities: the ability to link disparate facts into a single picture; the ability to organize existing information; the ability to listen and hear each other. The teacher thinks of something (a number, an object, a literary hero, a historical person, etc.). Students try to find the answer by asking questions that the teacher can only answer with yes, no, and yes and no. “I'm taking you with me” technique A universal TRIZ technique aimed at updating students' knowledge, contributing to the accumulation of information about the features of objects. Forms: the ability to combine objects according to the common value of the attribute; the ability to determine the name of the attribute by which objects have a common meaning; the ability to compare, compare a large number of objects; the ability to compose a holistic image of an object from its individual features. The teacher thinks of a sign by which a set of objects is collected and names the first object. Students try to guess this feature and take turns naming objects that they think have the same feature value. The teacher answers whether he takes this object or not. The game continues until one of the children determines on what basis the set is assembled. Can be used as a warm-up in class.
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Reception "Step by step". Acceptance of interactive learning. It is used to activate previously acquired knowledge. Author - E.D. Timasheva (Lyubertsy). The students, walking to the blackboard, name a term, concept, phenomenon, etc. for each step. from previously learned material. Example. In biology class. The students walk towards the blackboard. And each step is accompanied by the name of some cruciferous plant, or an animal from a canine, or a part of the human circulatory system, or something else. In the lessons of other subjects, students may well pace, naming paintings by Rubens, architectural styles, limiting or unsaturated hydrocarbons, the main battles of the Thirty Years' War, the names of the Apostles or the Grand Dukes of Moscow, orthograms, words on the theme "Family" and so on. Source: electronic periodical "Effective educational technologies". Issue 1. 2008 Editor-in-chief, Ph.D. professor Guzeev VV Distance technologies and training Reception "Jockey and a horse" Reception of interactive training. A form of collective learning. Author - A.Kamensky. The class is divided into two groups: "jockeys" and "horses". The first receive cards with questions, the second - with the correct answers. Each "jockey" must find his "horse". This toy is applicable even in the lessons of learning new material. Its most unpleasant feature is the need for the entire group of students to walk around the classroom at the same time, this requires a certain formation of a culture of behavior. Reception "Game goal" A universal reception-game aimed at enhancing the mental activity of students in the lesson. Allows you to include a large number of monotonous examples or tasks in the game shell. Forms: learning skills; teamwork skills; the ability to listen and hear each other. It is proposed in a playful way for a team or a group of students to perform a number of tasks of the same type for speed and correctness.
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Reception "Basket of ideas, concepts, names" This is a method of organizing individual and group work of students at the initial stage of the lesson, when they are updating their experience and knowledge. It allows you to find out everything that students know or think about the topic under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected. Example. Many lessons for learning new material begin with the "Basket" technique, the main ideas of the upcoming lesson are demonstrated on the board or displayed through the projector. For example, in the lesson of studying the “Linear Algorithm”, you can invite students to express how they think which algorithm can be called linear, give examples. In the lesson of studying the “Cycle”, suggest suggesting what a cycle is, what examples of cyclic actions they can give. Reception "Before-After" Description: a technique from the technology of developing critical thinking. It can be used at the 1st stage of the lesson, as a technique that actualizes the knowledge of students. And also at the stage of reflection. Forms: the ability to predict events; the ability to correlate known and unknown facts; the ability to express one's thoughts; ability to compare and draw conclusions. In a table of two columns, the "Before" part will be filled in, in which the student writes down his assumptions about the topic of the lesson, about solving the problem, he can write down a hypothesis. The "After" part is completed at the end of the lesson, when studied new material, an experiment was conducted, a text was read, etc. Next, the student compares the contents of "Before" and "After" and draws a conclusion. Reception “Developing canon” Description: Reception for the development of logical thinking. Three words are given, the first two are in certain relations. Find the fourth word so that it has the same relationship with the third. Example. Term - sum \u003d factors -? Circle - circle = ball -? Birch - tree \u003d poem -? Song - composer = plane - ? Rectangle - plane = cube - ?
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“False alternative” technique Universal TRIZ technique. The listener's attention is diverted by the "either-or" alternative, quite arbitrary. None of the suggested answers are correct. Example. The teacher randomly offers ordinary riddles and false riddles, the children must guess them and indicate their type. For example: What is 8 and 4: 11 or 12? What grows on a birch - apples or pears? Is the word "clock" spelled like "chesy" or "chisy"? Who swims faster - a duck or a chicken? Capital of Russia - Moscow or Minsk? What animals live in Africa - mammoths or dinosaurs? How many seconds are there in a minute - 10 or 100? Strategy "Question words". The universal technique of TRCM, aimed at developing the ability to ask questions, can also be used to update students' knowledge on the subject of the lesson. Students are offered a table of questions and terms on the topic studied or the new topic of the lesson. It is necessary to compose as many questions as possible using question words and terms from the two columns of the table. Example: Why are crimes committed in the field of activity related to information? How many laws ensure the security of information in Russia? How many categories of information crimes are there? etc. Interrogative words Basic concepts of the topic How? What? Where? Why? How? Where? Which? What for? How? What is the relationship? What does it consist of? What is the purpose? Information Crimes Law Article Security Categories
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Reception "Agree - Disagree" A universal technique that contributes to the actualization of students' knowledge and the activation of mental activity. This technique makes it possible to quickly include children in mental activity and it is logical to proceed to the study of the topic of the lesson. Forms: the ability to assess the situation or facts; ability to analyze information; the ability to express one's opinion. Children are invited to express their attitude to a number of statements according to the rule: agree - "+", disagree - "-". Example. When studying the topic "Multimedia presentation", the following statements can be offered: 1. The presentation consists only of text and pictures. 2. Design should be different on each slide. 3. The more text, the better. 4. It is better if the change of slides is carried out on click, and not automatically. 5. The less animation effects, the better. 6. The presentation may be educational. Note that the children do not announce the results, the teacher only pronounces the “ideal” version of the answers and asks to correlate it with what each of the students got. Reception "Thick and thin question" This technique from the technology of developing critical thinking is used to organize a mutual survey. The strategy allows you to form: the ability to formulate questions; ability to relate concepts. A subtle question requires a definite, short answer. A thick question suggests a detailed answer. After studying the topic, students are invited to formulate three "thin" and three "thick" questions related to the material covered. They then quiz each other using tables of thick and thin questions. Example. On the topic of the lesson "Information Security", you can invite children to ask a thick and thin question. Subtle question. What groups of information crimes do you know? Thick question. What examples from life serve as proof of ensuring the information security of the individual in our state? Source: Zagashev I.O., Zair-Bek S.I. Critical thinking. Critical thinking: development technology. - St. Petersburg: Alliance-Delta, 2003.
