Approximate structure of each type of lesson according to the Federal State Educational Standard |
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1. Lesson structure for learning new knowledge: 2) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 3) Updating knowledge. 6) Primary consolidation. 7) Information about homework, instructions on how to complete it 8) Reflection (summarizing the lesson) | 3. Structure of a lesson on updating knowledge and skills (repetition lesson) 1) Organizational stage. 2) Checking homework, reproducing and correcting the knowledge, skills and abilities of students necessary for creative solution of assigned problems. 4) Updating knowledge. § in order to prepare for the test lesson § in order to prepare for studying new topic 6) Generalization and systematization of knowledge |
2 Structure of a lesson on the integrated application of knowledge and skills (consolidation lesson) 1) Organizational stage. 2) Checking homework, reproducing and correcting students’ basic knowledge. Updating knowledge. 3) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 4) Primary consolidation § in a familiar situation (typical) § in a changed situation (constructive) 5) Creative application and acquisition of knowledge in a new situation (problem tasks) 6) Information about homework, instructions on how to complete it | 4. Lesson structure of systematization and generalization of knowledge and skills 1) Organizational stage. 3) Updating knowledge. 4) Generalization and systematization of knowledge Preparing students for general activities Reproduction at a new level (reformulated questions). 5) Application of knowledge and skills in a new situation 6) Monitoring learning, discussing mistakes made and correcting them. 7) Reflection (summarizing the lesson) Analysis and content of the work results, drawing conclusions based on the studied material |
5. Structure of a lesson for monitoring knowledge and skills 1) Organizational stage. 2) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 3) Identification of knowledge, skills and abilities, checking the level of development of students’ general educational skills. (Tasks in volume or degree of difficulty must correspond to the program and be feasible for each student). Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed 4) Reflection (summarizing the lesson) | 6. Structure of a lesson for correcting knowledge, skills and abilities. 1) Organizational stage. 2) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 3) Results of diagnostics (monitoring) of knowledge, skills and abilities. Identification of typical errors and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills. Depending on the diagnostic results, the teacher plans collective, group and individual teaching methods. 4) Information about homework, instructions on how to complete it 5) Reflection (summarizing the lesson) |
7. Structure of a combined lesson. 1) Organizational stage. 2) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 3) Updating knowledge. 4) Primary assimilation of new knowledge. 5) Initial check of understanding 6) Primary consolidation 7) Control of assimilation, discussion of mistakes made and their correction. 8) Information about homework, instructions on how to complete it 9) Reflection (summarizing the lesson) |
Types modern lesson.
Typology of lessons is an important didactic problem. It should help put lesson data in order, a system for a wide range of purposes, as it represents the basis for comparative analysis lessons, to judge what is similar and different in the lessons. The lack of an accurate and justified typology of lessons hinders the increase in the effectiveness of practical activities.
The type of lesson reflects the design features of the leading methodological task.
Lesson type | Special purpose | Learning Effectiveness |
Lesson on initial presentation of new knowledge | Primary assimilation of new subject and meta-subject knowledge | Reproducing rules, concepts, algorithms in your own words, performing actions according to a model or algorithm |
Lesson in the formation of initial subject skills, mastery of subject skills | Application of acquired subject knowledge or methods of educational actions in the context of solving educational problems (tasks) | Correct reproduction of samples of assignments, error-free application of algorithms and rules when solving educational problems |
Lesson on the application of meta-subject and subject knowledge | Application of universal educational actions in the context of solving educational problems of increased complexity | Independent solution of problems (exercises) of increased complexity by individual students or the class team |
Lesson on generalization and systematization of subject knowledge | Systematization of subject knowledge, universal educational activities (solving subject problems) | Ability to formulate a generalized conclusion, level of development of the UUD |
Subject knowledge review lesson | Consolidation of subject knowledge, formation of UUD | Error-free execution of exercises, problem solving by individual students and the class team; error-free oral responses; ability to find and correct errors, provide mutual assistance |
Test lesson | Testing subject knowledge and skills to solve practical problems | Results of test or independent work |
Corrective lesson | Individual work over the mistakes made | Independently finding and correcting errors |
Integrated lesson | Integration of knowledge about a specific object of study obtained through different means | Deepening knowledge of lesson material through the implementation of interdisciplinary knowledge |
Combined lesson | Solving problems that cannot be completed in one lesson | Planned result |
Non-traditional lessons (educational excursion, educational trip, laboratory workshop, lesson in the library, museum, computer class, subject room) | Application of UUD in studying phenomena of the surrounding world in real life situations; creative reporting; ability to use laboratory equipment; ability to use additional information sources |
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Lesson on solving practical, design problems | Practical orientation of studying theoretical principles | Use of funds training course in order to study the surrounding world |
Types of lessons according to Federal State Educational Standards of NEO
Activity-oriented lessons on goal setting can be divided into four groups:
1. lessons of “discovery” of new knowledge;
2. reflection lessons;
3. lessons of general methodological orientation;
4. lessons of developmental control.
The main objectives of each type of lesson.
1. A lesson in “discovering” new knowledge.
Activity goal: developing in students the skills to implement new methods of action.
2. Reflection lesson.
Activity goal: developing in students the ability to reflect on a correctional-control type and implement a correctional norm (fixing their own difficulties in activities, identifying their causes, constructing and implementing a project to get out of the difficulty, etc.).
3. Lesson of general methodological orientation.
Activity goal: the formation in students of activity abilities and the ability to structure and systematize the subject content being studied.
4.Lesson of developmental control.
Activity goal: developing students’ abilities to carry out the control function.
Let us note that the theoretically based mechanism of control activities assumes:
1. presentation of a controlled option;
2. the presence of a conceptually justified standard, rather than a subjective version;
3. comparison of the tested option with the standard using an agreed algorithm;
4. criteria-based assessment of the comparison result.
Thus, developmental control lessons involve organizing the student’s activities in accordance with the following structure:
1. students writing a test version;
2. comparison with an objectively justified standard for performing this work;
3. students' assessment of the comparison result in accordance with previously established criteria.
It should be emphasized that the partition educational process to lessons different types in accordance with the leading goals, it should not destroy its continuity, which means it is necessary to ensure the invariance of the teaching technology. Therefore, when organizing lessons of different types, the activity-based teaching method must be preserved and an appropriate system of didactic principles must be provided.
Lesson structure for “discovering” new knowledge
1) stage of motivation (self-determination) for educational activities;
3) the stage of identifying the location and cause of the difficulty;
4) the stage of constructing a project to overcome the difficulty;
6) the stage of primary consolidation with pronunciation in external speech;
9) stage of reflection of educational activities in the lesson.
1. The main goal of the stage of motivation (self-determination) for educational activities is to develop, at a personally significant level, internal readiness to fulfill the regulatory requirements of educational activities.
2. update the requirements for the student in terms of educational activities (“must”);
3. establish the thematic framework of educational activities (“I can”).
2. The main goal of the stage of actualization and trial educational action is to prepare students’ thinking and organize their awareness of the internal need to build a new way of action.
1. reproduced and recorded knowledge, skills and abilities sufficient to build a new way of action;
2. activated the corresponding mental operations (analysis, synthesis, comparison, generalization, classification, analogy, etc.) and cognitive processes (attention, memory, etc.);
3. updated the norm of a trial educational action (“need” - “want” - “can”);
4. tried to independently complete an individual task to apply new knowledge planned for study in this lesson;
5. recorded a difficulty in performing a trial action or justifying it.
3. The main goal of the stage of identifying the location and cause of the difficulty is to realize what exactly is the insufficiency of their knowledge, skills or abilities.
To achieve this goal, it is necessary that students:
1. analyzed step by step based on a sign recording and said out loud what they did and how they did it;
2. recorded the operation, the step at which the difficulty arose (location of the difficulty);
3. correlated their actions at this step with the methods studied and recorded what knowledge or skill is missing to solve the original problem and problems of this class or type in general (the reason for the difficulty).
4. The main goal of the stage of constructing a project to overcome a difficulty is to set goals for educational activities and, on this basis, to choose the method and means of their implementation.
To do this, it is necessary that students:
1. in a communicative form they formulated the specific goal of their future educational actions, eliminating the cause of the difficulty that arose (that is, they formulated what knowledge they need to build and what to learn);
2. suggested and agreed on the topic of the lesson, which the teacher can clarify;
3. chose a method of constructing new knowledge (how?) - a method of clarification (if a new method of action can be constructed from previously studied ones) or a method of addition (if there are no studied analogues and the introduction of a fundamentally new sign or method of action is required);
4. chose the means for constructing new knowledge (with the help of what) - studied concepts, algorithms, models, formulas, recording methods, etc.
5. The main goal of the implementation stage of the constructed project is for students to construct a new method of action and develop the ability to apply it both when solving a problem that caused difficulty, and when solving problems of this class or type in general.
To achieve this goal, students must:
1. based on the chosen method, put forward and justify hypotheses;
2. when constructing new knowledge, use substantive actions with models, diagrams, etc.;
3. apply a new method of action to solve a problem that caused difficulty;
4. record in a generalized form a new way of acting in speech and symbolically;
5. record the overcoming of a previously encountered difficulty.
6. The main goal of the stage of primary consolidation with pronunciation in external speech is for students to assimilate a new method of action.
To achieve this goal, it is necessary that students: 1) solve (frontally, in groups, in pairs) several standard tasks for a new method of action;
2) at the same time, they spoke out loud the steps performed and their rationale - definitions, algorithms, properties, etc.
7. The main goal of the stage of independent work with self-test according to the standard is the internalization of a new method of action and executive reflection (collective, individual) of achieving the goal of the trial educational action.
To do this you need:
1. organize independent completion by students of standard tasks for a new way of action;
1. organize self-testing by students of their solutions according to the standard;
2. create (if possible) a situation of success for each child;
3. for students who have made mistakes, provide the opportunity to identify the causes of errors and correct them.
8. The main goal of the stage of inclusion in the knowledge system and repetition is the inclusion of a new way of action in the knowledge system, while repeating and consolidating what was previously learned and preparing for the study of the following sections of the course.
To do this you need:
1. identify and record the boundaries of applicability of new knowledge;
2. organize the implementation of tasks in which a new method of action is associated with previously learned ones;
3. organize training of previously developed skills that require refinement or bringing to the level of an automated skill;
4. If necessary, organize preparation for studying the following sections of the course.
9. The main goal of the stage of reflection of educational activities in the lesson is students’ self-assessment of the results of their educational activities, awareness of the method of construction and the boundaries of application of a new method of action.
