How to create a lesson plan for teachers. Sample lesson plan. Posting new material

What does a teacher’s immediate preparation for a lesson consist of? What is lesson planning?

The teacher’s direct preparation for the lesson is lesson planning, specification thematic planning in relation to each individual lesson, thinking through and drawing up a lesson plan and outline after the main content and focus of the lesson have been determined. A lesson plan is necessary for every teacher, regardless of his experience, erudition and level of teaching skill. It is compiled on the basis of the thematic plan, the content of the program, the teacher’s knowledge of the students, as well as their level of preparation. In planning a lesson and developing technology for its delivery, there are two interconnected parts: 1) thinking about the purpose of the lesson, each step; 2) recording in a special notebook in one form or another of a lesson plan.

The purpose of the lesson is determined based on the content of the program material, the material base of the school and the nature of the activities of students with educational material that can be organized in a given educational situation. In this part of lesson preparation, the teacher, based on a thought experiment, predicts the future lesson, mentally plays it out, and develops a unique scenario for his own actions and the actions of the students in their unity. And only after determining the main content and direction of his own activities and the activities of the students in the lesson, the teacher selects the necessary and sufficient material that the students must learn, outlines the sequence of introducing certain concepts that will be practiced in the lesson. Selects the most capacious and vivid material necessary to stimulate student activity when working with the planned concepts, outlines guidelines in the form of generalized questions, problematic tasks, predetermines the structure of the lesson, based on the amount of work to be done. Evaluates the students’ and his own capabilities, prepares himself psychologically for possible changes in the lesson due to changing conditions in the lesson, with the introduction of additional information into the content of the lesson.

In the course of preparing a lesson, the teacher’s attention to pedagogical foresight and to predicting turns in students’ thoughts intensifies. The teacher’s preparation for a lesson thus covers not only a thorough analysis of the educational material, its structuring in accordance with the stages of its study, but also possible questions, answers, judgments of the students themselves in the course of working with this material - its perception, comprehension, etc. . The more thoroughly such an analysis is carried out, the less likely it is to encounter completely unexpected situations during the lesson.

After such a thorough analysis and reflection on the composition of the lesson, the teacher writes down a lesson plan. At the same time, the lesson notes, especially for a novice teacher, are developed in quite a detailed and detailed manner. Such a summary can serve as a support in his work not only in one class, but in all classes of the same parallel. Experienced teachers limit themselves to a brief recording of the lesson - recording what the teacher himself needs not to forget and use when working with students during the lesson in this particular class. This sometimes forces individual teachers to draw up such plans even for each class of the same parallel, since students in classes most often differ markedly in their characteristics and level of preparedness.

Sometimes debates flare up among academic educators and practicing teachers about whether a teacher needs a lesson plan? Does the lesson plan stifle the teacher's creativity? Is it possible for the teacher to use the outline during the lesson? Doesn't this negatively affect the teacher's authority among students?

Disputes of this kind are basically pointless! And this is because teachers, by their example, teach students to be organized in their work, to work according to a plan, to work with short abstracts prepared in advance. The lesson plan, of course, should not be a kind of blinders for the teacher; it should not fetter his initiative and flexibility in working with students. A lesson is a creative act, and therefore, the fetishization of a lesson plan in a teacher’s work is unacceptable. The lesson plan is only a guide to action, and when a lesson requires making certain changes during the lesson, the teacher not only has the right, but he is obliged to deviate from the plan in order to ensure maximum effectiveness of the lesson. But it is one thing to deviate from the intended plan and quite another to have no plan. Departing from what is planned, the teacher first of all correlates all the thoughtful, repeatedly played out in the mind details of the content of educational materials, his own actions and the actions of students with this material, the nature of their interaction, and only by correlating all this with the situation created in the lesson, he makes adjustments in the course of teaching lesson. But these adjustments are not spontaneous, but correlate with an unexpectedly emerging new situation and previously planned types of work and take on the character of a systematic introduction of changes to the structure of the lesson and to the content of the activities of the teacher and students in accordance with the previously planned goals and didactic objectives of the lesson.