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Reception “The whole is a part. Part-whole” Reception for the development of logical thinking. From the first pair of words, you should determine which rule is in place here: whole-part or part-whole. For the word of the second pair, you need to specify from the proposed options the one that corresponds to the found rule Example. 1. Car - wheel; gun - a) shoot b) trigger c) weapon Reception "Zigzag" It is appropriate to use this strategy to develop the following skills in schoolchildren: analyze the text together with other people; conduct research work in a group; available to transfer information to another person; independently determine the direction in the study of a subject, taking into account the interests of the group. Example. The technique is used to study and systematize a large amount of material. To do this, you first have to break the text into semantic passages for mutual learning. The number of passages should match the number of group members. For example, if the text is divided into 5 semantic passages, then in groups (let's call them conditionally working) - 5 people. Source: Material from Letopisi.Ru Reception "Insert". Acceptance of technology for the development of critical thinking. It is used to form such a universal educational action as the ability to systematize and analyze information. The authors of the reception are Vaughan and Estes. "Insert" is: I - interactive - self-activating N - noting S - system - system markup E - effective - for effective R - reading - reading T - thinking - and thinking The technique is used in three stages: In the process of reading, students mark the text with icons ("V" - already knew; "+" - new; "-" - thought differently; "? "- did not understand, there are questions); Then a table is filled in, the number of columns of which corresponds to the number of marking icons; Discuss the entries in the table. Thus, thoughtful, attentive reading is provided, the process of accumulation of information is made visible, the path from old knowledge to new. Source: Modern Teacher Information Bank
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“Good-bad” technique Description: a universal TRIZ technique aimed at activating the mental activity of students in a lesson, forming an idea of how a contradiction works. Forms: the ability to find positive and negative sides in any object, situation; the ability to resolve contradictions (remove the "minuses", while maintaining the "pluses"); the ability to evaluate an object, a situation from different positions, taking into account different roles. Option 1 The teacher sets the object or situation. Students (groups) take turns calling “pluses” and “minuses”. Option 2 The teacher sets the object (situation). The student describes a situation for which this is useful. The next student looks for what is harmful about this last situation, and so on. Option 3 The students are divided into sellers and buyers. Both of them represent some well-known characters. Then they play according to the scheme. Only "pluses" are looked for from the position of the character - the seller, and "cons" - from the position of the character - the buyer. Option 4 Pupils are divided into three groups: "prosecutors", "lawyers", "judges". The first blame (looking for minuses), the second defend (looking for pluses), the third try to resolve the contradiction (leave the "plus" and remove the "minus"). Reception “Own support“ A universal technique that folds information. The author of the reception is a teacher and developer of TRIZ methods from Rostov-on-Don Sergey Sychev. Forms: the ability to highlight the main idea; the ability to establish relationships between objects; the ability to present information in a “folded form”. The student makes his own reference notes on the new material. Of course, this technique is appropriate in cases where the teacher himself uses such notes and teaches students how to use them. As a weakened version of the reception, it is possible to recommend drawing up a detailed response plan (as in an exam). It is great if the students have time to explain their supporting notes to each other, at least partially. And it doesn't matter if their supporting notes almost do not differ from each other. Example. Students exchange reference notes and pronounce the topic according to the neighbor's reference note. Source: E.V. Andreeva, S.V. Lelyukh, T.A. Sidorchuk, N.A. Yakovleva. Creative tasks of the Golden Key. / http://www.trizminsk.org/e/prs/233021.htm
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Strategy "IDEAL" This is the strategy of technology for the development of critical thinking. The strategy allows you to form: the ability to define the problem; the ability to find and formulate ways to solve problems; the ability to choose a strong decision. Example. I wonder what's the problem? It is necessary to formulate the problem. It is better if the wording begins with the word How. Let's find as many solutions to this problem as possible. All possible ways and means of solving the problem are proposed. Are there good solutions? Good, effective solutions are selected from a variety of proposed solutions. And now we choose the only solution. The strongest solution to the problem is chosen. Curious, but how it will look in practice? Work is planned to implement the chosen solution. Reception "Catch the mistake" A universal technique that activates the attention of students. Forms: the ability to analyze information; the ability to apply knowledge in a non-standard situation; the ability to critically evaluate the information received. The teacher offers students information containing an unknown number of errors. Students look for a mistake in a group or individually, argue, confer. Having come to a certain opinion, the group chooses a speaker. The speaker passes the results to the teacher or announces the task and the result of its solution in front of the whole class. To avoid dragging out the discussion, set a time for it in advance. Example. Russian The teacher gives several grammar (syntactic or other) rules. One or more of them are incorrect. Find and prove wrong. Literature. Story Students receive a series of citations with credits to the authors. Determine in which case the quote could not belong to this author. They prove their point. Source: Gin A.A. Methods of pedagogical technique: Freedom of choice. Openness. Activity. Feedback. Ideality. - M.: Vita-Press, 2005.