To achieve this goal:
1. reflection and self-assessment of students’ own learning activities in the classroom are organized;
2. students correlate the goals and results of their educational activities and record the degree of their compliance;
3. goals for further activities are outlined and tasks for self-preparation are determined ( homework with elements of choice and creativity).
Reflection lesson structure
1) stage of motivation (self-determination) for correctional activities;
2) stage of updating and trial educational action;
5) stage of implementation of the constructed project;
7) stage of independent work with self-test according to the standard;
8) stage of inclusion in the knowledge system and repetition;
9) stage of reflection of educational activities in the lesson.
A distinctive feature of a reflection lesson from a lesson of “discovery” of new knowledge is the recording and overcoming of difficulties in one’s own educational actions, and not in the educational content.
To conduct a reflection lesson correctly, it is necessary to clarify the concepts of standard, sample and standard for self-test, which we will explain with a specific example.
In order for students’ correction of their mistakes to be not a random, but a meaningful event, it is important to organize their corrective actions based on a reflexive method, formalized in the form of an error correction algorithm. This algorithm should be built by the children themselves in a separate lesson with a general methodological focus on the topic “How to correct your mistakes” and give them a clear answer to this question. If reflection lessons are conducted systematically, then children quickly master this algorithm and confidently apply it, starting with the simplest form, and then gradually refining and detailing it from lesson to lesson.
Let's move on to describing the basic requirements for the stages of a reflection lesson.
1. As for the lesson of “discovery” of new knowledge, the main goal of motivation (self-determination) for correctional activities is to develop, at a personally significant level, internal readiness to implement the normative requirements of educational activities, but in this case we are talking about the norm of correctional activities.
To achieve this goal it is required:
1. create conditions for the emergence of an internal need for inclusion in activities (“I want”);
2. update the requirements for the student in terms of correctional activities (“must”);
3. based on previously solved problems, establish a thematic framework and create an indicative basis for corrective actions (“I can”).
2. The main goal of the stage of actualization and trial educational action is to prepare students’ thinking and their awareness of the need to identify the causes of difficulties in their own activities.
To do this you need:
1. organize repetition and symbolic recording of methods of action planned for reflective analysis by students, definitions, algorithms, properties, etc.;
2. activate appropriate mental operations and cognitive processes (attention, memory, etc.);
3. organize motivation (“I want” - “need” - “I can”) and students perform independent work No. 1 to apply the methods of action planned for reflective analysis;
4. organize self-examination by students of their work on finished sample with recording of the results obtained (without error correction).
3. The main goal of the stage of localizing individual difficulties is to understand the place and cause of one’s own difficulties in performing the learned methods of action.
To do this, it is necessary that students:
1. clarified the error correction algorithm that will be used in this lesson.
2. Based on the error correction algorithm, they analyze their solution and determine the location of the errors - the location of the difficulty
3. identify and record methods of action (algorithms, formulas, rules, etc.) in which errors were made - the cause of difficulties.
At this time, students who have not identified errors also perform a step-by-step check of their solutions using the error correction algorithm to eliminate the situation when the answer is accidentally correct, but the solution is not. If during the check they find an error, then they then join the first group - they identify the location and cause of the difficulty, and if there are no errors, they receive an additional task of a creative level and then work independently until the self-test stage.
4. The main goal of the stage of goal setting and construction of a project for correcting identified difficulties is to set goals for correctional activities and, on this basis, to choose the method and means of their implementation.
To do this, it is necessary that students:
1. formulated an individual goal for their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn to apply correctly);
2. chose the method (how?) and means (using what?) of correction, that is, they established which specifically studied concepts, algorithms, models, formulas, recording methods, etc. they need to once again comprehend and understand and how they will do this (using standards, a textbook, analyzing the performance of similar tasks in previous lessons, etc.).
5. The main goal of the implementation stage of the constructed project is the students’ meaningful correction of their mistakes in independent work and the formation of the ability to correctly apply appropriate methods of action.
To achieve this goal, each student who has had difficulties in independent work must:
Students who have not made mistakes in independent work continue to solve creative tasks or act as consultants.
To achieve this goal:
1. a discussion of typical difficulties is organized;
2. formulations of methods of action that caused difficulties are spoken out.
Particular attention here should be paid to those students who have difficulties - it is better that they say out loud the correct methods of action.
7. The main goal of the stage of independent work with self-testing according to the standard is the internalization of methods of action that caused difficulties, self-testing of their assimilation, individual reflection on achieving the goal and creating (if possible) a situation of success.
To achieve this goal, students who made mistakes
1. perform independent work similar to the first one, while taking only those tasks in which mistakes were made;
2. conduct a self-test of their work against a self-test standard and record the results;
3) record the overcoming of a previously encountered difficulty. At this time, students who did not make mistakes in the control
work, perform a self-test additional tasks creative level according to the proposed model.
8. The main goal of the stage of inclusion in the knowledge system and repetition is the application of methods of action that caused difficulties, repetition and consolidation of previously learned and preparation for studying the following sections of the course.
1. perform tasks in which the methods of action under consideration are associated with previously studied ones and with each other;
2. complete assignments to prepare for studying the following topics.
9. The main goal of the reflection stage of activity in the lesson is for students to understand the method of overcoming difficulties and their self-assessment of the results of their correctional (and if there were no mistakes, independent) activities.
1. clarify the error correction algorithm;
2. name the methods of action that caused the difficulty;
1. record the degree of compliance with the set goal and performance results;
3. evaluate their own activities in the classroom;
4. outline goals for follow-up activities;
2. In accordance with the results of activities in the lesson, homework is agreed upon (with elements of choice and creativity).
Note that reflection lessons, despite quite a lot of preparation for them on the part of the teacher (especially initial stages), are the most interesting both for teachers and, first of all, for children. There is significant positive experience of their systematic use in schools. Children in these lessons do not just practice solving problems - they learn a method for correcting their own actions, they are given the opportunity to find their mistakes themselves, understand their cause and correct them, and then make sure that their actions are correct. After this, the quality of students’ assimilation of educational content noticeably increases while the time spent decreases, but not only that. Children easily transfer the experience gained in these lessons of working on mistakes to any academic subject.
It should also be emphasized that reflection lessons are much easier for teachers to master than lessons in the “discovery” of new knowledge, since the transition to them does not change the method of work itself.
Developmental control lesson structure
1) the stage of motivation (self-determination) for control and correctional activities;
2) stage of updating and trial educational action;
3) stage of localization of individual difficulties;
4) the stage of constructing a project to correct the identified difficulties;
5) stage of implementation of the constructed project;
6) the stage of generalizing difficulties in external speech;
7) stage of independent work with self-test according to the standard;
8) stage of solving creative level tasks;
9) stage of reflection of control and correction activities.
Lessons in developmental control are carried out at the end of the study of large sections of the course, they involve writing a test and its reflective analysis. Therefore, in their structure, methods of preparation and delivery, these lessons resemble reflection lessons. However, these types of lessons have some significant differences.
In developmental control lessons, in contrast to reflection lessons, when conducting tests, the emphasis is placed, first of all, on agreeing on the criteria for assessing the results of educational activities, their application and recording the obtained comparison result in the form of a mark. Thus, distinctive feature lessons of developmental control is their compliance with the established structure of “managerial”, criterion-based control.
Since these lessons summarize the study of a significant amount of material, the content of the tests is 2-3 times larger than the usual independent work offered in reflection lessons.
Therefore, developmental control lessons are conducted in two stages:
1) writing a test paper by students and evaluating it according to criteria;
2) reflective analysis of the completed test work and correction of errors made in the work. These stages are carried out in two lessons, which are separated by the time necessary for the teacher to check the results of students' work in the first lesson (this time should not exceed 1-2 days).
Depending on who has the reference option (criteria), the following forms of organizing developmental control lessons are distinguished: self-control, mutual control and pedagogical control.
Self-control involves presenting a standard version to the student, independently comparing his own version with the standard version, followed by self-assessment based on established criteria.
In mutual control, the holder of the standard is another student. At the same time, the formation of the ability to self-assessment occurs through checking the fairness of the assessment given by another student and a reflective analysis of mistakes made.
Pedagogical control of developmental direction assumes that the holder of the standard is the teacher. The formation of the ability to self-assessment occurs through agreement with the teacher on the result based on previously established criteria and a reflective analysis of mistakes made.
Let us now move on to a description of the basic requirements for the stages of developmental control lessons.
Lesson 1 (Taking a test)
1. As before, the main goal of the stage of motivation (self-determination) for control and correctional activities
This means developing, at a personally significant level, internal readiness to implement the normative requirements of educational activities, but in this case we are talking about the norm of control and correctional activities.
Therefore, to achieve this goal it is required:
1. determine the main goal of the lesson and create conditions for the emergence of an internal need for inclusion in control and correctional activities (“I want”);
2. update the requirements for the student in terms of control and correctional activities (“must”);
3. based on previously solved problems, establish a thematic framework and create an indicative basis for control and corrective actions (“I can”);
4. establish a control form and procedure;
5. present the criteria for grading.
2. The main goal of the stage of updating and trial learning activities is to prepare students’ thinking and their awareness of the need for control and self-control of the result and identifying the causes of difficulties in the activity.
To do this you need:
1. organize repetition of controlled methods of action (norms);
2. activate mental operations (comparison, generalization) and cognitive processes (attention, memory, etc.) necessary to complete the test;
3) organize the motivation of students (“I want” - “need” - “I can”) to complete the test on the use of methods of action planned for control and subsequent reflective analysis;
3. organize individual writing of test work by students;
4. organize students’ comparison of their work according to a ready-made sample with recording of the results (without correcting errors);
5. provide students with the opportunity to self-assess their work according to a pre-established criterion.
Lesson II (Analysis of test work)
This lesson corresponds to a lesson on working on test errors in a traditional school and is carried out after the teacher has checked it.
3. The main goal of the stage of localizing individual difficulties is to develop, at a personally significant level, internal readiness for correctional work, as well as to identify the place and cause of one’s own difficulties in performing the test work.
To achieve this goal it is necessary:
1. organize the motivation of students for correctional activities (“I want” - “need” - “I can”) and their formulation of the main goal of the lesson;
2. reproduce controlled methods of action (norms);
3. analyze the correctness of students’ self-testing of their work and, if necessary, agree on their assessments< оценкой учителя.
