Methodological activity is the most important link in the system of continuous education for members of the teaching staff.

The goals, objectives and content of the activity of the methodological service in institutions of additional education for children are provided with a wide range of organizational forms - various activities (sessions), which are determined by the structure of the methodical service, the relationship of all its links, although they have some independence. Organizational forms either contribute to the successful implementation of the program of methodological activities of the institution, or doom it to failure.

Forms of activity of methodical service.

Traditional:	Innovative:
Work on a single methodological topic. Psychological and pedagogical problem seminars. Theoretical and scientific-practical conferences. Pedagogical readings. Subject-methodical associations. Creative micro-groups of teachers. Methodical exhibitions, newspapers Mentoring. Open events. Pedagogical, methodological, expert advice. Training.	Schools of excellence. Informal associations of teachers, clubs. Business games. Role-playing games. Experimental work. Methodical meetings. Solving situational tasks. Subject departments. Competitions for teachers and methodologists. Internship sites. Publication of manuals, brochures, programs. Creation of a databank of methodological materials.

The forms of activity of the methodological service are subdivided into individual, group and collective. They must be intelligently combined in practice.

The individual forms of activity of the methodological service include:

Consulting;

Consulting;

Self-education;

Internships;

Visiting classes of experienced teachers;

Mentoring;

Creative workshops;

Work on a personal methodological topic, etc.

The group forms of activity of the methodological service include:

Meetings of methodological associations;

Meetings of creative groups;

School of Young Professionals;

Teachers' creative reports;

Theoretical seminars (reports, messages);

Workshops (presentations with practical demonstration);

Disputes, discussions (round table, dialogue-dispute, debates, "aquarium technique", etc.), etc.

Deserve the most attention collective formsactivities of the methodological service, among which the most effective are the following:

Scientific and practical pedagogical conferences;

Reading;

Competitions of teaching excellence;

Business games, role-playing games;

Lectures by scientists, psychologists, sociologists, defectologists, speech therapists and doctors on psychological and pedagogical problems;

Various exhibitions, reports on self-education in the form of reports, abstracts, development of classes, making didactic and visual aids; exhibitions of the best creative works of students (essays, crafts, drawings, etc.);

Discussions of the latest techniques, technologies, scientific achievements, individual open classes, events or their cycles, copyright programs, teaching aids, etc.;

The team's work on a single methodological topic.

Theoretical seminars(reports and messages) - this form of training is necessary to familiarize teachers with the latest scientific achievements and advanced teaching experience.

Workshops-the form of meetings at which teachers acquaint colleagues with the results of their own research work on theoretical and practical issues, conducted under the guidance of scientists for a long time.

Discussion (dispute) -purposeful exchange of experience, opinions, ideas, discussion-dispute, i.e. clash of different points of view, positions in order to find the truth.

A game- a form of communication associated with certain rules (conditions) for the players; it is a competition of several groups, the purpose of which is to achieve a specific goal or solve a specific problem.

Lecture halls of scientists -organization of a cycle of lectures on relevant topics for teachers, parents and students.

Discussion of open classes- expression of their opinion by everyone who attended the lesson.

Self-education exhibitions for teachersa visual demonstration of both the results of the teacher's work (reports, essays, development of classes, didactic and methodological manuals, control tasks, tests, etc.), and the achievements of students (the best works).

Scientific and practical pedagogical conference- a kind of summing up the results of work for a certain time.

Contests“The best teacher of additional education”, “Methodist of the year”, “Out-of-school student of the year”. This does not require a special description, since there are regulatory, programmatic and methodological documents (instructions, regulations, etc.) on this account, containing detailed information on the conditions of the competition.

Master classes.Author's classes in which highly qualified teachers share their experience and work results. The task of the master classes is to increase the motivation to master the author's methodology and technology of activity.

Fair of pedagogical ideasdemonstration of originals, originals of teachers' creativity; the creators themselves reveal the secrets of their art and the secrets of pedagogical skills, share knowledge, didactic and methodological findings.

Work on a single methodological theme of the institution- one of the most important forms of methodological activity, unfortunately, today is undeservedly forgotten.

The actual question for practice is discussion and dissemination of advanced teaching experience- generalization, systematization and description of the achievements of teachers, taking into account:

High efficiency and effectiveness;

The duration of the experience;

Rationality of time and effort;

Possibilities of reproducing this experience by another teacher.

Self-education teacher workincludes:

A topic that should reflect the personal and professional
the problem of the teacher's self-education;

The purpose of the self-education work;

a) study of literature on the problem;

b) studying the state of the problem in practice;

c) designing their own activities (knowledge, ways to achieve them, professional skills, etc.);

d) experimental testing of own projects;

The structure of such self-education is aimed at a meaningful approach of the teacher to professional activity.

Questions and tasks for self-control

1. Compare and analyze the traditional and innovative forms of activity of the methodological service.

2. List the individual forms of work.

3. Analyze and compare the group and collective forms of activity of methodological services.

4. What forms of activity of the methodological service are best used to familiarize teachers with the latest achievements of science and advanced teaching experience? Justify your answer.

5. Compare the concepts of "discussion" and "controversy". What do they have in common and how do they differ?

6. What other forms of discussion can be practiced in the work of methodological associations?

7. How do you think it is necessary to discuss open classes in the work of methodological associations?

8. What is the main purpose of the master class?

9. Analyze the scheme for choosing a methodological topic from the point of view of a teacher.

10. Do you think that all forms of organization of methodological activity should be used in every institution? What determines the choice of forms?

Topic 16. Scientific and practical seminar as an effective form of professional development

Visual and methodological aids

1.Andreev, V.I. Competitionology: training course for the creative development of competitiveness. - Kazan. Center for Innovative Technologies, 2004. - 468 p.

2. Konarzhevsky, Yu.A. Management and intraschool management / Yu.A. Konarzhevsky. - M .: Center "Pedagogical search", 2000. - 224 p.

3. Burns R. Self-concept development and education. Moscow: Progress, 1986.

Managed independent work students

Drawing up a schematic map reflecting the essence and rules of organizing a scientific and practical seminar as an effective form of professional development

Knowledge control forms

Conversation with undergraduates on the essence and rules of organizing a scientific and practical seminar as an effective form of professional development

Selective survey and analysis of performances.

Lecture 28. Scientific and practical seminar as an effective form of professional development

Forms methodical work

There are two groups of forms of methodical work:

· collective (group)

· individual

Collective (group) ones include:

· Active lecture;

· "round table";

· Master Class;

· Methodical council;

· Methodical operative;

· Methodical workshop;

· Methodical KVN;

· Methodical training;

· "brainstorm";

· Scientific and practical conferences;

· Seminars (didactic, problem, psychological and pedagogical, etc.);

· Panorama of pedagogical achievements;

· Pedagogical discussion;

· Pedagogical readings;

· Workshops;

· Problem-situational game;

· role-playing game;

· Creative dialogue;

· Creative report;

· Reader and audience conferences;

· School of excellence;

· Fair of methodological ideas;

· Festival of pedagogical ideas: a kaleidoscope of lessons;

Individuals include:

· Individual consultation;

· Accumulation of information on pedagogy, psychology, methodology, subject content;

· Mentoring;

· Carrying out monitoring measurements in the mode of self-control over the process and the result of training;

Constant work on a methodological topic, representing

· Professional interest;

· Work on a personal creative theme;

· Work with a mentor;

· Development of own means of visualization;

· Development of diagnostic procedures, tasks and tests;

· Development of your own self-education program;

· Reflection and analysis of their own activities;

· Independent research;

· An interview with the administration;

· Internship.