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Reception "Listen - agree - discuss." Acceptance of interactive learning. This technique contributes to the active assimilation of knowledge, involves students with any level of training in the substantive work. Author - E.D. Rozanova. Students are asked to think and write 3 words related to the topic of the lesson. Then the guys should show them to their neighbor on the desk, after 1.5 minutes out of 6 words it is necessary to select 3 and announce them to the class. Example. At a foreign language lesson, when studying the topic "Seasons. Winter", students are invited to think and write 3 words related to winter and only to it. Then show to the neighbor on the desk, out of 6 words, 3 are selected and offered to the class in 1.5 minutes. This exercise takes about six to seven minutes to complete. During this time, each of the words of the "winter" vocabulary is repeated aloud several times, in fact, questions of word formation, figurative meanings of words are touched upon. After the teacher writes on the board all the words proposed by the pairs, the selection of three words among them begins. At the same time, with each word during the discussion, a sentence is drawn up, moreover, usually non-trivial (“Frost is a temperature below zero, it can occur not only in winter, but also in summer in the refrigerator”). Almost all model grammatical constructions are found in this set. Thus, in a few minutes, work has been done that, with conventional approaches, is not enough for a lesson. Ping-Pong technique “Name – Meaning” A universal TRIZ technique aimed at updating students' knowledge, contributing to the accumulation of information about the features of objects and the ranges of their possible values. Forms skills: for a given specific object, highlight the names of features; determine the values of the features of the object by the given name of the feature. Specifies a specific object. The players of the first team name the attribute name, the players of the second team answer with the value of the attribute. At the next step, the roles change (the 2nd team calls the names of the features, the 1st team names the features). The team loses if it cannot name a feature or answer with a value. By fixing the most typical feature names, you can collect a collection of feature names and build object passports based on it. The game can be used in any educational subject. Especially - for objects that need to be described according to a certain plan (parts of speech, natural areas, living organisms, etc.).
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Reception "Connection" Universal TRIZ technique-game, proposed by TRIZ master G.I. Ivanov. Regardless of the TRIZ context, in a slightly different interpretation, a similar game was proposed by the teacher of the Karelian IPK L.I. Fradkova (she developed this game for ecology classes). Forms: the ability to find connections between objects in the system; the ability to establish links between objects located in different supersystems by building a chain of related objects; the ability to establish connections between any objects. The teacher sets (or students choose) two objects that at first glance are not related to each other in any way (as an option, objects are selected randomly, for example, using a cube). Children build a chain of objects and interactions between them so that the first interaction starts from one of the original objects, and the last one ends with the second object. Example. U: The ancient sages used to say: "When touching the grass, do not disturb the star...". Do you agree with this statement, can you explain it... Indeed, everything in the world is connected with everything, and we will try to prove it now. Name two objects that are as different as possible from each other. D: Volcano - notebook. W: Accepted. Our task is to build a chain that would show how these two objects are connected. D: The word "volcano" was written in a notebook. W: Good. And now let's still try to connect a real volcano with a real notebook, for example, with the one that lies on my desk. It is not necessary to look for a direct connection, you can connect them through other objects, build a long chain. D: Ash is pouring out of the volcano, it flies through the air. A piece of ash mixed with a drop of water. This drop fell into the ocean, and from there into the White Sea. Then it evaporated, there was a wind, a stream of air brought to us, it flew into the window and landed on the notebook... U: Wonderful. Who will offer other options...? Source: E.V. Andreeva, S.V. Lelyukh, T.A. Sidorchuk, N.A. Yakovleva. Creative tasks of the Golden Key. / http://www.trizminsk.org/e/prs/233021.htm
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The Z-X-Y technique The Z-X-Y strategy was developed by Chicago professor Donna Ogle in 1986. It is used both in working with printed text and for lecture material. Its graphic form reflects the three phases by which the process is built in the technology of developing critical thinking: challenge, comprehension, reflection. Forms: the ability to determine the level of one's own knowledge; ability to analyze information; the ability to correlate new information with their established ideas. Work with the table is carried out at all three stages of the lesson. In the "Challenge Stage", by completing the first part of the "Know" table, students make a list of what they know or think they know about a given topic. Through this primary activity, the student determines the level of his own knowledge, to which new knowledge is gradually added. The second part of the "I want to know" table is the definition of what children want to know, the awakening of interest in new information. In the “thinking stage,” students build new ideas based on what they already know. Work using the "Insert" strategy helps to highlight inaccurate understanding, confusion or errors in knowledge, identify new information for them, link new information with known information. Previously acquired knowledge is brought to the level of awareness. Now they can become the basis for the assimilation of new knowledge. After discussing the text (film, etc.), students fill out the third column of the “Learned” table. Example "I know" The first people lived in a flock, then in communities. To get their own food, people wandered. "I want to know" Where did the first people appear? How did humans populate our Earth? Why don't people move now? "Learned" Students find answers to the questions posed in the text of the textbook during the lesson. If there is no answer to the question posed, work continues at home. Source: Zagashev I.O., Zair-Bek S.I. Critical thinking. Critical thinking: development technology. - St. Petersburg: Alliance-Delta, 2003.
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Reception "Fishbone" (fish skeleton) The head is the question of the topic, the upper bones are the basic concepts of the topic, the lower bones are the essence of the concept, the tail is the answer to the question. Entries should be concise, with key words or phrases that reflect the essence. Example. Russian language: head - Orthograms - vowels upper bones - checked vowels, unverified vowels, alternating vowels lower bones - morpheme, tail rule - know the conditions for choosing a letter. Source: Teacher and student: opportunities for dialogue and understanding. - Ed. L.I. Semina. - M .: Publishing house "Bonfi", 2002. Reception "Generators-critics" The teacher poses a problem that does not require a long discussion. Two groups are formed: generators and critics. Example. The task of the first group is to give as many options as possible for solving the problem, which can be the most fantastic. All this is done without prior preparation. The work is done quickly. The task of the critics is to choose the most suitable solutions from the proposed solutions to the problem. The task of the teacher is to direct the work of students so that they can derive one or another rule, solve some problem, using their experience and knowledge. This method can be used to enhance students' independent work. Source: RCM Technology Techniques Reverse Brainstorming Reverse brainstorming aims to find and eliminate possible shortcomings. The method eliminates search control, but it helps to overcome psychological inertia (a habitual way of thinking based on the past knowledge about the object), move the thought off the ground and at the same time does not allow stopping where necessary. Example. They invented the book - the paper does not wrinkle, does not get dirty. Buyers have no complaints about the quality of the book. The manufacturer incurs losses, as the service life of the books is very long. How to help the manufacturer, preferably without compromising quality. Source: Development of creative thinking Reception "Venn diagram" Description: The board (sheet) is divided into three parts. In the first column, children are invited to write down the common between 2 concepts, and in the other two - distinctive features everyone.