1. clarify the error correction algorithm (the algorithm is built on previous lessons based on the reflexive method);
2. based on the error correction algorithm, they analyze their solution and determine the location of the errors - the location of the difficulties;
3. identify and record methods of action (algorithms, formulas, rules, etc.) in which errors were made - the cause of difficulties.
Students who have not made mistakes at this stage compare their solution with the standard and complete tasks of a creative level. They can also act as consultants. Comparison with the standard is necessary to correlate your decision with the methods of action used. This contributes to the formation of speech, logical thinking, and the ability to justify one’s point of view based on criteria.
4. The main goal of the stage of constructing a project for correcting identified difficulties is to set goals for corrective activities and, on this basis, to choose a method and means for their implementation.
To do this, it is necessary that students:
1) formulated an individual goal for their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn to apply correctly);
2) chose the method (how?) and means (using what?) of correction, that is, they established which specifically studied concepts, algorithms, models, formulas, recording methods, etc. they need to once again comprehend and understand and how they will do this (using standards, a textbook, analyzing the performance of similar tasks in previous lessons, etc.).
5. The main goal of the implementation stage of the constructed project is the students’ meaningful correction of their mistakes in the test work and the formation of the ability to correctly apply appropriate methods of action.
As in the reflection lesson, to achieve this goal, each student who had difficulties in the test must:
1. independently (case 1) correct your mistakes using the chosen method based on the use of selected means, and in case of difficulty (case 2) - using the proposed standard for self-test;
2. in the first case, compare your error correction results with a standard for self-testing;
4. solve these tasks (some of them may be included in homework).
Students who did not make mistakes in the test continue to solve creative tasks or act as consultants.
6. The main goal of the stage of generalizing difficulties in external speech is to consolidate the methods of action that caused the difficulty.
To achieve this goal, similar to reflection lessons, the following is organized:
1. discussion of common errors;
2. pronouncing the wording of the methods of action that caused the difficulty.
7. The main goal of the stage of independent work with self-testing according to the standard, as in the reflection lesson, is the internalization of methods of action that caused difficulties, self-testing of their assimilation, individual reflection of achieving the goal, as well as creating (if possible) a situation of success.
To achieve this goal, it is necessary that students who made mistakes in the test:
1. completed independent work similar to supervised work, choosing only those tasks in which errors were made;
2. Conducted a self-test of their work using a finished sample and recorded significant results.
3. recorded the overcoming of a previously encountered difficulty.
Students who did not make mistakes in the test complete a self-test of creative level assignments according to the proposed sample.
8. The main goal of the stage of including repetition in the knowledge system is to apply methods of action that caused difficulties, repetition and consolidation of what was previously learned * preparation for studying the following sections of the course.
To do this, students with a positive result of the previous stage:
1. perform tasks in which the methods of action under consideration are associated with previously studied ones and with each other;
2. perform tasks to prepare for studying the following
topics
If the result is negative, students repeat the previous step for another option.
9. The main goal of the stage of reflection of activity in the lesson is self-assessment of the results of control and correctional activities, awareness of the method of overcoming difficulties in the activity and the mechanism of control and correctional activity.
To achieve this goal, students:
1) discuss the mechanism of control activities;
2) analyze where and why mistakes were made, and ways to correct them;
3) name the methods of action that caused the difficulty;
4. record the degree of compliance with the set goal of control and correction activities and its results;
5. evaluate the results of their own activities;
6. if necessary, assignments for self-preparation are determined (homework with elements of choice and creativity);
7) outline the goals of subsequent activities.
Note that in pedagogical practice, control lessons are often conducted that are not related to the development of students’ control and self-control abilities, for example, administrative control or traditional test. These lessons should be distinguished from activity-oriented lessons, since they implement educational goals other than activity-based ones and, thus, do not advance students forward in developing the necessary activity-based qualities.
Lessons of general methodological orientation
are designed, firstly, to form students’ ideas about methods that connect the concepts being studied in unified system, and secondly, about the methods of organizing the educational activities themselves, aimed at self-change and self-development. Thus, these lessons organize students’ understanding and construction of norms and methods of educational activities, self-control and self-esteem, and reflexive self-organization. These lessons are supra-subject and are conducted outside the framework of any subject during class hours, extracurricular activities or other specially designated lessons in accordance with the structure of the activity method technology.
The importance of general methodological lessons can be illustrated using the following example. Let's propose solving the same problem in two versions.
STRUCTURE OF A LESSON ACCORDING TO GEF1.Structure of a lesson in learning new knowledge
1) Organizational stage
3) Updating knowledge
4) Primary assimilation of new knowledge
6) Primary consolidation
7) Information about homework, instructions on how to complete it
8) Reflection (summarizing the lesson)
2. Structure of a lesson on the integrated application of knowledge and skills (consolidation lesson)
1) Organizational stage
2) Checking homework, reproducing and correcting students’ basic knowledge. Updating knowledge
4) Primary consolidation
in a familiar situation (typical)
in a changed situation (constructive)
5) Creative application and acquisition of knowledge in a new situation (problem tasks)
6) Information about homework, instructions on how to complete it
3. Lesson structure for updating knowledge and skills
(repetition lesson)
1) Organizational stage
2) Checking homework, reproducing and correcting students’ knowledge, skills and abilities necessary for creative solution of assigned problems
3) Setting the goals and objectives of the lesson. Motivation for students' learning activities
4) Updating knowledge
in order to prepare for the test lesson
in order to prepare for studying a new topic
6) Generalization and systematization of knowledge
7) Control of assimilation, discussion of mistakes made and their correction
4. Lesson structure of systematization and generalization of knowledge and skills
1) Organizational stage
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities
3) Updating knowledge
4) Generalization and systematization of knowledge
Preparing students for general activities
Reproduction at a new level (reworded questions)
5) Application of knowledge and skills in a new situation
6) Monitoring learning, discussing mistakes made and correcting them.
7) Reflection (summarizing the lesson)
Analysis and content of the work results, drawing conclusions based on the studied material
5. Structure of a lesson for monitoring knowledge and skills
1) Organizational stage
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities
3) Identification of knowledge, skills and abilities, checking the level of development of students’ general educational skills. (Tasks in terms of volume or degree of difficulty must correspond to the program and be feasible for each student)
Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed
4) Reflection (summarizing the lesson)
6. Structure of a lesson for correcting knowledge, skills and abilities
1) Organizational stage
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities
3) Results of diagnostics (monitoring) of knowledge, skills and abilities. Identification of typical errors and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills
Depending on the diagnostic results, the teacher plans collective, group and individual teaching methods
4) Information about homework, instructions on how to complete it
5) Reflection (summarizing the lesson)
7. Structure of a combined lesson
1) Organizational stage.
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
3) Updating knowledge.
4) Primary assimilation of new knowledge.
5) Initial check of understanding
6) Primary consolidation
7) Control of assimilation, discussion of mistakes made and their correction.
8) Information about homework, instructions on how to complete it
9) Reflection (summarizing the lesson)
TYPES OF LESSONS
Lesson typeSpecial purpose
Learning Effectiveness
Lesson on initial presentation of new knowledge
Primary assimilation of new subject and meta-subject knowledge
Reproducing rules, concepts, algorithms in your own words, performing actions according to a model or algorithm
Lesson in the formation of initial subject skills, mastery of subject skills
Application of acquired subject knowledge or methods of educational actions in the context of solving educational problems (tasks)
Correct reproduction of samples of assignments, error-free application of algorithms and rules when solving educational problems
Lesson on the application of meta-subject and subject knowledge
Application of universal educational actions in the context of solving educational problems of increased complexity
Independent solution of problems (exercises) of increased complexity by individual students or the class team
Lesson on generalization and systematization of subject knowledge
Systematization of subject knowledge, universal educational activities (solving subject problems)
Ability to formulate a generalized conclusion, level of development of the UUD
Subject knowledge review lesson
Consolidation of subject knowledge, formation of UUD
Error-free execution of exercises, problem solving by individual students and the class team; error-free oral responses; ability to find and correct errors, provide mutual assistance
Test lesson
Testing subject knowledge and skills to solve practical problems
Results of test or independent work
Corrective lesson
Individual work on mistakes made
Independently finding and correcting errors
Integrated lesson
Integration of knowledge about a specific object of study obtained through different means
Deepening knowledge of lesson material through the implementation of interdisciplinary knowledge
Combined lesson
Solving problems that cannot be completed in one lesson
Planned result
SELF-ANALYSIS OF A LESSON ON GEF (1 OPTION)
What is the place of this lesson in the topic?
How does this lesson relate to previousNext, how does it work for subsequent lessons?
What are the purpose and objectives of the lesson (educational, educational, developmental)?
What result did you want to get by the end of the lesson?
How well was the lesson content selected in accordance withset goal?
Can we consider that the selected combination of methods (presentations of knowledge)tions, reinforcement, control, stimulation of activity), techniques and teaching aids in the lesson is optimal for this class?
Was time allocated rationally between the stages of the lesson?
Were the “connections” between the stages of the lesson logical?
What role did visual aids play in achieving the goal?goals?
How successfully was quality control carried out in the lesson?military knowledge, skills and correction?
Is the volume and content of homework determined correctly?volume of goals, characteristics of the class and quality of learning the material at the lessonke?
Psychological atmosphere of the lesson.
Did the students get satisfaction from the lesson?
How do you yourself evaluate the results of your lesson?
Was it possible to implementcomplete all the assigned lesson objectives?
If it failed, then why?
ByDid you get satisfaction from the lesson?
What needs to be fixed?
Above whatneed more work?
SELF-ANALYSIS OF A LESSON ON GEF (OPTION 2)
Today's lesson... (No.) in the system of lessons on the topic (section)....
Its goal is ..., I included ... among the educational objectives of the lesson, and ... among the educational objectives, the lesson was also designed to contribute to the development of students ....
In this class..., so I....
This is a type of... lesson, it included... stages:.... The main stage was ..., the tasks of the ... stage were ..., and the ... stage was ....
When conducting the lesson, I was guided by the principles of teaching: ....
To solve the purpose of the lesson, I selected... (content: examples, questions, assignment).
The lesson material turned out to be... (difficult, easy, interesting for students).
At the ... stage of the lesson, I used ... (what?) teaching methods, because .... At the stage... -... (what?) methods.