An effective form of methodological work is thematic seminars - workshops. Such seminars are usually structured according to the following scheme: a short lecture on the problem, practical processing of the question, drawing up and discussion of thematic plans. Classes of seminars - workshops can be devoted to the study of technical teaching aids and methods of their application, the development of the most important and difficult topics, etc.

A significant place in the work of methodological associations is occupied by reviews of literature, pedagogical journals, the most interesting articles on education and upbringing, published in periodicals. It is advisable to do such reviews at each meeting of the methodological association. Timely information about new literature provides teachers with significant assistance in their work on self-education, creates favorable conditions for the implementation of the achievements of pedagogical and psychological science into practice.

The timely result of methodological work during an academic year or two years is the holding of school pedagogical readings or scientific and practical conferences. The most interesting reports and messages prepared by teachers, class teachers, educators are heard at them, recommendations are made on improving teaching and educational work, on introducing the best pedagogical experience into practice. Pedagogical exhibitions, illustrating the main provisions of the reports, telling about the achievements of the pedagogical collective and individual teachers, should be timed to the lectures and scientific - practical conferences.

Methodical work will be truly effective, will have an effective impact on the quality of education and upbringing only when its collective forms are organically linked with systematic studies, self-education

The main forms of conducting classes within the framework of the methodological association are seminars and seminars - workshops.

Seminar -the form of group lessons on a subject or topic, which takes place with the active participation of all teachers.

The seminars highlight topical issues of the educational process, the content of new technologies, methods and techniques of teaching.

This form of classes (meetings) is necessary to familiarize teachers with the latest achievements of science and effective teaching experience.

The characteristic features of the workshop are:

· Obligatory work of teachers on self-education;

· Collective discussion of its results;

During the seminar, the informative function is transferred from the head of the methodological association to the participants of the seminar. In the activities of the head of the methodological association, the first place is taken by the regulatory and organizational functions.

The effectiveness of the seminar requires special organizational measures in its preparation and conduct. These organizational measures include:

· Allocation of special time for preparation of participants;

· Providing participants with a list of references;

· Scrupulous selection of questions in terms of quantity and quality for discussion;

· When formulating questions for discussion in the classroom of methodological associations, it is necessary to adhere to the following requirements: reliance on the internal logic of the material being studied; problematic; accounting for audience requests.

Workshop -type of educational activity based on the application of knowledge, abilities and skills in solving practical problems. In the foreground is the development of skills to use theory in practice. However, practical exercises in the future contribute to the acquisition of new theoretical knowledge.

The workshop includes the following steps:

· Organizational;

· Goal setting;

· Updating of knowledge;

· Briefing;

· Activities aimed at work practice;

· summarizing.

Theoretical seminar.This form of training is necessary to familiarize teachers with the modern achievements of pedagogical science and advanced pedagogical experience. It requires speakers (scientists, specialists of educational authorities, heads of educational institutions, teachers) to provide accessible coverage in messages, lectures, reports of topical issues of the educational process, the content of modern educational technologies, techniques, methods and techniques of teaching.

Such workshops should be scheduled no more than two to three times a year to avoid overloading teachers.

A kind of theoretical seminar is psychological and pedagogical seminar,towhich is actively used in educational institutions of the republic. It primarily discusses the issues of psychological support of the educational process. And the work of such a seminar is led by a specialist psychologist.

Workshop.This form of work requires very serious preparation, since at such a seminar, teachers acquaint the present colleagues with the experience of their work (educational, research, search), carried out for a certain time under the guidance of a consultant scientist or a specialist in the management (department) of education.

The focus of the workshop is not only on theoretical issues of the educational process, but also on practical skills, which is especially valuable for the growth of the professional level of teachers.

Workshops are an effective form of introducing teachers to creative, search, experimental and research activities and enhance their general pedagogical culture.

Scientific and practical conference - ethis is a form of joint activity of scientists, teachers and students. Its main goal is to generalize, familiarize and promote the best work experience,

the formation of their own, research position, management skills, recommendations for improving this area of \u200b\u200bactivity of the pedagogical team. conducting experimental work on an educational and pedagogical problem. The defining features of the conference are: large number of participants; the presence of participants invited from outside (from other schools, gymnasiums, lyceums, universities, scientific institutions); comprehensive coverage of the problem.

The practical part of the conference is implemented in sections and consists of viewing fragments of training sessions "live", on video, modeling training sessions, demonstrating techniques, methods, tools, learning technologies. As a rule, the topics of scientific and practical conferences are determined by the most pressing problems of pedagogy, psychology and are associated with the practical activities of the educational institution.

Methodical festival.This form of methodological work assumes a large audience of participants and aims to exchange work experience, introduce new pedagogical ideas and methodological findings.

As a rule, the festival is a solemn summing up of the results of the work of the teaching staff.

The festival program consists of various events: open lessons, extracurricular activities, competitions, exhibitions, presentations, invitations to the teacher's creative laboratory, etc. The festival introduces the best teaching experience, non-standard lessons, approaches to solving pedagogical problems. During the festival, a panorama of methodological findings and ideas works.

The festival ends with honoring teachers who have shown high results of methodological work for the year, as well as summing up the results of the rating assessment of methodological activities and determining the winners.

Methodological bridgeis a type of discussion and is carried out with the participation of pedagogical teams of other educational institutions, employees of the department of education, research and development organizations, IPC, APO, parents of students.

The purpose of this work is to exchange ideas, practical experience, discuss typical difficulties in the implementation of the educational process and identify ways to successfully resolve them.

The result of the work of the methodological bridge can be methodological recommendations for overcoming negative phenomena in professional development and for improving, improving the professional training of teachers, for overcoming difficulties in solving the problems of the educational process.

Methodical ringas a group form of work is carried out with the aim of improving the professional knowledge of teachers, identifying their pedagogical and general cultural erudition.

There are several options conducting a methodical ring. The most common are: the ring as a kind of discussion and the ring as a competition. Ring as a kind of discussion it is carried out in the case when different views on the same issue or problem are formed in the teaching staff. It is desirable to reduce the number of different views, points of view to a minimum - to two. Then opponents are prepared in advance. Each of them forms the necessary support group that provides assistance to their leader when needed.

Leaders are “called into the ring” one by one with their ideas, proposals, and solutions to the problem. In the course of the performance, the audience ask them questions for concretization, clarification, clarification of the opponent's position.

A specially created group of analysis assesses the level of training of leaders, the quality of protection of a certain version, and sums up the results.

In the pauses between the rings, the spectators are offered various game tasks, the solution of pedagogical situations, problems.

The second option for conducting methodological ringscomes down to competition of methodological ideasin realizing the same problem. Creative groups for the defense of methodological ideas are formed in advance.

In this variant, as in the previous one, an analysis group (expert group) is created, which assesses the level of preparedness of the participants and the skill of presenting the material.

The competition of methodological ideas ends with generalizing conclusions.

Training- a form of work aimed at practicing certain professional skills.

goal- development of certain professional skills and abilities.

Training(English) - a special, training regime, training, can be an independent form of methodological work or used as a methodological technique during a seminar.

During the training, pedagogical situations, handouts, technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.

The basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of training.

The training can be used both as an independent form of methodological work, and as a methodological method during a seminar.

During the training, pedagogical situations, technical teaching aids, and handouts are widely used. It is advisable to conduct training in small groups (from 5 to 10 people).

The basic principles of the training group: trusting and frank communication, mutual respect, sincerity, responsibility in discussions and when discussing the results of the training.

Video training- "training with the use of video recording of the solution of pedagogical studies or extreme situations, which are analyzed from the position of mastering not only verbal, but also non-verbal communicative methods of influence and interaction."

The specificity of the video training work consists in the combination of the method and video technical means in teaching teachers.