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Reception "Morphological box" The reception is used to create an information piggy bank and the subsequent construction of definitions in the study of linguistic, mathematical concepts. The model is used to collect and analyze information on given features, identify essential and non-essential features of the phenomenon under study. The piggy bank is universal, can be used on various objects. Example. in Russian - the collection of parts of a word to construct new words; collection of lexical meanings of polysemantic words; compilation of synonymic and antonymic rows; a piggy bank of phraseological units and their meanings; a piggy bank of words containing a certain spelling; piggy bank of related words; in mathematics - the collection of task elements (conditions, questions) for the construction of new tasks; compilation of piggy banks of mathematical expressions, values, geometric shapes for their subsequent analysis and classification; the world– piggy banks various kinds animals and plants; literary reading - a piggy bank of rhymes, metaphors; a piggy bank of personal qualities for the characteristics of heroes. Reception “Create a passport” Reception for systematization, generalization of the acquired knowledge; to highlight the essential and non-essential features of the phenomenon under study; creating a brief description of the concept under study, comparing it with other similar concepts (Russian language, mathematics, the world around us, literature). This is a universal technique for compiling a generalized description of the phenomenon under study according to a certain plan. Example. Can be used to create features: on literary reading- heroes of literary works; on the surrounding world - minerals, plants, animals, parts of plants, body systems; in mathematics - geometric shapes, mathematical quantities; in Russian - parts of speech, members of sentences, parts of a word, lingua. terms..
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An example of the development of situational tasks in the lesson of informatics and ICT Theme “Safety. Organization of the user's workplace. Based on the training material, the following situational tasks can be formulated: What diseases can be provoked by prolonged work at the computer? Suggest what factors that impair health, a person can eliminate on their own. Determine how your workplace at the computer complies with hygienic requirements. Conduct a study of the computer science cabinet for compliance with hygiene standards. Suggest options for the reconstruction of your workplace or computer science office. Formulate the requirements for a computer presentation in terms of safe visual and psychological perception. Solving these problems requires not only knowledge of safety regulations and the organization of the workplace, but also involves a small study. Problems belong to the class of "open", as they do not imply an unambiguous answer. Tasks No. 4, 5, 6 involve the use of knowledge and universal actions that go beyond the scope of the given topic of the lesson and the subject.
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An example of developing an inventive problem at a lesson in informatics and ICT Working with a computer requires significant energy costs from the eyes - more than during normal reading. Long work or play in front of the monitor can lead to myopia and asthenopia - lack of visual power. However, according to WHO, 90% of users violate the mode of continuous work at the computer, and 52% of users do not observe the arm's length distance from the eyes to the monitor when landing. Numerous reminders, recommendations, hung on the walls, did not help to solve this problem. Propose a way to fight to preserve the health of personal computer users. Solution of the problem 1. Let's reformulate the problem into an inventive one: How to teach users to follow the rules of working at the monitor and take care of their health? 2. Let's formulate a contradiction: The user needs to spend a lot of time at the computer. The user cannot work in front of the monitor for a long time without a break. Ideal End Result: Users spend as much time in front of the monitor as needed, but take regular breaks and bring the monitor closer than 50 cm to their eyes. 3. Resources. Possible options for using the following resources: human: the position of an employee has been introduced to the staff, who will regularly remind users of the need to take a break and follow the landing rules in front of the monitor; material: put a second screen of transparent material in front of the monitor at a distance of 50 cm so that users maintain a safe distance; energy: build a device into the monitor that will automatically turn off the monitor at certain intervals, thereby making a forced break in work. Of these resources, the most efficient is the energy resource. 4. The way to resolve the contradiction: resolution in the structure. Embed a thermal sensor in the monitor that will turn off the monitor if a person approaches the monitor closer than 50 cm, and will also turn it off at regular intervals, thus arranging a break in the user's work. 5. Evaluation of the solution: in any case, the solution requires costs, the most efficient use of the capabilities of the system itself - the monitor.
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Mind maps as a way of working with information In short, the essence of this technique is VISUALIZATION - accompanying the thought process by drawing flowcharts that record all new thoughts, conclusions and transitions between them. At the same time, the usually inhibited right hemisphere of the brain begins to work more actively, and intuition becomes stronger - the function of thinking, localized in this particular hemisphere. Cartoids help to present ideas and concepts in a clear, attractive and compelling way, to give a holistic vision, to promote understanding and idea generation. Mind Cards: Give quick and full review big topic (sphere, problem, subject); Allows you to plan strategies and make choices; Give information about where you have been and where you are going; Collect and present a large amount of diverse data on one sheet, demonstrating connections and distances; Stimulate imagination and problem solving by developing new paths; Maximize efficiency and effectiveness; They are an excellent tool for thinking and remembering; Save time; Liberate thinking; Increase productivity (and, as a result, income levels). Mind maps are a tool that allows you to: effectively structure and process information; think using all your creative and intellectual potential.
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Reception "I want to ask" A reflexive technique that contributes to the organization of an emotional response in the lesson. Forms: the ability to ask questions; ability to express their emotional attitude to the answer. The student asks a question, starting with the words "I want to ask ...". He reports his emotional attitude to the received answer: “I am satisfied ....” or "I'm not satisfied because..." Example. "I want to ask you. In what cases does a logical formula incorrectly describe a given expression? After the answer. “I am satisfied because I realized that if the priority of operations is not respected, an error is possible.”
"Constructor" of a modern lesson
A distinctive feature of the second generation of the Federal State Educational Standards is its focus on providing a system-activity approach, the transition from relaying knowledge to developing the creative abilities of students and preparing them for life in modern conditions. The skill of the teacher is not in explaining this or that material to the student in an accessible and visual way, but in the ability to create such a learning situation when the student has a need to know this material, and in these conditions to organize the activities of children to independently acquire knowledge.