During the lesson at the ... stage ... (individual, frontal, group, collective) was organized, and at the ... stage ... the work of students, because ....
The tasks... were focused on the development... of students.
The teacher’s guidance when performing ... tasks was ... (operational, instructive), because ....
Students had the opportunity to choose...
I (failed) to meet the deadline. The time distribution was…. The pace of the lesson….
It was... (easy...) for me to teach the lesson, the students... got involved in the work.... I was pleased..., surprised..., saddened... (which of the students?), because....
Notes on the board... Visual material(other teaching aids)….
Homework (will not) cause difficulties for ... students because
USEFUL LINKS FOR TEACHERS
Methodological Council (teacher's methodological portal) Head teacher info
Primary school teacher websites
Creative Teachers Network
Elementary School. /
Primary school management.
Early development children
September 1 (advice to parents and students).
Holiday scenarios.
Free lesson development, scripts, testing, karaoke tunes, etc.http
://
www
.
uroki
.
net
./
Sun.http
://
www
.
solnet
.
ee
/
index
.
html
LenaGold. Collection of backgrounds and cliparts.
Structure various types lessons in the context of the implementation of the Federal State Educational Standard
Performed:
Sushkina Olga Alexandrovna
Content
Introduction
Conclusion
Introduction
Federal state educational standards for basic general education completely change the view of modern education as a whole. Education should be of an activity-based nature, aimed at the formation of universal educational actions of students and the development of their personal qualities. Universal educational activities (personal, cognitive, regulatory, communicative) are one of the most important parts of the Federal State Educational Standard. Students' mastery of universal learning activities creates the opportunity for independent successful acquisition of new knowledge, skills and competencies, including the organization of mastery, that is, the ability to learn.
Traditionally, learning outcomes were supposed to be students' mastery of specific knowledge, skills and abilities. IN modern education The results of training should be formed personal, meta-subject and subject results obtained when performing specific types of activities.
As a result of the transition to a new system-based education, the activities of a teacher implementing new educational standards are subject to fundamental changes.
The requirements for the main methodological unit – the lesson – have also changed. The modern lesson is:
a well-organized lesson in a well-equipped classroom should have a good beginning and a good ending;
a lesson in which the teacher must plan his activities and the activities of his students, clearly formulate the topic, purpose, and objectives of the lesson;
the lesson should be problematic and developmental: the teacher himself aims to cooperate with students and knows how to direct students to cooperate with the teacher and classmates;
a lesson, throughout which the teacher organizes problem and search situations and activates the activities of students;
a lesson at the end of which the students themselves draw a conclusion;
a lesson containing a minimum of reproduction and a maximum of creativity and co-creation;
a lesson during which time-saving and health-saving standards are observed;
a lesson where children are the focus;
a lesson in which the level and capabilities of students are constantly taken into account, in which such aspects as the profile of the class, the aspirations of the students, and the mood of the children are taken into account;
lesson demonstrating the methodological art of the teacher;
a lesson that is impossible without feedback;
lesson - kindness.
On modern stage development of methodological science, it is customary to highlight the following types of lessons in the context of the implementation of the Federal State Educational Standard:
1. What is the structure of a lesson for learning new knowledge?
The purpose of this type of lesson is for students to master new material. To do this, schoolchildren must be involved in solving such didactic tasks as mastering new concepts and methods of action, independent search activities, and the formation of a system of value orientations.
Such lessons are most applicable when working with middle and older schoolchildren, since it is in middle and high school that quite voluminous and complex material is studied, and a block method of studying it is used.
The forms of such study can be very diverse: a lecture, an explanation from the teacher with the involvement of students in the discussion of individual issues and provisions, a heuristic conversation, independent work with a textbook, other sources, setting up and conducting experiments.
Hence, the types of lessons used within this type of lessons are very diverse: lesson-lecture, lesson-seminar, film lesson, lesson of theoretical and practical independent work (research type), mixed lesson (combination various types lesson in one lesson).
What is common to all these types of lessons is that the lesson time is allocated for students to work with new material, during which all sorts of techniques are used to enhance the cognitive activity of schoolchildren: giving the presentation of new material a problematic nature, the teacher using vivid examples, facts, involving students in discussing them , reinforcing certain theoretical positions with our own examples and facts, the use of visual and figurative material and technical means training. All work is aimed at a meaningful and deep explanation of new material by the teacher and the ability to maintain the attention and mental activity of students when working with it. In addition, what is common is that during the lesson, while learning new material, work is also going on to organize and consolidate what has been previously learned. It is impossible to study new material without remembering, without analyzing, without relying on the material already covered, without applying it to the conclusions of some new provisions.
It is extremely important for a teacher, understanding the objective diversity of processes in a lesson, not to be content with their spontaneous course, but to constantly search and find optimal options for the interaction of lesson elements, interaction with a student, and interaction of students with each other.
The structure of the lesson for mastering new knowledge involves the following stages of the lesson:
1) Organizational stage.
3) Updating knowledge.
5) Initial check of understanding
6) Primary consolidation.
7) Information about homework, instructions on how to complete it
Let us consider the content of the stages in more detail.
1) Organizational stage.
The main goal of this stage is to organize students at the initial stage of the lesson. Checking those present and their readiness for the start of the lesson.
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
After solving organizational issues, students should be aimed at understanding and formulating the topic, goals and resulting main objectives of the lesson. In the first lessons of this type, students can use the help of a teacher; after a certain time, especially in high school, an increasing number of students can do this type of work independently.
The main goal of the stagemotivation (self-determination) for educational activitiesis the development at a personally significant level of internal readiness to fulfill the regulatory requirements of educational activities.
To achieve this goal it is necessary:
create conditions for the emergence of an internal need for inclusion in activities;
update the requirements for the student in terms of educational activities;
establish the thematic framework of educational activities.
3) Updating knowledge.
The main goal of the stageupdatingis to prepare students’ thinking and organize their awareness of the internal need to build a new way of action.
To do this, it is necessary that students:
reproduced and recorded knowledge, skills and abilities sufficient to build a new way of action;
activated the corresponding mental operations (analysis, synthesis, comparison, generalization, classification, analogy, etc.) and cognitive processes (attention, memory, etc.);
4) Primary assimilation of new knowledge.
The main goal of the stage is for students to build a new way of action and develop the ability to apply it both when solving a new problem and when solving problems of this class or type in general.
To achieve this goal, students must:
based on the chosen method, put forward and justify hypotheses;
when constructing new knowledge, use substantive actions with models, diagrams, etc.;
apply a new way of action to solve a new problem;
record in a generalized form a new way of acting in speech.
5) Initial check of understanding.
The main goal of the stageindependent work with self-test according to the standardis the interpretation of a new method of action and executive reflection (collective individual) of achieving the goal of a trial educational action.
To do this you need:
organize independent completion by students of standard tasks for a new way of action;
organize self-testing by students of their solutions according to the standard;
create (if possible) a situation of success for each child;
for students who have made mistakes, provide the opportunity to identify the causes of errors and correct them.
6) Primary consolidation.
The main goal of the stageprimary consolidation with pronunciation in external speechis the students’ assimilation of a new way of acting.
To achieve this goal, it is necessary that students:
solved (frontally, in groups, in pairs) several standard tasks for a new method of action;
at the same time, they spoke out loud the steps performed and their rationale - definitions, algorithms
7) Information about homework, instructions on how to complete it.
The main goal of this stage is for the teacher to issue homework with a comment and pronounce the main stages of its implementation, determine the expected result, which is the goal for students to work independently at home.
8) Reflection (summarizing the lesson)
The main goal of the stagereflection on learning activities in the classroomis students’ self-assessment of the results of their educational activities, awareness of the method of construction and the boundaries of application of a new method of action.To achieve this goal:
reflection and self-assessment of students’ own learning activities in the classroom are organized;
students correlate the goals and results of their educational activities and record the degree of their compliance;
goals for further activities are outlined and tasks for self-preparation are determined (homework with elements of choice and creativity).
2. What is the approximate structure of the complex application of knowledge and skills (consolidation lesson)
The main thing is to determine the place of this lesson in the lesson system. Topics can be studied through combined lessons or in large blocks. The formulation of goals should be thought out for students, i.e. it is necessary to determine what the student should know, be able to do, etc. and for the teacher: what the student should leave each lesson with.
Setting goals is desirable for the structural elements of the lesson, through the acquisition of knowledge and skills of the student.
Differentiation of goal setting is necessary:
basic knowledge (main goal) – for everyone;
goal for high achievers;
goal for underprepared students.
Differentiation can be carried out:
due to content;
due to volume;
through expected results;
through levels of assimilation;
through the time spent on a particular group;
due to the presence of mandatory tasks (deepening or expanding the topic);
due to the student’s role in the educational process (assistant, group leader, etc.).
The goal of the lesson is formed diagnostically, it must be real and achievable and must be constructive. The main didactic goal: the formation of certain skills.
Invariant structural elements for each lesson (mandatory):
awakening the student’s interest and showing prospects for upcoming activities through the designation of tasks and goals;
updating the basic knowledge and skills required for this lesson;
organization of stimulation, control and correction of students’ activities at each stage of the lesson, depending on the achievement of set goals;
discussion of the results of the work, the degree of progress and mastery of the lesson material, prospects further work. Show the benefits of students being active.
Lesson format:
lectures and seminars.
lessons with elements of situation modeling.
educational and business games.
lessons with elements of didactic games.
lessons - workshops.
knowledge review lessons.
non-traditional lesson forms: dialogues, courts, presentations, travel, etc.
Lesson structureintegrated application of knowledge and skills involves the following stages of the lesson:
1) Organizational stage.
2) Checking homework, reproducing and correcting students’ basic knowledge. Updating knowledge.
3) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
4) Primary consolidation
in a familiar situation (typical)
in a changed situation (constructive)
5) Creative application and acquisition of knowledge in a new situation (problem tasks)
6) Information about homework, instructions on how to complete it
7) Reflection (summarizing the lesson)
3. Compose rough plan(structure) of a lesson for correcting knowledge, skills and abilities
Lessons of this type are intended to assess the results of learning, the level of students’ assimilation of theoretical material, the system of scientific concepts of the course being studied, the formation of skills and abilities, the experience of educational and cognitive activities of schoolchildren, establishing a diagnosis of the level of students’ learning and introducing certain changes into the teaching technology, corrections in the learning process in accordance with the diagnosis of the state of learning of children.