The method consists in dividing the pedagogical act into separate techniques and pedagogical skills, which must be analyzed, corrected, and perceived. The instrument in this case is a video tape recorder, with the help of which the steps, stages of the model of the pedagogical process are studied in detail, skills and abilities are worked out, and feedback is carried out.

Video training is an irreplaceable assistant in the formation of reflexive skills in teachers.

Discussion- purposeful exchange of judgments, opinions, ideas, carried out by members of methodological formations in order to search for truth.

An essential feature of the discussion is the equal dialogue of all its participants. And in order for each teacher to be an active participant in the process of discussing the issue, it is necessary to complete small groups of up to 10 people. A positive moment in the work will be the selection of the composition of the participants

Carrying out pedagogical readings in educational institutions requires the involvement of all links of the methodological service in their preparation, since these readings are a kind of summing up the results of the work of methodological substructures. As a rule, pedagogical readings are held on a specific topic related directly to the general school methodological topic. They are not random, but reflect the experience of teachers, their achievements, successes, record the difficulties that had to be overcome on the way to the intended result.

Teachers' speeches are accompanied by video materials, tables, diagrams, graphs, photographs, student products.

All presentations are discussed by those present, often in a discussion form, since the optimally defined topic of the readings leaves no one indifferent.

It is desirable that the lectures be planned to summarize the midterm and final results of the work of the pedagogical team on a single methodological topic and priority problems of the educational institution.

Public lesson- This is a traditional form of work with teaching staff to improve their professional level.

In modern pedagogical literature, the issues of designing, preparing, conducting and analyzing an open lesson are widely covered, in which a highly professional teacher demonstrates to colleagues the use of the most effective technologies, techniques, methods and techniques in the process of teaching students.

Methodical decade(week) provides for the demonstration of the best work experience of individual teachers or methodological formations of an educational institution. It is carried out according to a pre-developed plan and is of a purely practical nature. The content of the decade should include educational, methodological and extracurricular activities of teachers.

The work of the decade ends with the publication of an informational and methodological bulletin, a newspaper or radio newspaper, and a video film. The best teaching products add to the database of teachers' experience.

Methodical dialogueis carried out with the aim of discussing a specific pedagogical problem and developing a plan of joint actions for its implementation.

As a rule, a methodological dialogue is conducted between the leader and a group of teachers. Moreover, the participants get acquainted with the topic of discussion in advance, prepare the previously received theoretical homework.

The driving force of the dialogue is the active participation of teachers in the discussion of the problem. Also of great importance for the effectiveness of the work is the general emotional atmosphere, which allows to form a sense of inner unity of the participants. At the end of the joint work, conclusions are drawn and recommendations for further joint actions of the participants in the dialogue are determined.

ABC of methodical work: planning, forms and

SYSTEM OF METHODOLOGICAL WORK

IN AN EDUCATIONAL INSTITUTION

The process of updating and restructuring the educational system requires the reconstruction and improvement of not only the content of training and education, but also the methodological service. Focusing on the humanization of education and upbringing, on the formation of the student's personality, recognition of its value and necessity for modern society, first of all, it is necessary to remember that it (personality) is formed by the personality of the teacher himself. Therefore, it is necessary to create all conditions for the growth of the teacher's professional skill. And for this an efficient and effective structure of methodological service in an educational institution is needed... The skill of a teacher is formed through constant, systematic professional training in the field, therefore, methodological work is the most important link in the education system of members of the teaching staff. In addition, daily activities to improve qualifications are closely related to the educational process, and the teacher has the opportunity in the course of his work to consolidate his theoretical knowledge in practice every day.

The essence and tasks of methodical work

in an educational institution

Methodological work is a systematic collective and individual activity of pedagogical personnel aimed at improving their scientific and theoretical general cultural level, psychological and pedagogical training and professional skills.

The most important and essential in methodological work in an educational institution is to provide real, effective assistance to teachers in the development of their skills as a unity of professional knowledge, skills and abilities necessary for a modern teacher.

Determining the goals and objectives of methodological work means determining the most important desired, necessary results. The goal, first of all, is the growth of teaching excellence.

When staging tasks it is necessary to take into account the functions of methodological work in relation to the national system of education and upbringing of students, pedagogical science and advanced pedagogical experience; functions of methodical work in relation to the teaching staff, to a specific teacher. By organizing individual work with a specific teacher, you can formulate the tasks in a more generalized form: formation and development of an individually unique and effective system of educational and educational activities of a particular teacher.

The correct formulation of the tasks of methodical work contributes to the optimal choice of means for solving these problems. The main of these means is the content of methodological work in an educational institution.

Areas of work of the methodological association:

Studying the organization of educational and upbringing processes; mastery of scientific methodology;

Familiarization with new regulations, documents, decrees, etc .;

In-depth study of the methods of conducting training sessions and extracurricular activities;

Advance consideration of issues of methodology for studying the most complex issues of extracurricular and extracurricular work with a demonstration of open extracurricular activities, educational hours;

Study of the provisions of didactics, the theory of education, an attempt at their practical application;

Study of developmental and educational psychology, psychological and pedagogical characteristics of children of different age groups;

Information about new books, methodological recommendations, articles in the pedagogical press on the content and methods of teaching and educational work;

Systematic study of the level of training and education of students;

Collaboration of the class teacher and subject teachers.

Methodical work system

A system is a complex of interrelated elements that have properties such as purposefulness and integrity. Any system is open, that is, it is connected with other systemic and non-systemic objects, and is part of a system of a higher order. The system of methodological work in an educational institution is part of the system of working with pedagogical personnel, part of the system for managing the work of teachers, part of the system for improving professionalism.

Choosing an option for methodical work, deputy. the Director for OIA (NMP) should take into account:

Tasks assigned to teachers;

The quantitative and qualitative composition of the teaching staff;

The results of studying the personality and activities of teachers, especially their difficulties;

Qualitative and quantitative analysis of the current, final results of teaching and educational work;

Features of the content of methodical work;

Educational institution traditions; the comparative effectiveness of various forms of methodological work;

Measure in the use of certain directions, content, forms, methods of methodical work;

Availability of time for the implementation of the planned methodological work (possible reduction in the number of activities, postponement, etc.)

Material, moral, psychological and other conditions; the real opportunities available at a particular moment to involve teachers in the organization of methodological work, to be the head of the Ministry of Education, to be part of a creative group, etc.

Necessary conditions for methodical work: organizational and pedagogical(free time, coordination of activities), moral and psychological, sanitary and hygienic.

The content of the methodological work is formed on the basis of the following sources: documents, regulations, giving a general target orientation of all methodical work; achievements of scientific and technical progress, new results of psychological and pedagogical research, including research on the problems of the very methodical work in an educational institution: instructional and methodological documents of the Ministry of Education of the Republic of Bashkortostan on the organization of educational work in educational institutions; information on advanced, innovative and mass experience; data of a specific analysis of the state of the level of education and upbringing and development of students, helping to identify the top-priority topics and problems of methodological work and self-education for a given institution.

Organization of methodical work

The organization of methodical work includes a wide range of functions, actions:

· Study, analysis of the state of educational work;

· Goal setting - the choice of goals, objectives;

· Planning the content, forms and methods, ways and means of achieving goals;

· Creation of a rational organizational structure of management;

· Setting educational tasks;

· Instruction, stimulation, assistance to teachers;

· the control;

Analysis and evaluation of results, etc.

Components of the organizational activities of the Deputy Director for teaching and educational work:

· Speeches with explanations of the relevance and essence of work on the selected problem;

· preparation of documentation;

· Activities of the pedagogical council, methodological association and creative groups on subjects on a chosen topic;

· Creation of creative groups for the exchange of pedagogical experience;

· Organization of self-education;

· Open extracurricular activities;

· Personal example of the deputy. director;

· Prompt assistance;

· Summing up and setting new tasks;

· Encouragement.