The German educator A. Diesterweg wrote: “In a few years, a student traverses the road that humanity has used for millennia. However, he should be led to the goal not blindfolded, but sighted: he should perceive the truth not as a finished result, but should discover it. The teacher must lead this expedition of discovery, and therefore be present not only as a mere storyteller. But the student must strain his strength, he should not get anything for nothing. It is given only to those who strive.
How to ensure that each student really becomes an active participant in the "expedition of discovery"?
The main condition for successful learning is the ability of the teacher to constantly improve the modern lesson, find new approaches, methods of teaching students, allowing to increase cognitive interest in the subject being studied, improve the quality of students' knowledge.
In modern pedagogy, there is such an interesting new pedagogical idea “Lesson Constructor”, which is used as effective remedy for "assembly of lessons".
The experience of using this technique is an element of novelty in the improvement of the modern lesson.
Lesson constructor
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Lesson stages |
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Lesson start |
A simple survey on basic questions |
"Well no" |
Fantastic Supplement |
Interrogation |
Theatricalization |
Homework discussion |
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Explanation of new material |
Attractive target |
Practicality of the theory |
Problem Dialogue |
Get the error! |
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Consolidation, training, development of skills |
Get the error! |
Press conference |
Game - training |
Interrogation |
Business game “Competence” |
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Repetition |
Own support |
Repeat with control |
Your examples |
Intersection of themes |
The game of chance |
indicative answer |
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Control |
"Traffic lights" |
Chain poll |
Programs live survey |
Regular test |
Selective control |
Blitz - control |
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Homework |
Array specification |
Three levels of homework |
The unusualness of the ordinary |
Creativity works for the future |
Individual task |
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End of the lesson |
Poll - result |
delayed answer |
The role of the “summary” |
cinquain |
Role “Psychologist” |
Cheat sheet Lesson constructor
Lesson is an organizational unit of the educational process, the function of which is to achieve the completed, but partial goal of learning.
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Parameter |
Possible forms of implementation |
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Type of lesson (determined in accordance with the didactic objectives of the lesson) |
(G.I. Schukina, V.A. Onischuk, N.A. Sorokin, M.I. Makhmutov, etc.) |
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Lesson Forms (a form of organization of educational activities) |
1. Lessons-"Immersion" 2. Lessons - business games 3. Lessons - press conferences 4. Lessons-competitions 5. Theatrical lessons 6. Lessons-consultation 7. Computer lessons 8. Lessons with group forms of work 9. Lessons in Mutual Learning 10. Lessons in creativity 11. Lessons-auctions 12. Lessons taught by students 13. Lessons-tests 14. Lessons - creative reports 15. Contest lessons 19. Lessons-communication 20. Fantasy lessons 21. Lessons-games 22. Lessons - "courts" 23. Lessons in the search for truth 24. Lessons-concerts 25. Dialogue Lessons 26. Lessons "Investigations are conducted by experts" 27. Lessons - role-playing games 28. Lessons-conferences 29. Lessons-seminars 30. Lessons - "circular training" V.M.Lizinsky |
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Teaching methods |
explanatory and illustrative reproductive problem-based learning partial search research I.Ya.Lerner |
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Motivation techniques (motivation is a common name for processes, methods, means of encouraging students to productive cognitive activity, to actively master the content of education) |
1. “Pro” Based future profession Why study this topic? 2. "Idol" Distribute “life idols” on cards. Imagine how they would prove to you the need to study this topic? … If you were an illustrator, how would you illustrate this theme? Etc. 4. "Speaker". In 1 minute, convince your interlocutor that studying this topic is simply necessary. 5. "Line of time". I draw a line on the board, on which I designate the stages of studying the topic, forms of control; I talk about the most important periods that require 100% dedication from the guys, together we find lessons where you can “take a break”. “Time Line” allows children to see what exactly can be the end product of studying a topic, what you need to know and be able to successfully master each subsequent topic. This exercise is useful for children who learn the learning material more easily from general to specific. |
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Learning technologies |
differentiated learning group technologies game technology Technology for the development of critical thinking project method |
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Techniques and means for the formation of cognitive activity |
Passionate Teaching Novelty of educational material historicism The connection of knowledge with the fate of the people who discovered it Demonstration of the practical application of knowledge in connection with the life plans and orientations of students Use of new and non-traditional forms of education Alternation of forms and teaching methods Problem learning Computer-assisted training Use of interactive computer tools Mutual learning (in pairs, microgroups) ZUN testing Showing the achievements of trainees Creating Success Situations Competition Creating a positive microclimate in the group Trust in the learner Pedagogical tact and skill of the teacher The positive attitude of the teacher to his subject, to the students, Humanization of interpersonal relations, etc. |
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Reflection |
Reflection The participants of the master class were asked to write four sentences reflecting the following four points of the POPS - the formula: P- position The first sentence (position) begins with the words: The second sentence (explanation, justification of one's position) begins with the words: "Because …". The third sentence (focused on the ability to prove the correctness of one's position in practice) begins with the words: “I can prove it with an example…”. “Based on this, I conclude that…”. |
Lesson goals constructor
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The educational goal is the formation of a system of knowledge, skills and abilities. |
A lesson in learning new things. |
Lesson-practice, lesson of generalization and systematization of knowledge |
Lesson - control |
Formation of skills (subject or general training) |
Elimination of gaps, warning of possible errors. |
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1. Restore knowledge about ... |
1. Expand your understanding of ... |
1. Check knowledge... |
1. Start (continue) the formation of skills ... |
1.Correct knowledge on the topic... by paying attention to the following errors... |
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2. Form an idea about ... |
2. Develop and concretize knowledge about ... |
2. Determine the level of assimilation ... |
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3. Familiarize yourself with ... |
3. Consolidate knowledge about ... |
2. Learn to use the algorithm... |
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4. Consider... |