The main didactic goal of lessons of this type is to identify the level of students’ mastery of a complex of knowledge and skills and, on this basis, make a definite decision to improve the educational process.
When determining the structure of a correction lesson, it is advisable to proceed from the principle of a gradual increase in the level of knowledge and skills, i.e. from the level of awareness to the reproductive and productive (constructive) levels.
When working in a lesson of this type, it is important to sequentially, in accordance with the student’s level of learning, move from a less complex level to a more complex level of mastery:
Level 1 - understanding and recognition (have an idea).
Level 2 - reproduction and execution according to the model.
Level 3 - application in a standard situation.
Levels 2 and 3 are levels of the educational standard (know, be able to).
Level 4 - reproduction or application of knowledge transfer.
Level 5 - mastering a creative task, application in non-standard situations.
Types of control and correction lessons can be:
oral survey (frontal, individual, group);
written survey, dictations, presentations, solutions to problems and examples, etc.; test; credit practical (laboratory) work;
workshops;
control independent work;
credit work...
All these and other types of lessons are conducted after studying entire sections and major topics of the subject being studied. In correction lessons, the degree of readiness of students to apply their knowledge, skills and abilities in cognitive and practical activities in various learning situations, to correct them if necessary is most clearly demonstrated; the necessary correction is made both in the activities of students and in the activities of the teacher.
The methodological substructure of correction lessons usually looks like this;
introductory explanatory part - teacher instruction and psychological preparation of students for the upcoming work: solving problems, writing an essay, dictation, creative work, etc.;
main part -independent work of students, operational control, teacher consultations to keep students calm and confident in their abilities and in what they are doing;
final part -orientation of students in the upcoming study of a new section, course topic.
The structure of a lesson for correcting knowledge, skills and abilities includes the following stages:
1) Organizational stage.
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
3) Results of diagnostics (monitoring) of knowledge, skills and abilities. Identification of typical errors and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.
Depending on the diagnostic results, the teacher plans collective, group and individual teaching methods.
4) Information about homework, instructions on how to complete it
5) Reflection (summarizing the lesson)
Conclusion
The most important task of the modern education system is not so much the mastery by students of specific subject knowledge and skills within individual disciplines, but also the formation of a set of universal educational actions that ensure the competence of “teaching how to learn.”
The current student is required to be able to reflexively manage his or her educational activities, for this it is necessary to master the diagnostic skills of self-control and self-assessment. The student’s competence is complemented by methodological knowledge and skills of organizational, constructive, and communicative activities. It becomes clear that the new quality of teaching requires filling the teacher’s activities with new content.
The lesson is the main component of any educational process. It is on this that the main attention of not only the student, but also the teacher is focused. Therefore, the quality of students’ preparation in a particular subject largely depends on the level of the lesson, its methodological and content content, as well as on the atmosphere prevailing in the classroom.
How to achieve high performance in the educational process? To do this, the teacher must carefully prepare all stages of a modern lesson according to the Federal State Educational Standard. These standards contain recommendations that allow not only to equip students with skills and knowledge, but also to tell the teacher what to do to ensure that everything that happens in the classroom arouses genuine passion and sincere interest among students.
Structure of a modern lesson
To ensure purposeful activity of the learning process, all its links are divided into separate elements. These are the stages of the lesson. They include not only the study of new material, accompanied by high mental activity of students, but also the task of memorizing and long-term retention of all acquired knowledge.
The stages of a lesson according to the Federal State Educational Standard in primary school depend on its goals and objectives. So, if students are asked to consolidate and develop the knowledge they have already acquired, then the stages of the lesson include:
- telling students the purpose of the lesson;
- reproduction of knowledge, skills and abilities by students;
- students completing tasks and exercises proposed by the teacher;
- checking the work already completed;
- discussion of mistakes made and their correction;
- recording homework (if necessary).
The stages of a lesson according to the Federal State Educational Standard, a sample of which is given below, are aimed at developing skills and abilities in students. This structure of the educational process consists of:
- repetition of already formed knowledge and skills;
- solving test problems;
- learning new skills;
- showing a sample exercise based on the acquired knowledge and completing the task according to the specified algorithm;
- summing up the lesson;
- homework records.
The stages of a consolidation lesson according to the Federal State Educational Standard consist of:
- in organizing the beginning of the lesson;
- setting educational and educational goals;
- checking homework.
During the lesson to consolidate the acquired knowledge, the teacher must create a calm and business-like environment. Children should not be intimidated by tests and tests. This will make them overly anxious and skew the results.
Stages of a lesson in elementary school
Modern Russian education considers its main goal not the usual transfer of skills and abilities from teacher to student, but the formation and further development of children’s abilities for independent production educational problem, to the formulation of an algorithm for solving it, as well as subsequently - monitoring the assessment of the result obtained.
A modern lesson on the Federal State Educational Standard is an effective educational process. It is directly related to the interests of the child and his parents, as well as the state and society as a whole.
Stages of a lesson on the Federal State Educational Standard in primary school have their own characteristics and consist of the following elements:
- classroom organization;
- updating (repetition) previously acquired skills and knowledge;
- problem statement;
- discovery of new knowledge;
- physical education minutes;
- primary consolidation of the material;
- performing independent work with self-testing according to the proposed standard;
- physical education minutes;
- inclusion of new material into the knowledge system;
- summing up the lesson.
All stages of a lesson on the Federal State Educational Standard in elementary school are aimed at preparing the student for self-development. It is assumed that junior schoolboy will receive the skill:
- independently choose goals that are adequate to his or her existing abilities;
- set goals and make decisions;
- independently find ways to solve non-standard situations;
- exercise control over one’s own actions;
- coordinate your point of view with other people and communicate with them.
In other words, the stages of a modern lesson in the conditions of the Federal State Educational Standard aim to transform the child from a passive listener into a researcher who obtains knowledge and works with other children independently. At the same time, the role of the teacher increases. He must be a true professional and have a desire to reveal the abilities of each student. This is the main resource of the educational process, without which the modern requirements of the Federal State Educational Standard, which involve the organization of educational activities at school, become impossible.
Main stages of a school lesson
The most important task that he sets for himself modern system Education consists not only of children acquiring knowledge in a particular subject. Its goal is also the formation of educational actions that involve “teaching how to learn.”
A modern schoolchild is required to be able to manage his own educational activities and possess the skills of self-esteem and self-control. At the same time, the main stages of the lesson according to the Federal State Educational Standard are:
- goal setting;
- productive independent activity;
- reflection.
Let's take a closer look at them.
Goal setting
In the structure of traditional lessons, this stage occupied leading place. However, today the education system is considering it from a new perspective. All stages of the lesson according to the Federal State Educational Standard have undergone certain qualitative changes. They also touched on goal setting. On at this stage The teacher’s task is not at all to convey his goal to his students. The teacher must create such conditions so that the child himself understands the meaning of the educational task and accepts it as especially significant for him. Only in this case the student’s activities will become purposeful and motivated. The child will strive to find, find out and prove.
Considering the goals of the lesson stages according to the Federal State Educational Standard, we can say that goal setting designs the educational actions of schoolchildren in a special way. Moreover, it is connected with the level of development of children, the characteristics of the topic being studied, the professionalism of the teacher and with external social orders.
Organization of the first stage of a school lesson
Teachers often find it difficult to formulate goals. This may be due to the fact that the first stage of the lesson, as many believe, must simply be overcome and then forgotten about. However, it is not. Goal setting goes through all stages of the lesson in accordance with the Federal State Educational Standard. At the same time, he is entrusted with the functions of motivating students, as well as stabilizing the process of acquiring knowledge and diagnosing the work performed. In other words, we can say this: “As the goal is set, so will be the result obtained.”
Organizing the goal-setting stage is not easy. This process will require thinking through techniques and means that would motivate students for the upcoming activity.
One of the options for solving this technological problem can be the following list of actions:
- diagnosing students' goals;
- systematization and subsequent analysis of the identified data;
- designing technological lines for obtaining knowledge for schoolchildren and a technological line for supplying material to teachers.
Goal setting techniques
Going through the stages of a lesson according to the Federal State Educational Standard, the teacher at the very first of them must name the topic of the lesson and invite the class to formulate a goal. This can be done using supporting verbs. Among them are the following: analyze, study and be able to, find out, prove and generalize, compare, consolidate, etc.
Another goal-setting technique involves working on a concept. In this case, the teacher must explain the meanings of all the words in the topic by looking up the answers in the explanatory dictionary.
The third method of goal setting invites the teacher to conduct conversations with children aimed at concretizing and generalizing the new educational material. Such a dialogue brings children to what they cannot yet talk about due to their incompetence. In this situation, students will be required to take additional action or research. This is setting the goal of the lesson.
The teacher can also offer children this or that problem situation. This technique leads to the child discovering a deficit in his abilities and knowledge. In this case, the goal will be perceived by him as a subjective problem.
Independent work
How can you improve the effectiveness of your lesson? To do this, the teacher must follow the most accessible path, proven by long-term practice. At the same time, the lesson enters its second stage, which involves independent work by students. In this time period, which occupies a special place in any school lesson, children acquire knowledge in the process of personal activity.
In this case, the teacher only needs to manage the independent work of his students. This stage of the lesson becomes a very effective teaching tool that:
- in each specific case corresponds to the set didactic goal and the tasks being solved;
- leads students from ignorance to knowledge, forming in them a certain volume and level of skills;
- develops in children psychological readiness for systematic independent replenishment of acquired knowledge, as well as the ability to navigate a huge flow of social and scientific information;
- serves as a serious tool for pedagogical management and guidance over the student’s independent educational activities.
Organization of the second stage of the lesson
Federal State Educational Standards put forward certain requirements for the content of independent work, the form of its implementation and purpose. All these instructions allow you to correctly organize this stage of the lesson, the main goal of which is not only to gain new knowledge, but also to develop habits and work skills.
Independent work can be:
- individual;
- frontal;
- group.
In this case, such tasks can be:
- Reproduced according to the sample. This will allow the student to remember a certain algorithm of actions in each specific situation and to assimilate them quite firmly.
- Made according to the reconstructive-variant type. Such independent work is carried out on the basis of already acquired knowledge, suggesting a search for a specific way to solve new problems.
- Heuristic. Such independent work develops in students the skills and abilities to find a solution outside the model known to them.
- Creative. Such work allows schoolchildren to gain new knowledge, as well as constantly strengthen their independent search skills.