Forms of organization of methodical work

The following structure of links in methodological work is possible: a pedagogical council operating on the basis of a methodological office, methodological associations of teachers, theoretical seminars and workshops, pedagogical readings or scientific and practical conferences, schools of excellence.

Forms of work can be collective and individual.

Collective forms: seminars and workshops, scientific and practical conferences, methodological associations, schools of excellence, creative groups, methodological rooms, etc.

Individual forms:internship, mentoring, work on a personal creative topic, individual consultations, individual self-education, etc.

One of the most important forms of methodological work is work on a single methodological theme (problem) of an educational institution (for example: "Personally oriented teaching and education of students aimed at reviving national culture, morality and spirituality" students "). A single methodological theme organizes, makes the whole complex of forms integral, is a kind of system-forming factor. It is advisable to define a single topic for the future (more often for 5 years) with a breakdown by years. It promotes team cohesion, which increases the quality of work and efficiency.

One of the most common forms of collective methodological work is methodological associations of teachers . The MO meeting, as a rule, is held once every quarter. However, the activities of the MoD should not be limited to meetings, it should be of a daily nature. The MO meeting should include both a theoretical part (reports, messages, a review of methodological literature) and a practical part (attending lessons, educational hours, their discussion, open extracurricular activities, etc.). As a result of the work of the methodological association, there can be methodological products for subject teachers. At the end of the academic year, an exhibition, conference, and methodological festival can complete the work of the MO.

Forms of methodical work with teachers

Passive formsthe work of the methodological service is focused to a large extent on reproductive thought activity and provides support for the area of \u200b\u200bactual development of teachers.

Active formsstimulate the search, creative research activities of teachers and are focused on the zone of proximal development of teachers.

The most effective forms of methodological workat the present stage of school development, in our opinion, are:

theoretical seminar,

workshop,

scientific and practical conference,

methodical decade,

days of science,

methodical festival,

methodological bridge,

methodical mosaic,

discussion,

methodical ring,

business game,

pedagogical KVN,

brainstorm,

video training,

pedagogical readings,

lecture hall,

professional exhibition,

project protection,

thematic pedagogical council,

public lesson

Forms of organizing and conducting meetings of the Ministry of Defense may be as follows:

Theoretical seminar

Workshop

The conference

Excursion

Creative discussion

Creative dialogue

Living room

An hour of collective creativity

Methodical festival (based on the results of methodical work for the year)

Business game

Methodical KVN

Fair of methodological ideas

Methodical training

Types of homework teachers in the framework of planning methodological work can be as follows:

Modeling a lesson (in whole or in fragments)

Development of a system of lessons for a topic or course

Development of a special course, research program on a specific topic

Selection of literature on a specific topic, course, problem

Annotation on the topic, course, problem, work experience of a colleague

Compilation of control materials, tests

Compilation and protection of reference schemes, memos, didactic material

Development of plans for circles, scenarios of extracurricular activities in the subject, courses of choice

Attendance at lessons, extracurricular activities, special courses, extra classes followed by analysis

Presenting your own experience on a topic, problem

Self-education topic defense.

Interactive techniques and games

"Interactive"means interaction-based. But interactivity is not just the interaction of subjects with each other, but a specially organized cognitive activity with a pronounced social orientation.

The purpose of using interactive methods and games is to change the behavior patterns of participants. By analyzing his reactions and the reactions of a partner, the participant changes his behavior model and consciously assimilates new norms of activity, which makes it possible to speak of interactive methods as a process of interactive education.

Guiding principlesthe organization of the interactive process are:

Thought activity;

Meaningfulness;

Freedom of choice;

Reflection.

The organization of thought activity is:

In the performance of various mental operations by the participants (analysis, synthesis, comparison, generalization, classification, abstraction, etc.);

In the exchange of the results of mental activity between participants in the pedagogical process;

Change and variety of types, forms of mental and cognitive activity;

Combination of individual and group forms of work;

Problem-based learning, the use of modern educational technologies in the pedagogical process;

The meaningfulness of the participants;

Reflections.

Meaningfulnesspresupposes the conscious creation of a new content in the process of interaction between teachers, assessment of the phenomena of the surrounding reality, their activities, the results of interaction from the standpoint of their individuality.

The end result, the purpose of meaning creation is enrichment, the emergence of a new individual experience of comprehension (meaning), expanding the boundaries of individual consciousness.

Reflectionin the pedagogical process, this is the process and result of the fixation by the subjects (participants of the pedagogical process) of the state of self-development, the establishment of causes and effects.

Each interactive method, game has its own purpose, rules, therefore, given this feature, you can use them at different stages of the event. An important condition is the location of the participants so that they can see each other while sitting, for example, in a circle around the perimeter.

The newest forms of teaching teaching staff include innovative, organizational, activity, business, role-playing and other games that contribute to the formation of an intellectual culture and a culture of self-development.

The newest forms of education are used within the framework of the ability model of education, which ensures the preparation of teachers for innovative activities, creates the preconditions for their rapid adaptation in a dynamic professional environment.

Active forms of organizing methodical work

Business game

goal - development of certain professional skills, pedagogical technologies.

Play as a form of learning is characterized by great flexibility. In the course of it, you can solve problems of varying complexity. It activates the creative initiative of teachers, ensures a high level of assimilation of theoretical knowledge and the development of professional skills.

Form of conducting - team or group work.

The process of organizing and conducting the game can be divided into 4 stages.

1. Construction of the game:

§ clearly articulate the overall goal of the game and private goals for the participants;

§ develop general rules games.

2. Organizational preparation of a specific game with the implementation of a specific didactic goal:

§ the leader explains to the participants the meaning of the game, introduces them to the general program and rules, assigns roles and sets specific tasks for their performers that must be solved by them;

§ experts are appointed who observe the course of the game, analyze simulated situations, and give an assessment;

§ the time, conditions and duration of the game are determined.

3. The course of the game.

4. Summing up, detailed analysis:

§ general assessment of the game, detailed analysis, implementation of goals and objectives, good and weak points, their reasons;

§ self-assessment by players of the performance of assigned tasks, the degree of personal satisfaction;

§ characteristics of professional knowledge and skills revealed during the game;

§ analysis and evaluation of the game by experts.

Approximate procedure for conducting a business game:

The leader informs the audience about the purpose, content, and procedure for conducting the business game. Recommends to carefully study the literature, introduces questions to be discussed.

The participants of the game are divided into subgroups of 3 - 5 people. In each subgroup, a leader is elected, whose duties include organizing the work of the subgroup. An expert group consisting of 3-5 people is selected from among the participants in the game.

The leader distributes questions between the game subgroups, gives the floor on each issue to representatives of the game groups, organizes discussions on the problem under discussion. Each participant in the game is given up to 5 minutes to speak, during which it is necessary to laconically but reasonably highlight the main thing, substantiate the idea, argue, "defend" it.

The expert group, based on the presentations of the participants and their opinions, can prepare a draft recommendation ( practical advice) on the problem under consideration, discuss and determine the common positions of the members of the pedagogical team in practical activities.

The expert commission also informs about the decisions made by it on the assessment of the content of speeches, the activity of the participants, the effectiveness of the subgroups in the business game. The criterion for such an assessment can be the number and content of the ideas (proposals) put forward, the degree of independence of judgments, and their practical significance.

In conclusion, the leader sums up the results of the game.

Training

goal - development of certain professional skills and abilities.

Training (English) - a special, training regime, training, can be an independent form of methodological work or used as a methodological technique during a seminar.

During the training, pedagogical situations, handouts, technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.

The basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of training.