A lesson plan is the beginning of a creative search, a means of lesson effectiveness, the implementation of a teacher’s plan, the foundation of inspiration and talented improvisation.

It reflects the topic of the lesson and the class in which it is held, the purpose of the lesson, specifying its didactic objectives, summary of the material studied in the lesson, the form of organization of educational and cognitive activity of students, methods, teaching aids, a system of tasks and tasks are determined, during the implementation of which the updating of previously acquired basic knowledge and methods of activity, the formation of new scientific concepts and methods of activity and their application in various learning situations, control and correction of students’ learning activities and their progressive movement from ignorance to knowledge, from inability to ability to perform necessary and sufficient cognitive and practical actions along this path when solving educational, cognitive and practical tasks planned for the lesson. The lesson plan clarifies its structure, determines the approximate dosage of time for different kinds work, methods for checking the success of schoolchildren’s learning are provided, their names are specified, who is planned to be interviewed, checked, etc.

A good, useful lesson cannot be taught without preparation. That's why it's so important to think through his move in advance. Federal State basic standard general education emphasizes that the educational process must be organized so that students can achieve general cultural, personal and cognitive results. Therefore there are several general requirements on how to create a lesson plan.

What is a lesson summary?

Every competent teacher, before teaching a lesson, draws up a lesson plan. What does this term mean? Since student times, everyone has become accustomed to the fact that a summary is the information that has just been listened to in writing. In the teaching world, everything is different. The outline (or in other words, the lesson plan) is drawn up in advance and serves as a kind of support, a hint for the teacher. This is information collected together about what the lesson is about, how it is structured, what meaning it carries, what its purpose is, and how this goal is achieved.

Why do you need to create a lesson plan?

First of all, the teacher needs a lesson plan. This is especially true for young teachers who, due to lack of experience, may get confused, forget something or not take into account. Of course, if it is carefully thought out in advance how to present information to students, what exercises to consolidate it, and practice it, then the process of assimilation will go much faster and better.

Often, lesson notes are required to be presented to the head teacher, because this is a direct reflection of how the teacher works, how much the teaching methodology meets school requirements and curriculum. Clearly visible from the notes strengths teacher, as well as his methodological errors and shortcomings.

Primary requirements

It is difficult to come up with general requirements that all lesson plans must meet. After all, a lot depends on the children, their age, level of development, type of lesson and, of course, the subject itself. The Russian language lesson plan will be fundamentally different from the lesson plan, for example, on the world around us. Therefore, there is no single unification in pedagogy. But there are several general requirements for what a lesson plan should look like:

What else is worth paying attention to?

As a rule, when creating a lesson plan, a teacher needs to think through every little detail. Up to how much time will be spent on implementing each of the points of the plan. It is necessary to write down all the remarks said by the teacher and give the expected answers of the students to them. All the questions that the teacher is going to ask should also be clearly stated. It would be a good idea to separately indicate what equipment you are supposed to work with during the lesson. If some kind of handouts are used during the lesson or the teacher shows a presentation, pictures, etc. for clarity, all this should also be attached to the lesson notes, printed and in in electronic format. The summary should end with a summary and homework.

How to properly prepare an outline?

The teacher can draw up a plan for himself in any form. This could be simple notes, individual lines, sentences, or a detailed script. Some diagrammatically depict the necessary information. If you need to submit your notes for review by your superiors, the most common form is in the form of a table. It is very convenient and visual.

An example of drawing up a short outline

Brief lesson plan. 5th grade

Item: Russian language.

Subject: adjective.

Lesson type: combined.

The purpose of the lesson: introduce students to a new part of speech.

Main goals:

develop speech skills and abilities;
practice the ability to coordinate words.

Equipment: board, chalk, Handout, tables.

During the classes:

Organizing time;
examination homework;
explanation of new material (reading the rules, working with them, doing exercises to consolidate the material);
repetition of studied material;
summing up the lesson, assessing students' knowledge;
homework.

Please note that all points of the lesson must be described in detail by the teacher, down to each remark. In addition, opposite each item you need to write the maximum time that will be allotted for each of them. This way, the situation will not arise that the lesson is coming to an end, and only half of what the teacher planned has been done.