4. Apply knowledge about... to (explain observations, solve problematic problems...). |
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5. Show structural features (influence) ... |
2. Prevent errors from occurring. |
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3.Fix the skill... |
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6. Start forming the concept... |
5. Generalize and systematize knowledge about ... |
4. Continue practicing the skill... |
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7. Expand the concept (essence, diversity, especially from ti)... |
6. Establish links between... |
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5. Check the degree of skill formation |
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8. Describe. |
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9. Reveal the meaning... |
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10. Explain the reasons... |
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11. Establish a relationship (dependence, pattern) ... |
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12. Gain understanding... |
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13. Deepen (expand) knowledge about ... |
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The developing aspect of the lesson is associated with the development of mental processes |
Development of logical thinking: highlight, compare, generalize, classify |
The development of speech activity. |
Development of creativity, imagination, independence |
Development of attention, memory, will, feelings, emotions, fantasy |
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The educational aspect implies the formation of a worldview and the education of personal qualities. |
respect for nature; |
interest in knowledge, culture mental labor; sense of responsibility for the results of their work; |
culture of communication, communicative qualities (ability to communicate in the process of pair and group interaction); diligence, sense of duty, self-discipline; |
perseverance and perseverance in achieving the goal; aesthetic views and tastes; reflective personality traits |
materialistic worldview, form scientific picture of the world as a component of human culture, we develop ideas about the integrity and materiality of living nature |
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subject |
Working with a microscope; preparation of micropreparations. |
observation of natural objects |
work with herbariums and collections |
recognition of cells and their organelles, tissues, plant organs, animal organ systems |
compiling food chains |
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General training |
Informational |
Intelligent: |
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collapsing and expanding information; work with the text and drawings of the textbook (finding the necessary information, highlighting the main thing, drawing up a plan and reference diagrams, searching for hidden information); work with additional literature. |
analysis and synthesis; definition of concepts; comparison, generalization and systematization; classification; establishment of analogies, causal relationships and interdependencies; hypotheses; evidence and refutation; problem solving. |
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Literature:
- Gin A.A. Methods of pedagogical technique. - M .: Vita-Press, 2006 or [ Electronic resource]. Access Modehttp://www.trizway.com/art/book/42.html
- Pudenkova E. A. Designing a modern lesson on the basis of a methodological constructor --- methodologist in physics of the center of innovative educational technologies POIPKRO, Pskov
Alimova Elvie Nazimovna
chemistry teacher
master of chemistry
MOU "Volnovskaya school"
Volnoe village, Dzhankoy district
Republic of Crimea
Improving the lesson through the use of pedagogical technique "Designer"
Teaching today is a difficult task.
Teaching, as the top is calling us.
Be modern, literate,
And that means teaching yourself
To move forward.
A modern lesson is a competent consistent reflection of the pedagogical system of a teacher of any subject within which it is built.
The main condition for successful learning is the ability of the teacher to constantly improve the modern lesson, find new approaches, methods of teaching students, allowing to increase cognitive interest in the subject being studied, improve the quality of students' knowledge. Educational work is interesting if it is diverse. Nothing is so tiring as monotony, so the lesson should reasonably alternate between different forms of activity, and each lesson should be unique, not like the others.
In modern pedagogy there is such an interesting new pedagogical idea “ Lesson constructor”, used as an effective tool for “assembling lessons”. The experience of using this technique is an element of novelty in the improvement of the modern lesson.
Taking, as a basis, the form of the constructor A. Gin, I developed my own constructor, in which I introduced the methodological techniques used by me in the lessons. This constructor is used in thematic planning of all sections of chemistry. To develop it, it is necessary to designate the stages of the lesson with letters, compile a list and description of various techniques and their combinations, and compile a table “Lesson Constructor”. When drawing up calendar-thematic plans, highlight the column in which the formula of a particular lesson is written.
An algorithm of activities for the use of the "Constructor" technique has been developed:
1. Mandatory designation of the main sections of the lesson and their designation with letters.
2. The study of different techniques and their combinations.
3. Structuring all techniques in the "Designer".
4. Thematic planning with the introduction of the "Constructor" section.
"Lesson Builder"
Lesson of "discovery" of new knowledge
| Lesson stages | Function blocks | ||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| BUT. Motivation for learning activities |
Crossword | Fantastic Supplement | Art Gallery | Surprise! | delayed answer | Fantastic Supplement | Associative series |
| B. Updating knowledge and fixing difficulties in activities |
Thick and thin question | Feature chain | Developmental canon | "Well no" | Question words | Chemical problem | Demo Experiment |
| IN. Statement of the learning task |
Question words | Heuristic conversation | Demo Experiment | Fantastic Supplement | Find a bug | "Basket of Ideas" | "Cubes" |
| G. Building a project to get out of the difficulty (“discovery” of new knowledge) |
Strategy "Ideal" | Daisy of Knowledge | Demo Experiment | Inventive task | Zigzag | Questions-judgments to the text | ZHU |
| D. Primary consolidation in external speech |
Mutual interrogation | "Catch the mistake!" | "Ask Yourself" | "Cubes" | Fishbone Strategy | Chemical dictation | reverse brainstorming |
| E. Independent work with self-test according to the standard |
Test | Working with handouts | Frontal laboratory work | Cards with chemistry problems | Training short-term control work | "Create a Passport" | Situational tasks |
| J. Inclusion in the knowledge system and repetition |
Question words | thin and thick question | question to the text | I want to ask you | Discussing homework | "Daisy Bloom" | The game of chance |
| Z. Reflection of activity (the result of the lesson) |
six hats | Semi-flower /
Ladder of success |
Islands / Suitcase, grinder, basket |
Emoticons |
cinquain | reflective screen | open mic |
The work on the algorithm is built as follows:
The designation of the main sections of the lesson can be as follows (lesson of "discovery" of new knowledge):
1) Motivation for learning activities
2) Actualization of knowledge and fixation of difficulties in activity.