At this stage of the lesson, children can be offered various types of work with the book, as well as solving exercises and problems.
Reflection
After the first and second stages of the lesson have been completed (according to the Federal State Educational Standard), the new state standards of general education offer the next step of universal educational activities. It consists of children acquiring reflexive skills. At the same time, students must understand the reasons for the success or failure of their educational activities.
There should be no unlucky children in school. The teacher is obliged to notice even the slightest progress of the child forward and support him in a timely manner.
Reflection as a stage of a modern lesson (FSES) allows you to support children's activity and creativity. It also has a direct impact on the student’s consciousness.
Reflection is a prerequisite for creating a developing environment in the classroom. Moreover, for the teacher it is not at all an end in itself. This is a process that prepares children for internal conscious reflection. What does this concept include? Translated from Latin, the word “reflection” means nothing more than “turning back.”
According to the dictionary foreign words, this concept means “self-knowledge and reflection on the internal state.” The emphasis in this word is on the syllable “le”.
When considering the stages of a lesson according to the Federal State Educational Standard, it is impossible to ignore reflection. In modern pedagogy, this concept means self-analysis of educational activities, as well as its results. Reflection teaches the child self-esteem, self-control and self-regulation. It forms in him the habit of comprehending events and various problems. Psychologists associate reflection with the development and formation of a person’s spiritual life. However, it is difficult for a child to learn to control himself without the help of a teacher. Exactly collaboration teacher and student allows you to obtain specific results that help the student evaluate his activities in the lesson.
Types of reflection
At the beginning and at the end of the lesson, establishing emotional contact with students is of great importance for the teacher. To do this, he can use the technique of mood reflection. The simplest option is to show cards with emoticons. Moreover, the faces depicted in the picture should be happy, sad and neutral. In addition, the teacher can invite the children to choose the sun or the cloud. The first drawing will mean good mood, and the second is bad.
Another technique for reflecting mood is choosing one of two paintings. One of them depicts a landscape imbued with sadness, and the second - with fun and joy. Students must choose a drawing that matches their mood.
The next type of reflection is reflection of activity. It represents an understanding of the techniques and ways of working on educational material. This type is usually used when checking assignments at the end of the lesson. In this case, students are asked to evaluate the results of the lesson in the form of the completion of phrases such as:
- I figured it out...
- I found out...
- I managed... etc.
Approximate structure of each type of lesson according to the Federal State Educational Standard
1. Lesson structure for learning new knowledge:
1) Organizational stage.
3) Updating knowledge.
6) Primary consolidation.
7) Information about homework, instructions on how to complete it
8) Reflection (summarizing the lesson)
2 The structure of a lesson on the integrated application of knowledge and skills (a lesson on consolidation ) .
1) Organizational stage.
2) Checking homework, reproducing and correcting students’ basic knowledge. Updating knowledge.
4) Primary consolidation
in a familiar situation (typical)
in a changed situation (constructive)
5) Creative application and acquisition of knowledge in a new situation (problem tasks)
6) Information about homework, instructions on how to complete it
3. Structure of a lesson on updating knowledge and skills (repetition lesson)
1) Organizational stage.
2) Checking homework, reproducing and correcting the knowledge, skills and abilities of students necessary for creative solution of assigned problems.
3) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
4) Updating knowledge.
in order to prepare for the test lesson
in order to prepare for studying a new topic
6) Generalization and systematization of knowledge
4. Lesson structure of systematization and generalization of knowledge and skills
1) Organizational stage.
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
3) Updating knowledge.
4) Generalization and systematization of knowledge
Preparing students for general activities
Reproduction at a new level (reformulated questions).
5) Application of knowledge and skills in a new situation
6) Monitoring learning, discussing mistakes made and correcting them.
7) Reflection (summarizing the lesson)
Analysis and content of the work results, drawing conclusions based on the studied material
5. Structure of a lesson on testing knowledge and skills
1) Organizational stage.
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
3) Identification of knowledge, skills and abilities, checking the level of development of students’ general educational skills. (Tasks in volume or degree of difficulty must correspond to the program and be feasible for each student).
Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed
4) Reflection (summarizing the lesson)
6. Structure of a lesson for correcting knowledge, skills and abilities.
1) Organizational stage.
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
3) Results of diagnostics (monitoring) of knowledge, skills and abilities. Identification of typical errors and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.
Depending on the diagnostic results, the teacher plans collective, group and individual teaching methods.
4) Information about homework, instructions on how to complete it
5) Reflection (summarizing the lesson)
7. Structure of a combined lesson.
1) Organizational stage.
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
3) Updating knowledge.
4) Primary assimilation of new knowledge.
5) Initial check of understanding
6) Primary consolidation
7) Control of assimilation, discussion of mistakes made and their correction.
8) Information about homework, instructions on how to complete it
9) Reflection (summarizing the lesson)
ONZ lesson structure.
1. Motivation (self-determination) for educational activities (“need” - “want” - “can”) 1-2 min.
2. Updating and recording individual difficulties in a trial learning activity – 5-6 min.
3. Identifying the location and cause of the difficulty – 2-3 minutes.
4. Construction of a project for getting out of a difficulty – 5-6 min.
5. Implementation of the completed project - 5-6 minutes.
6. Primary consolidation with pronunciation in external speech – 4-5 minutes.
7. Independent work with self-test using a standard – 4-5 minutes.
8. Inclusion in the knowledge system and repetition – 4-5 min.
9. Reflection on educational activities – 2-3 min.
Students' ability to learn:
1-4 min. – 60% information
5 - 23 min. – 80% of information
24 -34 min. – 50% information
35 -45 min. – 6% information
How to structure a lesson to implement the requirements of the Second Generation Standards?
To construct a lesson within the framework of the Federal State Educational Standard of Education, it is important to understand what the criteria for the effectiveness of the lesson should be.
1. Lesson goals are set with a tendency to transfer functions from teacher to student.
2. The teacher systematically teaches children to carry out reflexive action (assess their readiness, detect ignorance, find the causes of difficulties, etc.)
3. A variety of forms, methods and techniques of teaching are used to increase the degree of student activity in the educational process.
4. The teacher knows the technology of dialogue, teaches students to pose and address questions.
5. The teacher effectively (adequate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.
6. During the lesson, tasks and clear criteria for self-control and self-assessment are set (special formation of control and evaluation activities among students occurs).
7. The teacher ensures that all students understand the educational material, using special techniques for this.
8. The teacher strives to evaluate the real progress of each student, encourages and supports minimal success.
9. The teacher specifically plans the communicative tasks of the lesson.
10. The teacher accepts and encourages the student’s own position, a different opinion, and teaches the correct forms of their expression.
11. The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort.
12. In the lesson there is a deep personal impact “teacher - student” (through relationships, joint activities, etc.)
Let's consider the approximate structure of a lesson introducing new knowledge within the framework of the activity approach.
1. Motivation for educational activities. This stage of the learning process involves the student’s conscious entry into the space of learning activity in the lesson.
For this purpose, at this stage, his motivation for educational activities is organized, namely: 1) the requirements for him from educational activities are updated (“must”);
2) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);
3) a thematic framework is established (“I can”). In the developed version, processes of adequate self-determination in educational activities and self-reliance in it occur here, implying the student’s comparison of his real “I” with the image “I am an ideal student,” conscious subordination of oneself to a system of normative requirements educational activities and the development of internal readiness for their implementation.
2. Updating and recording individual difficulties in a trial educational action. At this stage, preparation and motivation of students for proper independent implementation of a trial educational action, its implementation and recording of individual difficulties are organized. Accordingly, this stage involves:
1) updating the studied methods of action sufficient to construct new knowledge, their generalization and symbolic fixation;
2) updating of relevant mental operations and cognitive processes;
3) motivation for a trial educational action (“need” - “can” - “want”) and its independent implementation;
4) recording individual difficulties in performing a trial educational action or justifying it. 3. Identifying the location and cause of the difficulty. At this stage, the teacher organizes for students to identify the location and cause of the difficulty. To do this, students must:
1) restore the operations performed and record (verbally and symbolically) the place - step, operation where the difficulty arose;
2) correlate your actions with the method of action used (algorithm, concept, etc.) and on this basis identify and record in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are lacking to solve the original problem and problems of this class or like in general
4. Construction of a project for getting out of the difficulty (goal and topic, method, plan, means). At this stage, students in a communicative form think about the project of future educational actions: they set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of introductory dialogue, then with stimulating dialogue, and then with the help of research methods.
5. Implementation of the constructed project. At this stage, the constructed project is being implemented: various options proposed by students are discussed, and the optimal option is selected, which is recorded in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused the difficulty. Finally, it is specified general character new knowledge and overcoming a previously encountered difficulty is recorded.
6. Primary consolidation with pronunciation in external speech. At this stage, students, in the form of communication (frontally, in groups, in pairs), solve standard tasks for a new method of action, pronouncing the solution algorithm out loud.
7. Independent work with self-test according to the standard. When carrying out this stage, an individual form of work is used: students independently perform tasks of a new type and self-test them, step by step comparing them with the standard. At the end, a performance reflection on the progress of the implementation of the constructed project of educational actions and control procedures is organized. The emotional focus of the stage is to organize, if possible, a situation of success for each student, motivating him to engage in further cognitive activity.
8. Inclusion in the knowledge system and repetition. At this stage, the boundaries of applicability of new knowledge are identified and tasks are performed in which a new method of action is provided as an intermediate step. When organizing this stage, the teacher selects tasks that train the use of previously studied material that has methodological value for introducing new methods of action in the future. Thus, on the one hand, there is an automation of mental actions according to the learned norms, and on the other, preparation for the introduction of new norms in the future.
9. Reflection on learning activities in the lesson (result). At this stage, new content learned in the lesson is recorded, and reflection and self-assessment of students’ own learning activities is organized. At the end, its goal and results are correlated, the degree of their compliance is recorded, and further goals of the activity are outlined.
Activity-oriented lessons on goal setting can be divided into four groups:
1) lessons of “discovery” of new knowledge;
2) reflection lessons;
3) lessons of general methodological orientation;
4) lessons of developmental control.
The main objectives of each type of lesson.
1. A lesson in “discovering” new knowledge.
Activity goal:developing in students the skills to implement new methods of action.
Content goal:expansion of the conceptual base by including new elements.