Not all notes will be the same. Very great importance has the age of the students when we talk about lesson plans. 6th grade, for example, can perceive new information in a standard form. This is when the teacher explains the rule, writes down important materials on the board, and then offers a series of activities to practice and consolidate what has been learned. For grade 2, this option will be ineffective. For children, it is customary to introduce new things in a playful way or with the help of visual materials.

Let's give an example of another summary.

English lesson plan, 7th grade

Subject: repetition of the grammatical material covered.

Lesson type: combined.

The purpose of the lesson: consolidate acquired skills on the topic of translating sentences from direct speech to indirect speech.

Main goals:

develop communication skills;
develop the ability to work in a team;
develop the ability to highlight the main thing in the studied material.

Equipment: blackboard, chalk, presentation, tape recorder.

During the classes:

Organizing time;
phonetic warm-up;
lexical warm-up;
repetition of the material covered (exercises, independent work, team work);
checking homework;
summing up the lesson;
homework.

As can be seen from this example, the points of the lesson plan do not have a clear location. A standard homework check can be carried out at the beginning of the lesson, in the middle, or even at the end of the lesson. The main thing for a teacher is not to be afraid to experiment, invent and bring something new into each lesson, so that the lesson is interesting and special for the children. So that they look forward to it. Depending on which type is chosen, the lesson plan will depend. 7th grade (unlike, for example, junior schoolchildren) allows you to build a lesson in a non-standard way. Repetition of what has been learned can be carried out in the form of a game or competition. You can give students the opportunity to show their skills through independent work. The main thing is to understand what type of activity is suitable for a specific class, a specific group of students (you need to take into account both age and overall performance in the class).

Summing up

So, let's summarize all of the above. Step-by-step instruction to draw up a lesson plan it will look like this:

Subject/class.
Kind of a lesson.
Topic of the lesson.
Target.
Main goals.
Equipment.
During the classes:

organizational moment, warm-up, etc. (we begin to describe in detail the speech of the teacher and students);
checking homework;
introduction of new material, its development;
consolidation of what has been learned, repetition.

8. Summing up.

The stages of the lesson can be arranged in any order, can be supplemented or presented selectively during the lesson.

Do not forget that, first of all, the notes are not needed by the authorities, not by the head teacher, not by the director and not by the students. It is a working tool and a teacher's assistant. And here it’s not a matter of experience or the ability to experiment on the spot. Nobody bothers you to bring something new and unique to the lesson. The teacher can joke, give an example from life (and, of course, this should not be written in the notes). But in any case, a lesson plan must be present. You got 8th grade, 3rd or 11th - it doesn’t matter! The class is active or passive, grasps it “on the fly” or requires long explanations - it doesn’t matter! Make it a rule - make a plan before each lesson. It definitely won’t be superfluous.

HOW TO MAKE A LESSON SUMMARY? HOW TO MAKE A LESSON PLAN?

You will find answers to these questions and many others in this article.

Lesson- the main component of the educational process. The educational activities of the teacher and students are largely focused on the lesson. The quality of student training in one or another academic discipline is largely determined

❧ level of lesson delivery;

❧ methodological completeness;

❧ atmosphere.

In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of pedagogical work with its own meaning, beginning and ending, like any work of art.

1. The first thing to start preparing for the lesson:

✓ Clearly define for yourself and formulate its topic;

✓ Determine the place of the topic in training course;

✓ Identify the leading concepts on which this lesson is based;

✓ Identify for yourself that part of the educational material that will be used in the future.

2. Determine and clearly formulate for students the target setting of the lesson - why is it needed at all?

In this regard, it is necessary to identify the teaching, developing and educating functions of the lesson.

Lesson objectives should be as specific as possible.

THE GOAL OF TRAINING involves the formation in students of new concepts and methods of action, systems scientific knowledge and so on.

✓ Ensure that students master laws, signs, properties, features;

✓ Summarize and systematize knowledge about... (or on a specific topic);

✓ Practice skills (which ones?);

✓ To ensure that students master certain concepts (issues).