3) Statement of the educational task
4) Building a project to get out of the difficulty (“discovery” of new knowledge)
5) Primary consolidation in external speech
6) Independent work with self-test according to the standard
7) Inclusion in the knowledge system and repetition
8) Reflection of activity (the result of the lesson)
Any of the sections of the lesson can be implemented using different techniques or their combinations, that is, the techniques, in fact, are the elements of the lesson constructor. The teacher, in accordance with his goals, designates the formula of a particular lesson. For example: We start the lesson with an intellectual warm-up, we start learning new material using the “Surprise” technique, consolidation goes in the form of a “Random Game”, a terminological dictation is conducted in the lesson, the task is set by an array, we spend the lesson outcome discussing homework.
The techniques of pedagogical technique described in the lesson constructor are the total creativity of the teacher, since the techniques that are interconnected are systematized. All techniques are easily applicable in the conditions of a modern school.
When using the "Designer", the variety of lessons increases significantly, lessons can be prepared much faster, the teacher's creativity moves to a new, higher level.
The lesson constructor will "breathe" and change like a living being. And perhaps you enter your branded ones. Each teacher can have their own constructor. The constructor, developed by A. Gin, is taken as the basis for designing lessons in the natural-humanitarian cycle. Below are some of the methodological techniques used in our own lesson builder.
Reception "Delayed from the vile»
1. At the beginning of the lesson, the teacher gives a riddle (an amazing fact), the answer to which (the key for understanding) will be opened in the lesson when working on new material.
2. Give a riddle (an amazing fact) at the end of the lesson to start the next lesson with it.
Reception "Surprise!»
It is well known that nothing attracts attention and stimulates the mind more than amazing. The teacher finds a point of view in which even the ordinary becomes amazing.
Reception "Fantastic Supplement»
The teacher complements the real situation with a fantastic one. You can transfer the learning situation to a fantasy planet; change the values of any parameter that usually remains constant; come up with a fantastic plant or animal and consider it in the real world; transfer a real or literary hero in time; consider the situation under study from an unusual point of view, for example, through the eyes of an alien or an ancient Greek.
Reception "Get the error!»
1. Explaining the material, the teacher makes a mistake.
First, students are warned about this in advance. Sometimes, especially in the lower grades, they can even be told "dangerous places" by intonation or gesture. Teach students to instantly stop mistakes with a signal or clarification when needed. Teach your kids to react quickly to mistakes. Encourage attention and willingness to intervene!
2. The student receives a text (or, say, an analysis of a solution to a problem) with specially made mistakes. Texts can be prepared in advance by other students, including older ones.
Reception“Yes” and “no” say (“Yes-no”, or the Universal game for everyone).
The teacher thinks of something (a number, an object, a literary or historical hero, etc.). Students try to find the answer by asking questions. The teacher answers these questions only with the words: "yes", "no", "yes and no".
The game teaches:
. connect disparate facts into a single picture:
. Organize existing information
. listen and hear the partner.
After the game, a short discussion is mandatory: what questions were strong? which (and why) are weak?
Reception "Mround storm»
The solution of a creative task is organized in the form of an educational brainstorming session.
The goal is to develop a creative style of thinking. Didactic values of UMSh:
. this active form work, a good addition and counterbalance to reproductive forms of study;
. students train the ability to concisely and clearly express their thoughts;
. participants learn to listen and hear each other, which is especially facilitated by
teacher, encouraging those who seek to develop the suggestions of their comrades;
. it is easy for a teacher to support a difficult student by paying attention to his idea:
. proven solutions often give a new approach to the study of the topic:
. UMS calls big interest students, on its basis it is easy to organize
business game.
Technology.
Conducted in groups of 7-9 people. Before assault:
1. The group is instructed before the assault. The main rule at the 1st stage is NO CRITIQUE!
In each group, a leader is selected or appointed by the teacher. He monitors the implementation of the UMS rules, suggests directions for searching for ideas. The facilitator can focus on one or another interesting idea so that the group does not lose sight of it and works on its development.
The group chooses a secretary to capture emerging ideas (keywords, drawings, signs...)
2. An initial discussion and refinement of the condition of the problem is carried out.
3. The teacher determines the time for stage 1. Time, usually up to 20 minutes, it is desirable to fix on the board.
Stage 1.
Creation of a bank of ideas. The goal is to generate as many possible solutions as possible. Including those that at first glance seem "wild". Then a short break in which you can discuss the assault from a reflective position; what were the failures, were violations of the rules allowed and why ...
Stage 2.
Analysis of ideas.
All the ideas expressed are considered critically by the group. At the same time, he adheres to the basic rule: in each idea it is desirable to find something useful, a rational grain, an opportunity to improve this idea or at least apply it in other conditions. And again a short break.
Stage 3.
Processing of results.
The group selects from 2 to 5 the most interesting solutions and appoints a speaker who tells the class and the teacher about them.
Recommendations.
1. The class is proposed to be divided into several groups. All groups can simultaneously, independently of each other, storm one task.
2. Each group can storm its task. It is better to combine tasks in one, more general problem.
3. There is nothing wrong if the 3rd stage will be separated by time, even carried out in another lesson. If during this time the group members have new ideas, let them discuss them. The main thing is to provoke intense mental activity on a learning task, and not to put forward a certain number of ideas in a strictly allotted time.
4. UMS will be guaranteed to be interesting if the problem has a large number of possible solutions.
Reception "Chain of signs"
A universal TRIZ technique aimed at updating students' knowledge about the features of those objects that are included in the work.
Forms:
- the ability to describe an object through the names and values of features;
- the ability to determine the hidden parts of the given parts of the model;
- ability to draw up an internal plan of action.
1st student names the object and its attribute (“barium sulfate is a white precipitate”);
2nd names another object with the same value of the specified attribute and another attribute (“barium sulfate is a salt”);
The 3rd names his object according to a similar attribute and a new attribute, etc., until there is someone who is able to continue the chain.
Reception "Thick and thin question"
- the ability to formulate questions;
- ability to relate concepts.
A subtle question requires a definite, short answer.
A thick question suggests a detailed answer.
After studying the topic, students are invited to formulate three "thin" and three "thick" questions related to the material covered. They then quiz each other using tables of thick and thin questions.