2. Reflection lesson.
Activity goal:developing in students the ability to reflect on correctional-control type and implement correctional norms (fixing their own difficulties in activities, identifying their causes, constructing and implementing a project to overcome difficulties, etc.).
Content goal:consolidation and, if necessary, correction of the learned methods of action - concepts, algorithms, etc.
3. Lesson of general methodological orientation.
Activity goal:formation in students of activity abilities and abilities to structure and systematize the studied subject content.
Content goal:construction of generalized activity norms and identification theoretical foundations development of content and methodological lines of courses.
4.Lesson of developmental control.
Activity goal:developing students' abilities to perform control functions.
Content goal:control and self-control of learned concepts and algorithms.
Let us note that the theoretically based mechanism of control activities assumes:
1) presentation of a controlled option;
2) the presence of a conceptually justified standard, rather than a subjective version;
3) comparison of the tested option with the standard using an agreed algorithm;
4) criteria-based assessment of the comparison result.
Thus, developmental control lessons involve organizing the student’s activities in accordance with the following structure:
1) students writing a test version;
2) comparison with an objectively justified standard for performing this work;
3) students' assessment of the comparison result in accordance with previously established criteria.
It should be emphasized that dividing the educational process into lessons of different types in accordance with the leading goals should not destroy its continuity, which means it is necessary to ensure the invariance of the teaching technology. Therefore, when organizing lessons of different types, you must preserveteaching methodand ensure appropriatesystem of didactic principles.Consequently, the one shown in Fig. 1 can be used as a reference signal to describe the structure of lessons of each type. 1 diagram (“matryoshka”).
Lesson structure "discovery" of new knowledge
1) stage of motivation (self-determination) for educational activities;
3) the stage of identifying the location and cause of the difficulty;
4) the stage of constructing a project to overcome the difficulty;
6) the stage of primary consolidation with pronunciation in external speech;
1. The main goal of the stage of motivation (self-determination) for educational activities is to develop, at a personally significant level, internal readiness to fulfill the regulatory requirements of educational activities.
1)
2) update the requirements for the student in terms of educational activities (“must”);
3) establish the thematic framework of educational activities (“I can”).
2. The main goal of the stage of actualization and trial educational action is to prepare students’ thinking and organize their awareness of the internal need to build a new way of action.
1) reproduced and recorded knowledge, skills and abilities sufficient to build a new way of action;
2) activated the corresponding mental operations (analysis, synthesis, comparison, generalization, classification, analogy, etc.) and cognitive processes (attention, memory, etc.);
3) updated the norm of a trial educational action (“need” - “want” - “can”);
4) tried to independently complete an individual task to apply new knowledge planned for study in this lesson;
5) recorded a difficulty in performing a trial action or justifying it.
3. The main goal of the stage of identifying the location and cause of the difficulty is to realize what exactly is the insufficiency of their knowledge, skills or abilities.
To achieve this goal, it is necessary that students:
1) analyzed step by step based on a sign recording and said out loud what they did and how they did it;
2) recorded the operation, the step at which the difficulty arose (location of the difficulty);
3) correlated their actions at this step with the methods studied and recorded what knowledge or skill is missing to solve the original problem and problems of this class or type in general (the reason for the difficulty).
4The main goal of the stage of constructing a project to get out of a difficulty is to set goals for educational activities and, on this basis, to choose the method and means of their implementation.
To do this, it is necessary that students:
1) in a communicative form they formulated the specific goal of their future educational actions, eliminating the cause of the difficulty that arose (that is, they formulated what knowledge they need to build and what to learn);
2) suggested and agreed on the topic of the lesson, which the teacher can clarify;
3) chose a method of constructing new knowledge [how?) - a method of clarification (if a new method of action can be constructed from previously studied ones) or a method of addition (if there are no studied analogues and the introduction of a fundamentally new sign or method of action is required);
4) chose the means for constructing new knowledge (with the help of which7] - studied concepts, algorithms, models, formulas, recording methods, etc.
5. The main goal of the implementation stage of the constructed project is for students to construct a new method of action and develop the ability to apply it both when solving a problem that caused difficulty, and when solving problems of this class or type in general.
To achieve this goal, students must:
1) based on the chosen method, put forward and justify hypotheses;
2) when constructing new knowledge, use substantive actions with models, diagrams, etc.;
3) apply a new method of action to solve a problem that caused difficulty;
4) record in a generalized form a new way of acting in speech and symbolically;
5) record the overcoming of a previously encountered difficulty.
6. The main goal of the stage of primary consolidation with pronunciation in external speech is for students to assimilate a new method of action.
To achieve this goal, it is necessary that students: 1) solve (frontally, in groups, in pairs) several standard tasks for a new method of action;
2) at the same time, they spoke out loud the steps performed and their rationale - definitions, algorithms, properties, etc.
7. The main goal of the stage of independent work with self-testing according to the standard is the internalization of a new method of action and executive reflection (collective, individual) of achieving the goal of the trial educational action.
To do this you need:
1) organize independent completion by students of standard tasks for a new way of action;
2) organize self-testing by students of their solutions according to the standard;
3) create (if possible) a situation of success for each child;
4) for students who have made mistakes, provide the opportunity to identify the causes of errors and correct them.
8. The main goal of the stage of inclusion in the knowledge system and repetition is the inclusion of a new way of action in the knowledge system, while repeating and consolidating what was previously learned and preparing for the study of the following sections of the course.
To do this you need:
1) identify and record the boundaries of applicability of new knowledge;
2) organize the implementation of tasks in which a new method of action is associated with previously learned ones;
3) organize training of previously developed skills that require refinement or bringing to the level of an automated skill;
4) If necessary, organize preparation for studying the following sections of the course.
9. The main goal of the stage of reflection of educational activities in the lesson is students’ self-assessment of the results of their educational activities, awareness of the method of construction and the boundaries of application of a new method of action.
To achieve this goal:
1) reflection and self-assessment of students’ own learning activities in the classroom are organized;
2) students correlate the goals and results of their educational activities and record the degree of their compliance;
3) goals for further activities are outlined and tasks for self-preparation are determined (homework with elements of choice and creativity).
Lesson structure reflections
1) stage of motivation (self-determination) for correctional activities;
2) stage of updating and trial educational action;
5) stage of implementation of the constructed project;
7) stage of independent work with self-test according to the standard;
8) stage of inclusion in the knowledge system and repetition;
9) stage of reflection of educational activities in the lesson.
A distinctive feature of a reflection lesson from a lesson of “discovery” of new knowledge is the recording and overcoming of difficulties in one’s own educational actions, and not in the educational content.
To conduct a reflection lesson correctly, it is necessary to clarify the concepts of standard, sample and standard for self-test, which we will explain with a specific example.
In order for students’ correction of their mistakes to be not a random, but a meaningful event, it is important to organize their corrective actions based on the reflexive method (introduced in the form of an error correction algorithm. This algorithm should be built by the children themselves in a separate lesson of a general methodological orientation on the topic “How to correct mistakes.” mistakes" and give them a clear answer to this question. If reflection lessons are conducted systematically, then children quickly master this algorithm and confidently apply it, starting with the simplest form, and then gradually refining and detailing it from lesson to lesson.
Let's move on to describing the basic requirements for the stages of a reflection lesson.
1. As for the lesson of “discovery” of new knowledge, the main goal mmotivation (self-determination) for correctional activities is the development at a personally significant level of internal readiness to implement the normative requirements of educational activities, but in this case we are talking about the norm of correctional activities.
To achieve this goal it is required:
1) create conditions for the emergence of an internal need for inclusion in activities (“I want”);
2) update the requirements for the student in terms of correctional activities (“must”);
3) based on previously solved problems, establish a thematic framework and create an indicative basis for corrective actions (“I can”).
2. The main goal of the stage of updating and trial learning activities is to prepare students’ thinking and their awareness of the need to identify the causes of difficulties in their own activities.
To do this you need:
1) organize repetition and symbolic recording of methods of action planned for reflective analysis by students - definitions, algorithms, properties, etc.;
2) activate appropriate mental operations and cognitive processes (attention, memory, etc.);
3) organize motivation (“I want” - “need” - “I can”) and students perform independent work No. 1 to apply the methods of action planned for reflective analysis;
4) organize self-testing by students of their work using a ready-made sample, recording the results obtained (without correcting errors).
3. The main goal of the stage of localizing individual difficulties is to understand the place and cause of one’s own difficulties in performing the learned methods of action.
To do this, it is necessary that students:
1) clarified the error correction algorithm that will be used in this lesson.
2) Based on the error correction algorithm, they analyze their solution and determine the location of the errors - the location of the difficulty
3) identify and record methods of action (algorithms, formulas, rules, etc.) in which errors were made - the cause of difficulties.
At this time, students who have not identified errors also perform a step-by-step check of their solutions using an error correction algorithm to eliminate the situation when the answer is accidentally correct, but the solution is not. If during the check they find an error, then they then join the first group - they identify the location and cause of the difficulty, and if there are no errors, they receive an additional task of a creative level and then work independently until the self-test stage.
4. The main goal of the stage of goal setting and construction of a project for correcting identified difficulties is to set goals for correctional activities and, on this basis, to choose the method and means of their implementation.
To do this, it is necessary that students:
1) formulated an individual goal for their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn to apply correctly);
2) chose the method (how?) and means (using what?) of correction, that is, they established what specific concepts, algorithms, models, formulas, recording methods, etc. were studied. they need to once again comprehend and understand how they will do this (using standards, a textbook, analyzing the performance of similar tasks in previous lessons, etc.).
5. The main goal of the implementation stage of the constructed project is the students’ meaningful correction of their mistakes in independent work and the formation of the ability to correctly apply appropriate methods of action.
To achieve this goal, each student who has had difficulties in independent work must:
1)
2)
3)
4)
Students who have not made mistakes in independent work continue to solve creative tasks or act as consultants.
6. The main goal of the stage of generalizing difficulties in external speech is to consolidate the methods of action that caused the difficulty.
To achieve this goal:
1) a discussion of typical difficulties is organized;
2) formulations of methods of action that caused difficulties are spoken out.
Particular attention here should be paid to those students who have difficulties - it is better that they say out loud the correct methods of action.
7. The main goal of the stage of independent work with self-testing according to the standard is the internalization of methods of action that caused difficulties, self-testing of their assimilation, individual reflection on achieving the goal and creating (if possible) a situation of success.