THE GOAL OF EDUCATION involves the formation of certain personality traits and character traits in students.

✓ education of patriotism;

✓ education of internationalism;

✓ education of humanity;

✓ education of labor motives and a conscientious attitude to work;

✓ nurturing motives for learning, a positive attitude towards knowledge;

✓ education of discipline;

✓ education of aesthetic views.

THE GOAL OF DEVELOPMENT involves mainly the development in the lesson of the mental qualities of students: intelligence (thinking, cognitive, general labor and political skills), will and independence.

DEVELOPMENT OF THINKING - the ability to highlight essential features and properties, establish single, general features and properties of the whole, draw up a plan for the material being studied, the ability to qualify facts, draw generalizing conclusions, identify general and essential features, distinguish unimportant features and distract from them, develop the ability to apply knowledge on practice.

DEVELOPMENT OF COGNITIVE SKILLS - highlight the main thing, draw up a plan, theses, take notes, observe, do experiments.

DEVELOPMENT OF GENERAL LABOR AND POLYTECHNIC SKILLS - an unconventional, creative approach to solving a wide variety of problems, the ability to use devices and tools, the ability to plan, evaluate the results of actions performed.

DEVELOPMENT OF STUDY WORK SKILLS - development of the ability to work at the proper pace, read, write, calculate, draw, take notes.

DEVELOPMENT OF WILL AND INDEPENDENCE - development of initiative, self-confidence, development of perseverance, ability to overcome difficulties to achieve a goal.

3. Clarification of the type of lesson.

✓ Lesson on learning new material;

✓ Lesson on consolidating and developing knowledge and skills;

✓ Lesson on developing skills and abilities;

✓ Lesson review;

✓ Knowledge test lesson;

✓ Lesson in the application of knowledge, skills and abilities;

✓ Repeating and generalizing lesson;

✓ Combined lesson.

4. Clarification of the type of lesson.

✓ Lesson-lecture;

✓ Lesson-conversation;

✓ Film lesson;

✓ Lesson of theoretical or practical independent work (research type);

✓ Lesson of independent work (reproductive type - oral or written exercises.);

✓ Laboratory lesson;

✓ Lesson of practical work;

✓ Lesson - excursion;

✓ Lesson - seminar;

✓ Didactic game;

✓ Analysis of situations;

✓ Oral survey;

✓ Written survey;

✓ Test work;

5. Selection of teaching methods and techniques.

These methods include:

1. Method of monologue presentation (monologue method);

2. Method of dialogical presentation (dialogical method);

3. Method of heuristic conversation (heuristic method);

4. Method of research tasks (research method);

5. Method of algorithmic prescriptions (algorithmic method);

6. Method of programmed tasks (programmed method).

6. Plan the teaching material for the lesson.

To do this you need:

A) Select literature on the topic. Moreover, if we are talking about new theoretical material, you should try to ensure that the list includes a mandatory textbook, an encyclopedic publication, a monograph (primary source), and a popular science publication. We must select from available material only the one that serves to solve the assigned problems in the simplest way.

B) Select learning tasks whose purpose is:

✓ Learning new material;

✓ Playback;

✓ Application of knowledge in a familiar situation;

✓ Application of knowledge in an unfamiliar situation;

✓ Creative approach to knowledge.

C) Arrange learning tasks in accordance with the principle “from simple to complex.”

Create three sets of tasks:

✓ tasks that lead students to reproduce the material;

✓ tasks that help the student comprehend the material;

✓ tasks that help the student consolidate the material.

D) Prepare equipment for the lesson.

Make a list of necessary visual aids, devices, technical means training. Check the appearance of the chalkboard so that the entire new material remained on the board as a reference note.

D) Think about the highlight of the lesson.

Each lesson should contain something that will cause surprise, amazement, delight of students - in a word, something that they will remember when they have forgotten everything. It could be interesting fact, unexpected discovery, a beautiful experience, a non-standard approach to what is already known, etc.

E) Plan monitoring of students’ activities in the lesson, for which you need to think:

✓ What to control;

✓ How to control;

✓ How to use the control results.

