Electronic lesson constructor online on history. Lesson constructor for fgos educational and methodological material on the topic. Ophthalmic simulator "running lights"

Blinova Tatyana Nikolaevna,

primary school teacher

MBOU "Lokosovskaya secondary school named after. Z.T. Skutin"

Pedagogical workshop "Lesson constructor"

Each teacher, of course, has his own creative workshop. Everyone has a wide variety of methodological techniques and, perhaps, has already made an attempt to structure them.

We would like to suggest using an effective tool for "assembling" lessons with the "Lesson Constructor". Any of the main stages of the lesson can be partly implemented by different methodological techniques or their combination. That is, techniques, in fact, are the elements of the Constructor.

The constructor increases the effectiveness of the lesson design by the teacher. Even if all methodological techniques are known to the teacher, without the "Designer" it is difficult to keep them in memory. With the "Designer" a variety of lessons can be prepared quite quickly.

The experience of using this technique is an element of novelty in the improvement of the modern lesson and significantly enriches the methodological piggy bank of the teacher.

In the first vertical column - the main stages of the lesson, in the 4th column - the names of the methodological techniques necessary for the implementation of its stages and the last column - UUD, formed at this stage.

lesson steps

Three suggestions

( Students must convey the content of the topic in three sentences.)

Troika

( 3 students are called to the board. The first person answers the question, the second adds or corrects the answer, the third comments on the answer)

We have got acquainted with active learning methods, which are elements of CU. These techniques contribute to the formation of UUD.

Annex 1

Brief description of methodological techniques

ORGANIZING TIME

"FANTASTIC SUPPLEMENT"

The teacher supplements the real situation with fiction. You can transfer the learning situation to a fantasy planet; transfer a real or literary hero in time; consider the situation under study from an unusual point of view, for example, through the eyes of an alien or an ancient Greek ...

"EMOTIONAL ENTERING THE LESSON"

Teacherstarts the lesson with "settings".For example, let's look at the lesson plan. This is best done in a semi-joking manner. For example, like this: "First, we will admire deep knowledge together - and for this we will conduct a small oral survey. Then we will try to answer the question ... (the topic of the lesson sounds in question form). Then we will train our brains - we will solve problems. And, finally, we will get out of caches of memory something valuable ... (the theme of repetition is called)". If there is a technical possibility, a short musical phrase will be a good setting for the lesson.

"THATERIZATION"

Knowledge for the duration of the game becomes our space. We are immersed in it with all our emotions. And we notice what is inaccessible to a cold observer from the outside. Played out a scene on a learning theme.

"PROVERB-SAYING"

The teacher begins the lesson with a proverb or saying related to the topic of the lesson.

"SAYINGS OF THE GREAT"

The teacher begins the lesson with a statement by an outstanding person (people) related to the topic of the lesson.

"EPIGRAPH"

The teacher begins the lesson with an epigraph to this topic.

"PROBLEM SITUATION"

A situation of contradiction between the known and the unknown is created. The sequence of application of this technique is as follows:
– Independent solution
– Collective verification of results
– Identification of reasons for discrepancies in results or implementation difficulties
- Setting the goal of the lesson.

"PROBLEM OF THE PREVIOUS LESSON"

At the end of the lesson, students are offered a task, during which there should be difficulties with the implementation, due to lack of knowledge or lack of time, which implies the continuation of work in the next lesson. Thus, the topic of the lesson can be formulated the day before, and at the next lesson it can only be recalled and justified.

"INTELLIGENT WARM-UP"

You can start the lesson with an intellectual warm-up - two or three questions that are not too difficult to think about. From a traditional oral short survey - a simple survey, because its main goal is to set the student up for work, and not to stress him with a brainwasher.

"NON-STANDARD ENTRY TO THE LESSON"

A universal technique aimed at including students in active mental activity from the first minutes of the lesson. The teacher begins the lesson with a contradictory fact that is difficult to explain on the basis of existing knowledge.

"ASSOCIATIVE SERIES"

To the topic or a specific concept of the lesson, you need to write out association words in a column. The output will be:

if the series turned out to be relatively correct and sufficient, give the task of compiling a definition using the written words;

then listen, compare with the dictionary version, you can add new words to the associative array;

leave a note on the board, explain a new topic, return at the end of the lesson, add or delete something.