To achieve this goal, students who made mistakes
1) perform independent work similar to the first one, while taking only those tasks in which mistakes were made;
2) carry out self-testing of their work against a standard for self-checking and record the results;
3) record the overcoming of a previously encountered difficulty. At this time, students who did not make mistakes in the control
work, perform self-tests of additional tasks of a creative level according to the proposed sample.
8. The main goal of the stage of inclusion in the knowledge system and repetition is the use of methods of action that caused difficulties, repetition and consolidation of previously learned and preparation for studying the following sections of the course.
1) perform tasks in which the methods of action under consideration are associated with previously studied ones and with each other;
2) complete assignments to prepare for studying the following topics.
9. The main goal of the reflection stage of activity in the lesson is for students to understand the method of overcoming difficulties and their self-assessment of the results of their correctional (and if there were no mistakes, independent) activities.
1) clarify the error correction algorithm;
2) name the methods of action that caused the difficulty;
3) record the degree of compliance with the set goal and performance results;
4) evaluate their own activities in the classroom;
5) outline goals for follow-up activities;
6) In accordance with the results of activities in the lesson, homework is agreed upon (with elements of choice and creativity).
Let us note that reflection lessons, despite quite a lot of preparation for them on the part of the teacher (especially in the initial stages), are the most interesting for both teachers and, first of all, for children. There is significant positive experience of their systematic use in schools. Children in these lessons do not just practice solving problems - they learn a method for correcting their own actions, they are given the opportunity to find their mistakes themselves, understand their cause and correct them, and then make sure that their actions are correct. After this, the quality of students’ assimilation of educational content noticeably increases while the time spent decreases, but not only that. Children easily transfer the experience gained in these lessons of working on mistakes to any academic subject.
It should also be emphasized that reflection lessons are much easier for teachers to master than lessons in the “discovery” of new knowledge, since the transition to them does not change the method of work itself.
Lesson structure developmental control
1) the stage of motivation (self-determination) for control and correctional activities;
2) stage of updating and trial educational action;
3) the stage of localizing individual difficulties;
4) the stage of constructing a project to correct the identified difficulties;
5) stage of implementation of the constructed project;
6) the stage of generalizing difficulties in external speech;
7) stage of independent work with self-test according to the standard;
8) stage of solving creative level tasks;
9) stage of reflection of control and correction activities.
Developmental control lessons are conducted at the end of studying large sections of the course and involve writing a test and its reflective analysis. Therefore, in their structure, methods of preparation and delivery, these lessons resemble reflection lessons. However, these types of lessons have some significant differences.
In developmental control lessons, in contrast to reflection lessons, when conducting tests, the emphasis is placed, first of all, on agreeing on the criteria for assessing the results of educational activities, their application and recording the obtained comparison result in the form of a mark. Thus, a distinctive feature of developmental control lessons is their compliance with the established structure of “managerial”, criterion-based control.
Since these lessons summarize the study of a significant amount of material, the content of the tests is 2-3 times larger than the usual independent work offered in reflection lessons.
Therefore, developmental control lessons are conducted in two stages:
1) writing a test paper by students and evaluating it according to criteria;
2) reflective analysis of the completed test work and correction of errors made in the work. These stages are carried out in two lessons, which are separated by the time necessary for the teacher to check the results of students' work in the first lesson (this time should not exceed 1-2 days).
Depending on who has the reference option (criteria), the following forms of organizing developmental control lessons are distinguished: self-control, mutual control and pedagogical control.
Self-control involves presenting a standard version to the student, independently comparing his own version with the standard version, followed by self-assessment based on established criteria.
In mutual control, the holder of the standard is another student. At the same time, the formation of the ability to self-assessment occurs through checking the fairness of the assessment given by another student and a reflective analysis of mistakes made.
Pedagogical control of developmental direction assumes that the holder of the standard is the teacher. The formation of the ability to self-assessment occurs through agreement with the teacher on the result based on previously established criteria and a reflective analysis of mistakes made.
Let us now move on to a description of the basic requirements for the stages of developmental control lessons.
Lesson 1 (Taking a test)
1. As before, the main goal of the stage of motivation (self-determination) for control and correctional activities is not the development at a personally significant level of internal readiness to implement the normative requirements of educational activities, however, in this case we are talking about the norm of control and correctional activities.
Therefore, to achieve this goal it is required:
1) determine the main goal of the lesson and create conditions for the emergence of an internal need for inclusion in control and correctional activities (“I want”);
2) update the requirements for the student in terms of control and correctional activities (“must”);
3) based on previously solved problems, establish a thematic framework and create an indicative basis for control and corrective actions (“I can”);
4) establish a control form and procedure;
5) present the criteria for grading.
2. The main goal of the stage of updating and trial learning activities is to prepare students’ thinking and their awareness of the need for control and self-control of the result and identifying the causes of difficulties in the activity.
To do this you need:
1) organize repetition of controlled methods of action (norms);
2) activate mental operations (comparison, generalization) and cognitive processes (attention, memory, etc.) necessary to complete the test;
3) organize the motivation of students (“I want” - “need” - “I can”) to complete the test on the use of methods of action planned for control and subsequent reflective analysis;
3) organize individual writing of test work by students;
4) organize students’ comparison of their work according to a ready-made sample with recording of the results (without correcting errors);
5) provide students with the opportunity to self-assess their work according to a pre-established criterion.
Lesson II (Analysis of test work)
This lesson corresponds to a lesson on working on test errors in a traditional school and is carried out after the teacher has checked it.
3. The main goal of the stage of localizing individual difficulties is to develop, at a personally significant level, internal readiness for correctional work, as well as to identify the place and cause of one’s own difficulties in performing the test work.
To achieve this goal it is necessary:
1) organize the motivation of students for correctional activities (“I want” - “I need” - “I can”) and their formulation of the main goal of the lesson;
2) reproduce controlled methods of action (norms);
3) analyze the correctness of students’ self-testing of their work and, if necessary, agree on their assessments< оценкой учителя.
Below are the students who made mistakes:
1) clarify the error correction algorithm (the algorithm is built on previous lessons based on the reflexive method);
2) based on the error correction algorithm, they analyze their solution and determine the location of the errors - the location of the difficulties;
3) identify and record methods of action (algorithms, formulas, rules, etc.) in which errors were made - the cause of difficulties.
Students who have not made mistakes at this stage compare their solution with the standard and complete tasks of a creative level. They can also act as consultants. Comparison with a standard is necessary to correlate your decision with the methods of action used. This contributes to the formation of speech, logical thinking, and the ability to justify one’s point of view.
4. The main goal of the stage of constructing a project for correcting identified difficulties is to set the goals of correctional activities and, on this basis, to choose the method and means of their implementation.
To do this, it is necessary that students:
1) formulated an individual goal for their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn to apply correctly);
2) chose the method (how?) and means (using what?) of correction, that is, they established what specific concepts, algorithms, models, formulas, recording methods, etc. were studied. they need to once again comprehend and understand how they will do this (using standards, a textbook, analyzing the performance of similar tasks in previous lessons, etc.).
5. The main goal of the implementation stage of the constructed project is the students’ meaningful correction of their mistakes in the test work and the formation of the ability to correctly apply appropriate methods of action.
As in the reflection lesson, to achieve this goal, each student who had difficulties in the test must:
1) independently (case 1) correct your mistakes using the chosen method based on the use of selected means, and in case of difficulty (case 2) - using the proposed standard for self-test;
2) in the first case, compare your error correction results with a standard for self-testing;
3) then, in both cases, choose from those proposed or come up with tasks yourself for those methods of action (rules, algorithms, etc.) in which mistakes were made;
4) solve these tasks (some of them may be included in homework).
Students who did not make mistakes in the test continue to solve creative tasks or act as consultants.
6. The main goal of the stage of generalizing difficulties in external speech is to consolidate the methods of action that caused the difficulty.
To achieve this goal, similar to reflection lessons, the following is organized:
1) discussion of common errors;
2) pronouncing the wording of the methods of action that caused the difficulty.
7. The main goal of the stage of independent work with self-testing according to the standard, as in the reflection lesson, is the internalization of methods of action that caused difficulties, self-testing of their assimilation, individual reflection of achieving the goal, as well as creating (if possible) a situation of success.
To achieve this goal, it is necessary that students who made mistakes in the test:
1) completed independent work similar to supervised work, choosing only those tasks in which errors were made;
2) Conducted a self-test of their work using a finished sample and recorded significant results.
3) recorded the overcoming of a previously encountered difficulty.
Students who did not make mistakes in the test complete a self-test of creative level assignments according to the proposed sample.
8. The main goal of the stage of including repetition in the knowledge system is the use of methods of action that caused difficulties, repetition and consolidation of previously learned * preparation for studying the following sections of the course.
To do this, students with a positive result of the previous stage:
1) perform tasks in which the methods of action under consideration are associated with previously studied ones and with each other;
2) complete assignments to prepare for studying the following topics.
If the result is negative, students repeat the previous step for another option.
9. The main goal of the stage of reflection of activity in the lesson is self-assessment of the results of control and correctional activities, awareness of the method of overcoming difficulties in the activity and the mechanism of control and correctional activity.
To achieve this goal, students:
1) discuss the mechanism of control activities;
2) analyze where and why mistakes were made, and ways to correct them;
3) name the methods of action that caused the difficulty;
4) record the degree of compliance with the set goal of control and correction activities and its results;
5) evaluate the results of their own activities;
6) if necessary, assignments for self-preparation are determined (homework with elements of choice and creativity);
7) outline the goals of subsequent activities.
Note that in pedagogical practice, control lessons are often conducted that are not related to the development of students’ abilities to control and self-control, for example, administrative control or traditional test work. These lessons should be distinguished from activity-oriented lessons, since they implement educational goals other than activity-based ones and, thus, do not advance students forward in developing the necessary activity-based qualities.
Lessons general methodological orientation are designed, firstly, to form students’ ideas about methods that connect the concepts being studied into a single system, and secondly, about methods of organizing the educational activities themselves, aimed at self-change and self-development. Thus, these lessons organize students’ understanding and construction of norms and methods of educational activities, self-control and self-esteem, and reflexive self-organization. These lessons are cross-curricular and are conducted outside the scope of any subject. classroom hours, extracurricular activities or other lessons specially designated for this in accordance with the structure of the activity method technology.
The importance of general methodological lessons can be illustrated using the following example. Let's propose solving the same problem in two versions.