At the same time, do not forget that the more often everyone’s work is monitored, the easier it is to see typical errors and difficulties, as well as to show students the teacher’s genuine interest in their work.

You can include a table in your lesson notes that records what the students and the teacher are doing at what stage of the lesson.

7. Make notes taking into account the structure of the lesson.

The structure of a lesson should be understood as a stable order of internal connections between the elements of the lesson.

✓ Formation of new knowledge based on updating previous knowledge;

✓ formation of new concepts and methods of action;

✓ formation of skills and abilities;

✓ homework.

It is necessary to think about the sequence in which work with the educational material will be organized, how the types of activities of students will be changed so that the internal connections between the elements of the lesson are preserved.

The main stages of a modern lesson

1. Organizational moment, characterized by the external and internal (psychological) readiness of students for the lesson.

2. Checking homework.

3. Testing students’ knowledge and skills to prepare for a new topic.

4. Setting the goal of the lesson for students.

5. Organization of perception and comprehension of new information, i.e. assimilation of initial knowledge.

6. Initial check of understanding.

7. Organizing the assimilation of methods of activity by reproducing information and exercising in its application (including changing options) according to a model.

8. Creative application and acquisition of knowledge, mastering methods of activity by solving problematic problems built on the basis of previously acquired knowledge and skills.

9. Generalization of what is studied in the lesson and its introduction to the system of previously acquired knowledge and skills.

10. Monitoring the results of educational activities carried out by the teacher and students, assessing knowledge.

11. Homework for the next lesson.

Homework can be given at any stage of the lesson, depending on the learning situation. This procedure usually takes a very short period of time, but is very important. Therefore, homework is included in the structure of the lesson as an independent element of the methodological substructure.

12. Summing up the lesson.

The main thing when grouping material is the ability to find a form of lesson organization that will cause increased student activity, rather than passive perception of new things.

Conclusion: When preparing for a lesson, you should try to ensure that the lesson not only equips students with knowledge and skills, the importance of which cannot be disputed, but that everything that happens in the lesson arouses their sincere interest, genuine passion, and shapes their creative consciousness?

After the lesson, it is necessary to analyze it. How can you conduct a self-analysis of the lesson?

The lesson plan is short description educational lesson indicating its topics, goals, progress and possible forms of pedagogical control.

The lesson plan is drawn up by the teacher in advance before the lesson and can be checked by representatives of the administration of the educational institution (the director or his deputy for educational work) both immediately after the end or before the start of the lesson, and in advance. In some educational institutions, there is a practice of drawing up plans for classes conducted by the teacher for a certain period in advance (for example, for the next semester). This allows the administration and methodologists to identify vulnerabilities in advance educational process and point them out to the teacher so that he can work to eliminate them and thereby change the structure of the lesson. True, we note that in any educational institution there is a work program, and the school draws up a special calendar plan, i.e. a kind of “schedule”, which specifies in detail when, on what topic and in what quantity lessons will be taught on a given subject.

However, any teacher encounters the concept of “lesson plan” for the first time at a university, studying such disciplines as “General Pedagogy” and “Teaching Methods” (in the latter case we are talking about teaching a specific subject, for example, in English, and the structure, goals and nature of monitoring the development of skills and abilities may vary). A lesson plan, in particular, must be written by every student trainee undergoing teaching and government practice; a lesson plan is often one of the components of coursework, graduation qualifying work and even dissertations in the field of pedagogy and teaching methods.

At the same time, even some teachers themselves cannot always answer the question: “What exactly should a lesson plan be?”

The lesson plan consists of several parts:

Formulation of the lesson topic,
Lesson objectives
Instructions for teaching aids,
Progress of the lesson
Descriptions of homework (or other form of control and method of consolidating relevant skills and abilities).

Let's look at each of them in more detail.

Lesson topic

This expression speaks for itself: the teacher as the author of the lesson (it is no coincidence that many scientist-teachers call the lesson one of the forms of pedagogical art, and such terms as “author’s methodology” and “author’s school” have successfully taken root in science) must succinctly and unambiguously indicate What exactly is the lesson about? For example, the topic of the lesson can be formulated as follows: “Degrees of comparison of adjectives.”