Pedagogical KVN

This form of methodological work contributes to the activation of the existing theoretical knowledge, practical skills and abilities, the creation of a favorable psychological climate in the group of teachers. Two teams, a jury are formed from the audience, the rest are fans. Teams get acquainted with the topic of KVN in advance, receive homework. In addition, they prepare mutual humorous greetings on the topic of this KVN. The leader offers entertaining tasks requiring non-standard solutions (including the "Competition of Captains"), directly related to the topic under study.

Game progress:

1. Greeting teams, which takes into account:

§ correspondence of the speech to a given topic;

§ relevance;

§ presentation form.

§ Performance time - 10 minutes.

2. Warm-up (teams prepare three questions for knowledge of the psychology of the student's personality and interpersonal relationships). Time to think over a question - 1 minute.

3. Homework: checking the preparation of a business game on a given topic.

4. Competition of captains.

5. Competition of sages. Two participants from the team are selected. They are invited to choose the best method for solving this issue.

6. Competition for fans: solving pedagogical problems from the practice of the school.

7. Competition "What would it mean?" (situations from the life of the school). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.

Methodological bridge

A methodological bridge is a kind of discussion. To carry out this form of methodological work, teachers from different schools of the region, city, heads of the Moscow region, parents are involved.

The purpose of the methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative teaching and education technologies.

Brainstorm

This is one of the methodological techniques that contribute to the development of practical skills, creativity, the development of the correct point of view on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing the methodology for passing a topic, for making decisions on a specific problem.

The leader must think over the questions well so that the answers are short, concise. Preference is given to answers-fantasies, answers-insights. Criticism of ideas, their assessment is prohibited. The duration of the brainstorming session is 15-30 minutes. This is followed by a discussion of the ideas expressed.

Solving pedagogical problems

goal - to get acquainted with the features of the pedagogical process, its logic, the nature of the activities of the teacher and students, the system of their relationships. Completing such tasks will help you learn to distinguish the essential, the main thing from the variety of phenomena.

The mastery of the teacher is manifested in the way he analyzes, explores the pedagogical situation, how he formulates the goal and objectives of his own activity on the basis of a multilateral analysis.

It is advisable to take pedagogical tasks from school practice. They should familiarize the best teachers with certain methodological methods of work, and warn against the most common mistakes.

When starting to solve a problem, it is necessary to carefully understand its condition, evaluate the position of each actor, and imagine the possible consequences of each intended step.

The proposed tasks should reflect effective forms and methods of organizing and conducting educational work.

Methodical festival

This form of methodological work, used by methodologists of the city, district, school leaders, involves a large audience, aims to exchange work experience, introduce new pedagogical ideas and methodological findings.

At the festival there is an acquaintance with the best teaching experience, with non-standard lessons that go beyond the framework of traditions and generally accepted stereotypes.

During the festival there is a panorama of methodological findings and ideas.

Participants of the festival submit an application for a lesson, methodological ideas, techniques in advance.

Laboratory "Information Technologies"

· Work of creative groups on problems;

· Use of information technologies in the educational process;

· The formation of the civic position of younger students.

Fair of pedagogical ideas

· activates the methodological work of teachers, since every teacher wants his idea to be recognized as the best. Thus, the spirit of competition emerges. Teachers, mostly young, learn to lead a discussion, defend their point of view, listen critically to themselves and their colleagues.

Development of a methodological portfolio

· Allows the teacher to systematize his methodical work for the year, choose the most successful methodological techniques and generalize them in the form of methodological developments.

Interactive forms of work with teachers.

The heads of professional associations often face the question of how to make each teacher become an active, interested participant in the work of various forms of professional associations? How to get rid of the passivity of individual teachers? How to transfer them from reproductive activity to research activity? To the formation of the ability to reflect in the process of learning new and mastering familiar material?

The activation of the creative activity of teachers is possible through non-traditional, interactive methods and forms of work with teachers.

Many major methodological innovations are associated with the use of interactive teaching methods. Need to deal with yourself concept. The word "interactive" came to us from in English from the word "interact", where "inter" is "mutual", "act" is to act.

Interactive means the ability to interact or is in the mode of conversation, dialogue with something (for example, a computer) or someone (for example, a person). From this we can conclude that interactive learning is, first of all, interactive learning, during which the interaction of the teacher (leader of the MO) and the student (teacher-member of the MO) is carried out.

What are the main characteristics of "interactive"?

It should be recognized that interactive learning is a special form of organizing a particular activity. She has in mind fairly specific and predictable work goals. One such goal consists in creating comfortable learning conditions, such that the teacher (student) feels his success, his intellectual competence, which makes the entire learning process productive and effective.

What is the essence of interactive learning?

The interaction process is organized in such a way that almost all participants are involved in the process of cognition and discussion. They have the ability to understand and reflect on what they know, understand what they think. Joint activity in this process means that each participant makes his own special individual contribution, has the opportunity to exchange knowledge, his own ideas, methods of activity, and hear a different opinion of colleagues. Moreover, this process takes place in an atmosphere of benevolence and mutual support, which makes it possible to obtain not only new knowledge on the problem under discussion, but also develops the pedagogical activity itself and transfers it to higher forms of cooperation and cooperation.

Interactive activity involves the organization and development of dialogue communication, which leads to interaction, mutual understanding, joint solution and acceptance of the most common, but significant for each participant, tasks. With interactive teaching, the dominance of both one speaker and one opinion is excluded.

In the course of dialogue communication, teachers develop the ability to think critically, reason, solve controversial problems based on the analysis of the information they heard and the circumstances. Teachers learn to weigh alternative opinions, make thoughtful decisions, express their thoughts correctly, participate in discussions, and communicate professionally with colleagues.

It is valuable that with such an organization of work, the teacher can not only express his opinion, view, give an assessment, but also, having heard the evidence arguments of his colleagues, abandon his point of view or significantly change it. Teachers develop respect for the opinions of others, the ability to listen to others, make informed conclusions and conclusions.

To do this, in the classes of professional associations, various forms are organized - individual, subgroup, pair, role-playing games are used, documents and information from various sources are analyzed.

What are forms of interactive learning? Let's consider some of them.

The simplest form of group interaction is "Big circle"... The work takes place in three stages.

First step - teachers sit in a large circle. The leader forms the problem.

Second phase - within a certain time (approximately 10 minutes), each participant individually on his sheet of paper writes down the proposed measures to solve the problem.

Stage three - in a circle, each teacher reads out his proposals, the rest listen silently (without criticism); along the way, a vote is taken on each item - should it be included in the general decision, which is fixed on the board as the conversation proceeds.

The “big circle” technique is best used when it is possible to quickly identify ways to solve a problem or its components. Using this form, you can, for example, develop instructions, regulations, local or regulatory legal acts.

"Round table" - is carried out in order to develop a common opinion, the position of the participants on the problem under discussion. Usually 1-3 questions of the discussed problem are thought over.

When holding a Round Table, it is important to pay attention to the decoration of the premises. For example, it is advisable to arrange tables around the perimeter of the room. The moderator of the "Round table" determines his place so as to see all the participants. Invited specialists, administration, etc. may also be here. In the course of work, each issue of the problem is discussed separately. The floor is given to teachers who have experience in working on the problem. The moderator summarizes the results of the discussion of each issue. At the end, he proposes a version of the common position, taking into account the comments, additions, amendments.

Each problem, to which the group of questions asked by teachers belongs, is revealed as fully as possible. Teachers must clearly understand the theoretical foundations of the problem, ways to solve it, forms of organization, methods and techniques of work, and more.

"Business game" - effective if teachers have sufficient knowledge of the problem that is reflected in the game. A business game involves a lot of preliminary work, in which teachers receive the necessary knowledge through various forms, methods and means: visual campaigning, thematic exhibitions, consultations, conversations, discussions. If such preliminary work has not been carried out, then it is advisable to plan a business game as part of the event dedicated to consolidating the knowledge gained on the problem.