Example:
Reception "Developing canon"
Description:
Admission to the development of logical thinking. Three words are given, the first two are in certain relations. Find the fourth word so that it has the same relationship with the third.
Example.
Sodium hydroxide - alkali \u003d one of the classes of inorganic compounds -?
Strategy«
Question words»
The universal technique of TRCM, aimed at developing the ability to ask questions, can also be used to update students' knowledge on the subject of the lesson.
Students are offered a table of questions and terms on the topic studied or the new topic of the lesson. It is necessary to compose as many questions as possible using question words and terms from the two columns of the table.
Example
:
Reception "Basket of ideas, concepts, names"
This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their experience and knowledge are being updated. It allows you to find out everything that students know or think about the topic under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected.
Example.
Many lessons for learning new material begin with the "Basket" technique, the main ideas of the upcoming lesson are demonstrated on the board or displayed through the projector. For example, in the lesson of studying " Acids"You can invite students to express how they think which algorithm can be called acids, give examples
Fishbone technique (fish skeleton)
The head is the question of the topic, the upper bones are the basic concepts of the topic, the lower bones are the essence of the concept, the tail is the answer to the question. Entries should be concise, with key words or phrases that reflect the essence.
Example.
Chemistry:
- head - Squirrels
- upper ossicles - fibrillar and globular
- lower bones - solubility
- tail - soluble and insoluble
Reception "Z-X-U"
The Z-X-Y strategy was developed by Chicago professor Donna Ogle in 1986. It is used both in print and lecture material. Its graphic form reflects the three phases by which the process is built in the technology of developing critical thinking: challenge, comprehension, reflection.
Forms:
- the ability to determine the level of one's own knowledge;
- ability to analyze information;
- the ability to correlate new information with their established ideas.
Work with the table is carried out at all three stages of the lesson.
At the "challenge stage", completing the first part of the table "I know", Students make a list of what they know or think they know about the topic. Through this primary activity, the student determines the level of his own knowledge, to which new knowledge is gradually added.
Second part of the table "I want to know"- this is the definition of what children want to know, the awakening of interest in new information. In the “thinking stage,” students build new ideas based on what they already know. Work using the "Insert" strategy helps to highlight inaccurate understanding, confusion or errors in knowledge, identify new information for them, link new information with known information.
Previously acquired knowledge is brought to the level of awareness. Now they can become the basis for the assimilation of new knowledge. After discussing the text (film, etc.), students fill out the third column of the table "I found out."
Reverse Brainstorming
Reverse brainstorming aims to find and eliminate possible flaws. The method eliminates search control, but it helps to overcome psychological inertia (a habitual way of thinking based on the past knowledge about the object), move the thought off the ground and at the same time does not allow stopping where necessary.
Reception "Zigzag"
This strategy is appropriate to use to develop the following skills in schoolchildren:
. analyze the text together with other people;
. conduct research work in a group;
. available to transfer information to another person;
. independently determine the direction in the study of a subject, taking into account the interests of the group.
Example.
The technique is used to study and systematize a large amount of material. To do this, you first have to break the text into semantic passages for mutual learning. The number of passages should match the number of group members. For example, if the text is divided into 5 semantic passages, then in groups (let's call them conditionally working) - 5 people.
"Create a Passport" Reception
Reception for systematization, generalization of the acquired knowledge; to highlight the essential and non-essential features of the phenomenon under study; creating a brief description of the concept under study, comparing it with other similar concepts. This is a universal technique for compiling a generalized description of the phenomenon under study according to a certain plan
Bloom's Chamomile Reception
Description:
"Daisy" consists of six petals, each of which contains a certain type of question. Thus, six petals - six questions.
Example.
- Simple questions - questions, answering which, you need to name some facts, remember and reproduce certain information: "What?", "When?", "Where?", "How?".
- Clarifying questions. Such questions usually 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 the student with opportunities for feedback on what they have just said. Sometimes they are asked in order to obtain information that is not in the message, but is implied.
- Interpretive (explanatory) questions. Usually begin with the word "Why?" and aimed at establishing cause-and-effect relationships. Why do leaves on trees turn yellow in autumn? If the answer to this question is known, it "turns" from an interpretive question into a simple one. Therefore, this type of question "works" when there is an element of independence in the answer.
- Creative questions. This type of question most often contains the particle "would", elements of convention, assumption, forecast: "What would change ...", "What will happen if ...?", "How do you think the plot will develop in the story after ...?".
- Evaluation questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. "Why is something good and something bad?", "How does one lesson differ from another?", "How do you feel about the action of the protagonist?" etc.
- Practical questions. This type of question is aimed at establishing the relationship between theory and practice: "How can you apply ...?", What can be done from ...?", "Where in ordinary life can you observe ...?", "How would you acted in the place of the hero of the story?
Reception "Six hats"
A reflective technique that contributes to the organization of reflection in the lesson.
Forms:
- the ability to reflect on one's own experience;
- the ability to give a personal assessment of events, phenomena, facts;
- value attitude towards the environment and oneself.
Students can be divided into groups and offered to purchase one of the hats. Hat owners need to evaluate events, facts, results of activities, depending on the color.
Example.
white hat symbolizes concrete judgments without an emotional connotation.
yellow hat- positive judgments.
Black- reflects problems and difficulties.
Red- emotional judgments without explanation.
Green- creative judgments, suggestions.
Blue- a generalization of what has been said, a philosophical view.
The lesson constructor will not only allow the teacher to systematize the available materials, but also create high-quality lessons based on a system-activity approach without much time, thus ensuring active learning and cognitive activity of students.
The main thing is not to forget to replenish your constructor with new methodological techniques and interesting facts.
Literature:
1. Refresher courses "How to start and how to complete a lesson on GEF" http://moi-universitet.ru/ru/do/directions/attestacia/UrokFGOS/UrokFGOS/
2.https://sites.google.com/site/konstruktoruroka/wi- 3.fidia.org/text/77/492/47998.php
3. sites.google.com/site/appocio/konstruktor-uroka
4.fidia.org/text/77/492/47998.php