LESSON SETTING, MOTIVATION OF LEARNING ACTIVITIES

"THEMA-QUESTION"

The topic of the lesson is formulated in the form of a question. Students need to build a plan of action to answer the question. They put forward a lot of opinions, the more opinions, the better the ability to listen to each other and support the ideas of others, the more interesting and faster the work goes. The teacher himself or the selected student can lead the selection process, and the teacher in this case can only express his opinion and direct the activity.

"WORK ON THE CONCEPT"

Students are offered for visual perception the name of the topic of the lesson and the teacher asks to explain the meaning of each word or find it in the "Explanatory Dictionary".

"BRIGHT SPOT SITUATION"

Among the many objects of the same type, words, numbers, figures, one is highlighted by color or size. Through visual perception, attention is focused on the selected object. The reason for the isolation and generality of everything proposed is jointly determined. Next, the topic and objectives of the lesson are determined.

"SUMMARY DIALOGUE"

At the stage of updating the educational material, a conversation is conducted, aimed at generalization, concretization, logic of reasoning. The dialogue leads to something that students cannot talk about due to incompetence or insufficient justification for their actions. Thus, a situation arises for which additional research or action is needed. A goal is set.

"GROUPING"

A number of words, objects, figures, figures are offered to students to divide into groups, substantiating their statements. The classification will be based on external signs, and the question: "Why do they have such signs?" will be the task of the lesson.

"EXCEPTION"

Reception can be used through visual or auditory perception. The basis of the “Bright Spot” technique is repeated, but in this case, students need to find the superfluous, justifying their choice, through an analysis of the common and different. The learning goal is formulated.

"speculation"

The topic of the lesson and the words "helpers" are proposed: Let's repeat; Let's study; We learn; Let's check. With the help of the words "helpers" students formulate the objectives of the lesson.

"TIME LINE"

The teacher draws a line on the board, which indicates the stages of studying the topic, forms of control; talks about the most important periods that require 100% dedication from the guys, together they find lessons where you can “take a break”. “Timeline” allows students to see what exactly can be the end product of studying a topic, what you need to know and be able to successfully master each subsequent topic. This exercise is useful for children who learn the learning material more easily from general to specific.

"GENERATORS - CRITICS"

The teacher poses a problem that does not require a long discussion. Two groups are formed: generators and critics.

Example: The task of the first group is to give as many options as possible for solving the problem, which can be the most fantastic. All this is done without prior preparation. The work is done quickly. The task of the critics is to choose the most suitable solutions from the proposed solutions to the problem. The task of the teacher is to direct the work of students so that they can derive this or that rule, solve some problem, using their experience and knowledge. This method can be used to enhance the independent work of students.

"UNANNOUNCED TOPIC"

A technique aimed at creating external motivation for studying the topic of the lesson. This technique allows you to attract students' interest in the study of a new topic, without blocking the perception of incomprehensible terms.

Example: Teacher writes the word “Theme” on the board, pauses until everyone pays attention to the teacher’s hand, which does not want to bring up the topic itself.

Teacher: Guys, I'm sorry, but my hand refused to write the topic of the lesson, and it seems to be no coincidence! Here is another riddle for you that you will solve already in the middle of the lesson: why did the hand refuse to write down the topic of the lesson?

This question is written in the corner of the blackboard.

Teacher: Guys, you have to analyze and prove, in terms of usefulness, the absence of a topic at the beginning of the lesson! But we still need to start the lesson, and let's start with well-known material ...

"ZIGZAG"

This strategy is appropriate to use to develop students in the following skills:

analyze the text together with other people;

conduct research work in a group;

available to transfer information to another person;

independently determine the direction in the study of a subject, taking into account the interests of the group.

Example: The technique is used to study and systematize a large amount of material. To do this, you first have to break the text into semantic passages for mutual learning. The number of passages should match the number of group members. For example, if the text is divided into 5 semantic passages, then in groups (let's call them conditionally working) - 5 people.

UPDATE YOUR KNOWLEDGE OF UUD AT THE BEGINNING OF THE LESSON OR IN THE PROCESS OF IT AS NECESSARY

"INTELLIGENT WARM-UP"

You can start the lesson with an intellectual warm-up - two or three questions that are not too difficult to think about. Warm-up can be done in different ways:

What is superfluous?

Summarize what it is...

What is missing - logical chain

What word is hidden and so on.