Cards with questions or 2-3 pedagogical situations on the problem are prepared in advance.

Tables must be arranged so that 2 or 3 teams stand out (at the discretion of the head of the software) of 4-5 people in the business game. Teachers, if they wish, are seated at the tables, and thus the teams of the participants are immediately determined. One of the teams - expert judges Are the most competent teachers on the proposed problem.

Each team is given a card, a captain is selected who will announce the general conclusion of the team while working on the task. Teams are given time to prepare a decision, then answers are heard. The order of answers is determined by the lot of the captains. Each group makes at least 3 additions to the corresponding group, gives an incentive point, which is included in the total score. At the end of the game, the team is determined - the winner for the best (detailed, complete, evidential) answer.

Business games are of the following types:

Simulation, where copying with subsequent analysis is carried out.

Management, in which the reproduction of specific management functions is carried out);

Research, related to research work, where methods in specific areas are studied through a game form;

Organizational and active. Participants in these games simulate the previously unknown content of activities on a specific topic.

Training games. These are exercises that reinforce certain skills;

Projective games, in which a personal project is drawn up, an algorithm for any actions, an activity plan, and the proposed project is protected. An example of projective games maybe the topic: "How to hold a final teachers' council?" (or parent meeting, or practical seminar, and more).

When organizing and conducting a business game, the role of the head of the game is different - before the game he is an instructor, in the process of its holding - a consultant, at the last stage - a leader of the discussion.

The main goal of the game - live modeling of the educational process, the formation of specific practical skills of teachers, faster adaptation to updating the content, the formation of their interest and culture of self-development; development of certain professional skills, pedagogical technologies.

Organization and conduct methodology:

The process of organizing and conducting the game can be divided into 4 stages:

1.Construction of the game:

clearly form the general goal of the game and private goals for the participants;

develop general rules of the game.

2. Organizational preparation of a specific game with the implementation of a specific didactic goal:

· The leader explains to the participants the meaning of the game, acquaints them with the general program and rules, assigns roles and sets specific tasks for their performers that must be solved by them;

· Experts are appointed who observe the course of the game, analyze simulated situations, give an assessment;

· Determine the time, conditions and duration of the game.

3. Game progress.

4. Summing up, detailed analysis of the game:

§ general assessment of the game, detailed analysis, implementation of goals and objectives, good and weak sides, their reasons;

§ self-assessment of the participants in the performance of the tasks received, the degree of personal satisfaction;

§ characteristics of professional knowledge and skills revealed during the game;

§ analysis and evaluation of the game by experts.

Approximate procedure for conducting a business game:

The leader informs the audience about the purpose, content, and procedure for conducting the business game. Recommends to carefully study the literature, introduces questions to be discussed. The participants of the game are divided into subgroups of 3-5 people. In each subgroup, a leader is elected, whose duties include organizing the work of the subgroup. An expert group consisting of 3-5 people is selected from among the participants in the game.

The leader distributes questions between the game subgroups, gives the floor on each issue to representatives of the game groups, organizes discussions on the problem under discussion. Each participant in the game is given 5 minutes to speak, during which it is necessary to laconically but reasonably highlight the main thing, substantiate the idea, substantiate, “defend” it.

The expert group, based on the speeches of the participants and their opinions, can prepare a draft of recommendations (practical advice) on the problem under consideration, discuss and determine the common positions of teachers in practical activities.

The expert commission also informs about the decisions made by it on the assessment of the content of speeches, the activity of the participants, the effectiveness of the subgroups in the business game. The criterion for such an assessment can serve as the number and content of the ideas (proposals) put forward, the degree of independence of judgments, their practical significance.

In conclusion, the leader sums up the game.

Business (role-playing) game - an effective method of interaction between teachers. It is a form of modeling those systems of relations that exist in reality or in a particular type of activity, in which new methodological skills and techniques are acquired.

Business game - this is a form of improving development, perception of the best experience, asserting oneself as a teacher in many pedagogical situations. A necessary condition for the effectiveness of a business game is the voluntary and interested participation of all teachers, openness, sincerity of answers, and their completeness.

Discussion- critical dialogue, business dispute, free discussion of the problem, a powerful combination of theoretical and practical knowledge.

The purpose of the discussion - involvement of listeners in active discussion of the problem; identification of contradictions between practice and science; mastering the skills of applying theoretical knowledge to analyze reality.

Form of conducting - collective discussion of theoretical issues.

Methodology for its organization:

§ determination of the purpose and content of the problem under discussion, forecast of the results;

§ determination of key issues on which the discussion will be organized (random, secondary questions are not brought up for discussion);

§ planning;

§ preliminary acquaintance of teachers with the main provisions of the topic under discussion

Methodology:

· Familiarization of teachers with the problem, the situational task.

· Questions to teachers are presented sequentially in accordance with the plan.

· A discussion of opposing points of view on the essence of the problem under consideration is organized.

· Conclusion, summing up the discussion.

In conclusion, the presenter notes the activity or passivity of the audience, assesses the teachers' answers, if necessary, refutes the wrong judgments with arguments, supplements incomplete answers, makes a general conclusion based on the results of the discussion, thanks the teachers for participating in the discussion.

The leader must:

It is good to know the problem, the topic of discussion.

Examine the position and arguments of opponents.

Do not allow the conversation to deviate from the subject of discussion, substitution of concepts.

"Brainstorming (brainstorming)" - as well as the Business game is possible provided that the teachers have enough knowledge on the problem.

This is one of the methodological techniques that contribute to the development of practical skills, creativity, the development of the correct point of view on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing the methodology for passing a topic, for making decisions on a specific problem.

The leader must think over the questions well so that the answers are short, concise. Preference is given to answers-fantasies, answers-insights, Criticism of ideas, their assessment is prohibited. The duration of the brainstorming session is 15-30 minutes. This is followed by a discussion of the ideas expressed.

The leader prepares questions, 2-3 pedagogical situations in advance in accordance with the problem to be solved, which will be offered to him.

It is advisable to set the tables so that 2-3 teams of teachers stand out.

A captain is selected in each team, who will announce the general answer. Each team is given cards with the same questions and pedagogical situations. Time is given to prepare. Teams answer the same questions and solve the same situations.

In the course of work, one team gives an answer, another complements it and vice versa. The winner is the team that gave the most comprehensive answers and made the largest number of significant additions to the answers of fellow competitors.

Any form of communication with teachers should presuppose emotionality, conciseness of messages and, at the same time, richness with the necessary information, confirmed by examples from practice and pedagogical experience.

"Methodical ring".

goal - improving the professional knowledge of teachers, identifying general erudition.

Form of conducting - group work (opponents, opponents support groups, analysis group are determined).

Organization and conduct methodology:

Option 1 - methodical ring as a kind of discussion in the presence of two opposite views on the same issue.

For example, in the methodological ring on the topic “School without discipline, like a mill without water” (Ya.A. Komensky), the following question is proposed for discussion: “How do I achieve discipline in the classroom - by switching the children's attention to another type of activity or by disciplinary measures?”

Prepare two opponents in advance. Each of them has a support group that helps their leader when needed.

The analysis group assesses the level of training of opponents, the quality of defense of a particular version, sums up the results.

To relieve stress in the pauses, pedagogical situations, game tasks, etc. are offered.

Option P - methodical ring as a competition of methodological ideas in the implementation of the same problem.

For example, the methodological ring on the topic "Enhancing the cognitive (research) activity of preschoolers in environmental classes" offers a competition of the following methodological ideas:

· Application of game tasks;

· Use of active forms of education.

Training.

goal- development of professional skills and abilities.

Training - an English word - special, training mode... Training can be an independent form of methodological work or be used as a methodological technique when conducting seminars.