From this phrase it follows that the lesson will be devoted to introducing students to the grammatical features of adjectives in degrees of comparison and how these words are used in speech. The topic of the lesson must correspond to the work program; it is indicated not only for reporting to the school management, but is also publicly announced to the students at the beginning of the lesson, and is often written on the chalkboard before the lesson. Therefore, here it is necessary to be able to clearly and extremely concisely formulate the entire essence of the lesson.

The purpose of the lesson

Classical methodological science identifies three main lesson goals:

Educational,
Developmental and
Educational.

Of course, the lesson as a methodological whole contains a single common goal, but it can be divided depending on what lesson we are talking about, what subject is taught, what the student audience is and other aspects.

So, educational purpose includes a set of those skills and abilities that must be formed or consolidated during the lesson. For example: “Formation of an idea of the passive voice of a verb as a grammatical category and its use in speech.”

Developmental goal includes what should contribute to the development of logical thinking, the ability to critically evaluate and compare facts, events and phenomena and form your own opinion about it. For example, the developmental goal of the lesson can be formulated as follows: “The ability to differentiate the active and passive voice and independently select criteria for using these grammatical structures.”

Educational purpose– here everything is quite obvious: the teacher must indicate what educational load the educational material being studied includes. For example, if you are learning the polite form of a second person verb singular, we can indicate that the educational goal of the lesson is “the development of a culture of speech and respectful treatment of people around us in society.”

During the classes

The course of a lesson is the sequence of actions performed by the teacher during the lesson. Their number is not limited and depends on the nature of the activity. However, when constructing the course of a lesson, one should not forget that it is limited in time, and the teacher should limit himself to forty-five minutes. So, for example, the following lesson progression is common (using the example of a Russian language lesson):

Greeting (1 minute).
Speech warm-up (5 minutes).
Checking the correctness of homework (6 minutes).
Frontal survey (4 minutes).
Explanation of new material (ten minutes).
Frontal survey on new material (five minutes).
Doing the exercise at the board (ten minutes).
Summing up the lesson (3 minutes).
Announcement of homework and explanations for it (1 minute).

However, the given example is not limited to just naming the teacher’s actions: it must briefly explain in writing what each part of the lesson includes(for example, what questions were asked to the students, what kind of exercise was performed, what material was explained, what the speech warm-up included (for example, the formation of the imperative mood of the proposed verbs).

Homework

Homework is one of the main forms of pedagogical control of the level of formation of relevant skills and abilities and their deeper consolidation. Therefore, homework cannot exist in isolation from the main essence of the lesson. For example, if punctuation was studied when converting direct speech into indirect speech, then the homework should be an exercise devoted to the study of this topic, or another task developed and proposed by the teacher himself (you can ask students to transform the direct speech of the characters of the work studied in literature lessons into indirect and write it down in notebooks, thereby not only the main essence of the lesson will be involved, but also interdisciplinary connections with the study of literature). However homework in size should not exceed 1/3 of the volume of material studied in class.

Above we looked at what exactly the lesson consists of. We hope that this information will help the teacher competently plan the upcoming lesson, although, in our opinion, there is not and cannot be some kind of universal “recipe”: everything depends on the considered features of the lesson, the discipline taught and... the creative imagination of the teacher.

Instructions

Compose a lesson plan not that difficult. The main thing is to know its main components. Over time of writing plan and it won’t take you as much time as at the beginning. But first it is worth noting that it must be related to the calendar-thematic plan ation, approved at the methodological association of subject students.

First of all, you need to devote a short period of time at the beginning of the lesson to question students on previously learned educational material that is thematically related to the material that is to be explained. Typically, such a survey takes from 3 to 5 minutes. During the survey, students remember what they have learned, and their ability to assimilate new information increases. The next 20-25 minutes should be devoted to explanation new topic. Your students will remember the material better if it is accompanied by display of layouts, diagrams, tables, audio materials and examples. It is necessary to evenly distribute time for oral explanation and work with visual aids. This will activate several mechanisms at once, improving its quality. The last 10-15 minutes of the lesson should be left to consolidate the material just covered. In order to make the lesson plan as convenient as possible, sometimes you have to make adjustments to it later. For example, you can increase the retention time by including a short five-minute quiz. This will allow you to evaluate the quality of students’ knowledge and their work.

Which is better: use ready-made plan Or is it better to make a lesson plan yourself?

In principle, both options are possible. Sometimes it is easier for a novice teacher to use a ready-made methodological material. However, over time, most prefer to create a lesson plan on their own and individually. A properly drawn up lesson plan allows you to rationally use class time and significantly increases its effectiveness.

Video on the topic

Sources:

how to make a plan open lesson

The abstract is summary content of an article, paragraph or section. Typically, the need to write notes arises when it is necessary to process a large amount of information in a short time. After reading a correctly compiled summary, the material is easily reproduced in memory.

Instructions

The most common is free. This is a summary that combines extracts, theses, quotes, and a plan. This is the highest quality type of summary. If you write it successfully, you will restore the contents of the source in your memory even after a long period of time.

Read the entire text before writing your summary. Highlight in it the main provisions, concepts, ideas, formulas. Try to catch main idea and establish relationships in . There is no need to rewrite the text verbatim. Try to paraphrase your thoughts more clearly, in your own words, select, rearrange the material. Only then start.

When reading the material for the first time, mentally divide it into points. Think about what you will include in your notes to cover each of them. The most important points can be quoted. At the end, draw general conclusions, give examples and facts.

It is very convenient to use various schemes when writing notes. They will help to visualize the relationship between the text. To do this, you need to select material for drawing up a diagram, highlight general concepts. Next, reveal the essence of the concept by selecting key phrases or phrases. Then logically group the facts and establish connections between the groups.

When creating a summary, it is important that the information is easily perceived, so use design tools. To do this, make various underlines, highlight the text with a marker, felt-tip pen or other paste. Enclose basic concepts, definitions, and formulas in a framework. Write text in different fonts, use symbols and reductions.

Video on the topic

Planning Being a teacher is a necessary element of his activity. Careful preparation will help the teacher purposefully and timely solve the tasks facing teaching. The initial documents for planning are the school curriculum, the subject course program, calendar and thematic planning and the plan for each student. lesson separately.

Instructions

Plan lesson must have the following elements: subject and ; stages lesson, indicating the time of the event; methods and content of knowledge testing; sequence and methods of learning new material; demonstrations; list of technical means; problems and exercises with their solution; .

When making a plan lesson The teacher, first of all, identifies goals and objectives lesson. In one lesson, not one, but several problems are usually solved, however, the teacher must identify several main tasks. The tasks specified in the plan are divided into educational, developmental, and nurturing. If too many tasks are set, none of them will be able to be completed completely.

Next, the teacher selects the factual material necessary for mastery by studying the textbook, and establishes the volume and content of the material. Popular scientific and methodological materials that contain the material are also selected here. All this is needed to create a structure lesson, breaking it down into stages, allocating time for each of them.

At the end of the lesson, students' work is expected to be assessed with comments and grades are assigned.

Sources:

School education. Lesson notes
drawing up an outline

History is one of the basic subjects at school. Careful study of it ensures that students have an excellent understanding of politics. the economic and social environment in which they live. However, for teachers this point is very difficult. After all, in order for children to better understand history, lesson needs to be properly composed, structured and developed.

Instructions

To begin, make a plan for your lesson. It should include a summary of the topic, build on the results of the previous lesson and take into account the level of preparedness of the audience. Don’t forget to also determine for your notes how difficult this topic is to understand. Perhaps some event needs to be given more attention and told, as well as studied for several lesson ov. Also describe in yours the location of the lesson. Perhaps this will not just be a lecture at, but some kind of trip to a museum or historical estates.

Be sure to write down your plan minute by minute and point by point. As a rule, in the structure lesson and includes the following parameters: organizational issues, checking homework (if any), monitoring preparation for mastering new material lesson a, direct perception of new knowledge, consolidation of the material covered, points on generalization and systematization of new knowledge, as well as