During the training, pedagogical situations, handouts, technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.

Basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of training.

Pedagogical KVN.

This form of methodological work promotes the activation of existing theoretical knowledge, practical skills and abilities, the creation of a favorable psychological climate in the group of teachers. Two teams, a jury are formed from the audience, the rest are fans. Teams get acquainted with the topic of KVN in advance, receive homework. In addition, they prepare mutual humorous greetings on the topic of this KVN. The leader offers entertaining tasks requiring non-standard solutions (including a competition for captains), directly related to the topic under study.

Game progress:

1.Greeting teams, which takes into account:

§ Compliance of speeches with a given topic;

§ relevance;

§ form of presentation;

§ speaking time - 10 minutes.

2.Warm-up (teams prepare three questions each on knowledge of the psychology of the child's personality and interpersonal relationships). Time to think over a question - 1 minute.

3. Homework: checking the preparation of a business game on a given topic.

4. Competition of captains.

5. Competition of sages. Two members are selected from the team. They are invited to choose the best method for solving this issue.

6. Fan competition: solving pedagogical problems from the practice of the institution.

7. Competition "What would it mean?" (situation from the life of a preschool educational institution). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.

Methodical bridge.

It is a kind of discussion. To carry out this form of methodical work, teachers from various educational institutions of the region, city, heads of the Moscow region, parents are involved.

The purpose methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative technologies of teaching and upbringing.

Solving pedagogical problems.

goal - to get acquainted with the features of the pedagogical process, its logic, the nature of the activities of the teacher and the child, the system of their relationships. Performing such tasks can learn to distinguish the essential, the main thing from the variety of phenomena.

The teacher's skill is manifested in the way he analyzes, explores the pedagogical situation, how he formulates the goal and objectives of his own activity on the basis of a multilateral analysis.

It is advisable to take pedagogical tasks from educational practice. They should acquaint the best teachers with certain methodological methods of work, warn against the most common mistakes.

When starting to solve a problem, it is necessary to carefully understand its condition, evaluate the positions of each actor, imagine all kinds of consequences of each intended step.

The proposed tasks should reflect effective forms and methods of organizing and conducting educational work.

Methodical festival.

This form of methodological work involves a large audience, aims exchange of work experience, introduction of new pedagogical ideas and methodological findings.

Here one gets acquainted with the best pedagogical experience, with non-standard occupations that go beyond the framework of traditions and generally accepted stereotypes.

During the festival there is a panorama of methodological findings and ideas.

Participants of the festival submit an application for a lesson, methodological ideas, techniques in advance.

Methodical gatherings.

goal - the formation of the correct point of view on a specific pedagogical problem, the creation of a favorable psychological climate in this group of teachers.

Methodology for organizing and conducting:

§ Proposed for discussion are issues that are essential for solving some key tasks of the educational process.

§ The topic of discussion is not announced in advance. The mastery of the leader lies in the fact that in a relaxed atmosphere, call the listeners to a frank conversation on the issue under discussion and bring them to certain conclusions.

Methodical dialogue.

Goal - discussion of a certain topic, development of a plan of joint actions.

The format is a round table.

Organization and conduct methodology:

The listeners get acquainted with the topic of discussion in advance, receive theoretical homework.

Methodological dialogue is conducted between the leader and teachers or groups of listeners on a specific topic.

The driving force of the dialogue is the culture of communication and the activity of the listeners. The general emotional atmosphere is of great importance, which allows you to create a sense of inner unity.

In conclusion, a conclusion is made on the topic, a decision is made on further joint actions.

Contact table.

Instruction: Only 2 arrows can be used and only 2 colors.

The desire for contact is the red arrow, not the desire is the blue arrow.

Who did you expect to receive the red arrows from?

From whom did you not expect?

If expectations don't match reality, see what you're doing wrong.

Active techniques

Mosaic technique

· applied at seminars, viewing video recordings of fragments of lessons on a given topic using various technologies and forms of work with subsequent analysis and development of recommendations for their application.

· allows you to reduce the time spent on achieving the final result, stimulates the cognitive activity of teachers, allows you to include a larger number of participants in the work.

Extended conference methodology

· when preparing for an open lesson, the teacher discusses with the members of the MO all the technology of the lesson; after the open lesson, the discussion of the effectiveness of the results obtained continues.

· it is mainly used when working with young professionals and teachers of the second category, since they receive assistance in preparing for the lesson, conducting it and subsequent analysis.

Methodology "Pair or integrated lesson"

· is developed on cyclical ML, including teachers of related disciplines, for example, on cyclical ML of teachers of biology, chemistry, geography. Such lessons make it possible to avoid duplication of the material presented, develop general methodological techniques for its presentation, broaden the horizons of students on a specific topic, and also activate the work of the teachers themselves.

« Aquarium"

· a form of dialogue when teachers are invited to discuss the problem "in front of the public." The group chooses to engage in dialogue on the issue of someone to whom it can trust. Sometimes there may be several interested parties. All others are spectators. Hence the name - "aquarium".

What does this technique give to teachers? The opportunity to see their colleagues from the outside, that is, to see how they communicate, how they react to someone else's thought, how they settle an imminent conflict, how they argue their thoughts and what evidence they bring, and so on.

Compliance with the goal of the form of professional development

goal	The form
Improving pedagogical technique	Seminars, workshops, school for young teachers
Improving pedagogical skills	Pedagogical workshops
Development of creative abilities	Creative groups
Formation of the style of teaching	Club "Professional", master classes, trainings
Building readiness for innovation	School of teaching excellence
Formation of pedagogical culture	Psychological, pedagogical, methodological seminars - workshops
	Design workshops
Creation of an individual, didactic, educational, methodical system	School of pedagogical experience, scientific and methodological seminars

Tokareva Galina Alexandrovna
Position: Physics teacher
Educational institution: MBOU "Secondary School No. 15"
Locality: Kursk city, Kursk region
Material name: article
Theme: "New forms of methodological work with teaching staff as the basis for their professional development"
Date of publication: 17.02.2018
Section: complete education

“The teacher must in education

to be on a par with the century. "

A. Pushkin

New forms of methodological work with pedagogical staff as

the basis for their professional development.

The quality of education and its effectiveness is one of the urgent problems

domestic pedagogy. Lead in efficiency

the educational process is played by the teacher, his professionalism.

Improving the skill level of teachers is a priority

direction of activity of methodical work, which takes a special

place in the management system of an educational institution and represents

an important link in the integral system of professional development of pedagogical

personnel, since, first of all, it helps to improve professional

competence of the teacher, the development of his creative initiative.

For the growth and improvement of the professional skills of teachers

various forms of work are used.

By way of organization

(collective, individual), as well as by the degree of activity

participants (passive, active).

Collective forms: seminars, workshops, scientific and practical

conferences, schools of excellence, methodological associations,

creative groups, open lessons, workshops, methodological

decades, methodological festivals, master classes, methodological bridges,

discussions, methodological rings, trainings, video trainings, pedagogical

readings, professional exhibitions, project defense, educational,

organizational-activity, business, role-playing and other games,

creative reports, extracurricular activities, excursions, meetings with

educators and innovators.

Individual forms: self-education, internship, development

creative topics, mutual attendance of classes, introspection, mentoring,

interview, consultations, attending classes with subsequent analysis,

Traditional forms, in which the main place is still given

reports, communications and direct transfer of knowledge are losing their meaning

due to low efficiency and insufficient feedback. Today

it is necessary to involve teachers in active educational and cognitive

activities using the forms and methods that are called

"Active teaching methods". They are mainly based on dialogue,

presupposing a free exchange of views on ways of solving one or another

problems on the independent mastery of knowledge in the process of active

cognitive activity.

Today it is necessary to use new, active forms of work, which

the involvement of teachers in activities and dialogue, involving

free exchange.

The value of using active methods in an educational institution:

1. Improving the quality of the educational process at school.

2. Stimulating the interest and motivation of teachers for self-education.

3. Increasing the level of activity and independence.

4. Development of skills of analysis and reflection of their activities.

5. Development of the desire for cooperation.

In addition, active learning ensures the creation of an atmosphere,

relieving tension and anxiety in adults due to the inclusion

in educational activities, reveals new opportunities, is

a necessary condition for the development of competencies.

Active forms of work with teaching staff:

Training: assumes preliminary and final diagnostics

(questioning, assessment of professional skills, selection of practical tasks and

game exercises), which are performed in situations of programmed

success, and then transferred to a situation of real practical

activities of teachers.

can be short-term - we are talking about the formation of highly specialized

skills and long-term - we are talking about the formation of a complex

professional skills of teachers.

Briefing:a meeting summarizing the position on one of the

burning questions. It can be led by a supervisor or

a specialist who prepares in advance to answer questions about

a certain topic and allows you to maximize the activation of educators.

Two teams are created: one asks questions, the other answers; organizer

asks questions, teachers answer.

Business game: contribute to increasing interest in the considered

the problem, help the formation of creative thinking of teachers,

finding new ways to solve complex problems, form and train them

practical skills and abilities. A business game is to a certain extent

rehearsal of the teacher's activities. It makes it possible to lose any

the pedagogical situation in the faces, which allows you to understand psychology

a person, standing in the place of a child, his parents, director or colleague.

Methodical ring: It is supposed to attack the opponent with questions,

which must be answered promptly. Questions may be asked and

host of the game. The content of the questions may relate to one or different

problems, depending on the purpose of its conduct: to clarify and

systematize classes on one problem or conduct a mini -

diagnostics of teachers' knowledge on a whole range of issues. For example,

pedagogical ring: "Ways to improve educational process in

Round table: the topic and problem are highlighted in advance. maybe

prepared speakers. You can divide the participants into groups when

discussing different types on the same issue. Be sure to host

form conclusions and proposals. Roundtable topics can be

different, but they must necessarily contain in their wording

alternative elements. For example, - “Problems of interaction

social and family education at the present stage ",

“An educational institution - what should it be? "

When holding a Round Table, it is important to pay attention to the design

premises. For example, it is advisable to arrange tables around the perimeter

rooms. The host of the Round Table determines his place so that

see all participants. Guests may also be here

specialists, administration, etc. In the course of work, each question of the problem

discussed separately. The floor is given to teachers with experience

work on the problem. The moderator summarizes the results of the discussion of each issue.

At the end, he proposes a variant of the general position, taking into account the comments,

additions, amendments.

Symposium - a discussion during which participants speak with

messages representing their points of view, and then responding to

audience questions.

Debate - discussion based on pre-agreed

speeches of representatives of two opposing groups.

Discussion is one of the ways that will help teach teachers to lead

professional, constructive dispute that can lead to a solution

problems, reaching a common opinion. Discussion (translated from Latin -

research, analysis) is a collective discussion of any

question, problem or in juxtaposition of ideas, opinions, suggestions. She

can be used as an independent type of work with teachers, and

as well as a business game staging a discussion. Taking part in

discussion, the teacher first of all formulates a thesis - a thought or position,

the truth of which must be proved. Before starting a discussion,

to formulate the problem and the goals of the discussion before the teachers, that is

explain what is being discussed, why the discussion is being held and what should

give a discussion. In this case, it is necessary to interest teachers by indicating to them

unresolved or ambiguously solved pedagogical problems or

questions. It should also establish a timetable for the discussion and each

performances.

The discussion leader should create a welcoming environment,

positive emotional background, and also make sure that all educators

understand the essence of the discussed problem and are familiar with the corresponding

terminology common to all participants.

The goal of a leader is to collect more and fewer opinions, so he

activates teachers and supports their activity, offers

formulate proposals, speaks out himself, trying to identify different

approaches, different opinions to arrive at the desired result.

Discussion swing (discussion): the audience is divided into groups (2 and

more). Each group defends opposing opinions one at a time

problem.

Brainstorm: a group of several people actively discussing decides

any problem. The group leader announces the general decision.

Lecture using feedback techniques: The teacher after each

the finished thought appeals to the audience. Based on the answer given

regulates the content of further lectures.

Lecture for two: teacher with teacher or parent in pair illuminates

topical issues. Material for this type of lecture is pre-distributed. By

at the end, listeners are allowed to ask questions to both lecturers.

Lecture "question - answer": throughout the lecture, questions are asked,

the lecturer answers.

Method "Quadro" (form of discussion after the teacher's lecture). The presenter asks

agree, but; 3 - disagree; 4 - I agree if. Then the presenter unites in

a group of teachers with the same cards and a discussion is organized.

Conclusions are made by the moderator.

Creative hour: work in small teams where

works, non-traditional drawing techniques are being introduced.

Master - class (workshop). Its main goal is to get acquainted with

which helped the teacher achieve the best results.

Pedagogical workshop or pedagogical "studio": teacher -

the master introduces the members of the teaching staff to the main ideas

its educational system and practical recommendations

for its implementation. For example: "Development of creative imagination

schoolchildren by means of fiction, art,

experimentation ”.

Ideas bank: it is a rational way to collectively solve problems, not

amenable to traditional solutions at this stage.

Exhibitions - fairs of pedagogical ideas, auction: public

presentation of the best examples of professional activity. Competently

prepared and conducted, it stimulates teachers to be creative and

self-education. Leads to new ideas

Coaching - session: interactive communication. Developmental consulting,

discussion (question - answer). The teacher does not receive advice and recommendations, but

only answers the questions that the consultant asks him, and finds himself

ways to solve problems.

Quick - setting: this is the teacher's attitude to successful work.

1. If you want to please people - smile!

2. You are the best and most beautiful, let all the models of the world envy you.

3. There are people like a gold coin: the longer they work, the more expensive

Case - method: a non-play method of analyzing and solving situations. Where are the teachers

participate in direct discussion of business situations and tasks,

taken from real practice.

The essence of the case method is that the assimilation of knowledge and the formation

skills are the result of active independent activity of teachers in

resolving contradictions, as a result of which creative

mastering professional knowledge, skills, abilities and development

creativity.

Open space technology: involves active participation

each teacher, creating a democratic atmosphere, equality

opportunities, openness and cooperation, interaction, communication,

development and exchange of ideas.

Use of TOP at the pedagogical council (no need for a detailed

agenda and work plan).

Presentation: a visual version of the lecture and practical material.

Creative Group

is created to test new learning technologies and to develop

Creative group tasks:

Studying new technology, innovations, organizing an experiment on

approbation;

Development of an experiment program and its implementation;

Formulation of experimental conclusions, generalization of results and development

Problem groups

temporary groups of teachers created to address one or another

problems relevant for individual teachers or for pedagogical

collective as a whole

Problem group tasks: -analysis of individual pedagogical

the difficulties that led to the problem; -study

condition of the problem; -examination of ways to solve the problem, based on

the individual experience of the group members, as well as ways of solving,

presented in the pedagogical or methodological literature.

Trainee couple

structural unit of methodological service aimed at mastering

innovation in the context of different levels of development of motivation and

professional competence of teachers.

What methodological tools are typical for the work of trainee couples?

Working in a trainee pair implies joint actions for:

Designing training sessions taking into account the mastered technology,

innovation

Peer learning on innovative techniques and technologies that meet

requirements of the standard

Analysis of mutually attended classes

- development of teaching aids, didactic handouts

material

Summing up, we can say that a well-built system of forms

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