Tablets with concepts and terms are posted on the board or made out in the form of a multimedia presentation and students are asked questions. Intellectual warm-up not only sets students up for learning activities, but also develops thinking, attention, the ability to analyze, generalize, highlight the main thing.

"DELAYED GUESS"

Using the work on the study of the etymology of the word, "speaking surnames", this technique can be applied. At the end of one of the lessons, you can ask a question. The next lesson should start by answering this question.

"Game of Chance"

Formula: the teacher introduces elements of random selection into the lesson. Where chance reigns, there is passion. We are trying to put it into service. This is what a roulette wheel is for. It is enough to have a cardboard circle with an arrow on a carnation. You can also vice versa - rotate the disk relative to a fixed pointer. The object of a random choice can be the problem to be solved, the topic of repetition, the topic of the report, the student called. In addition to roulette, they toss a coin (heads or tails), draw lots, take out barrels of Russian loto, with the student's number in the magazine.

"HOMEWORK DISCUSSION"

The teacher, together with the students, discusses the question: how well the homework was done.

"CATCH THE MISTAKE!"

Explaining the material, the teacher deliberately makes mistakes. First, students are warned about this in advance. Sometimes they can even be told "dangerous places" by intonation or gesture. Teach students to instantly stop mistakes with a signal or clarification when needed. Encourage attention and willingness to intervene! The student receives a text (or, say, an analysis of a solution to a problem) with specially made mistakes - let him “work as a teacher”.

"PERFECT POLL"

.

"THE OWN SUPPORT IS A CRIB" (CRIBS COMPETITION)

A form of educational work, in the process of preparing which the skills of “folding and unfolding information” are practiced under certain restrictive conditions. A student can answer according to a “cheat sheet” prepared at home if:
1) the "cheat sheet" is designed on a sheet of paper in A4 format;
2) there is no text in the cheat sheet, and the information is presented in separate words, conventional signs, schematic drawings, arrows, the location of information units relative to each other;

3) the number of words and other units of information corresponds to the accepted conditions (for example, there can be no more than 10 words, three symbols, seven arrows or lines on a sheet).
The best "cheat sheets" are posted on the stand as they are used in the lesson. At the end of the study of the topic, the results are summed up, the winners are awarded.

"CROSSWORD"

Crossword puzzles in the classroom are the actualization and consolidation of knowledge, drawing attention to the material, intellectual exercise in an entertaining way. Students love to solve riddles, puzzles and crossword puzzles.

"I TAKE YOU WITH ME"

A technique aimed at updating students' knowledge, contributing to the accumulation of information about the features of objects.

Forms:

the ability to combine objects according to the common value of the attribute;

the ability to determine the name of the attribute by which objects have a common meaning;

the ability to compare, compare a large number of objects;

the ability to compose a holistic image of an object from its individual features.

The teacher thinks of a sign by which a set of objects is collected and names the first object. Students try to guess this attribute and take turns naming objects that, in their opinion, have the same attribute value. The teacher answers whether he takes this object or not. The game continues until one of the guys determines on what basis the set is assembled. Can be used as a warm-up in class.

"BASKET OF IDEAS, CONCEPTS, NAMES"

This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their experience and knowledge are being updated. It allows you to find out everything that students know or think about the topic under discussion. On the board, you can draw a basket icon, in which everything that all the guys know together about the topic under study will be conditionally collected.

"DISCOVERY" OF NEW KNOWLEDGE

PRIMARY PERCEPTION AND ASSEMBLY OF NEW THEORETICAL TRAINING MATERIAL (RULES, CONCEPTS, ALGORITHMS…)

"SURPRISE!"

A technique aimed at enhancing mental activity and attracting interest in the topic of the lesson. Forms: the ability to analyze; the ability to identify and formulate a contradiction. The teacher finds a point of view in which even well-known facts become a mystery. It is well known that nothing attracts attention and stimulates work more than amazing. You can always find a point of view in which even the ordinary becomes amazing. These may be facts from the biography of writers.

"PRESS CONFERENCE"

The teacher intentionally incompletely reveals the topic by inviting students to ask additional questions.

"KEY TERMS"

Four or five keywords are selected from the text. Before reading the text, students working in pairs or groups are invited to give a general interpretation of these terms and to suggest how they will be applied in the specific context of the topic they are about to study. After reading the text, check whether the terms were used in this sense.

"ATTRACTIVE GOAL"

The student is given a simple, understandable and attractive goal for him, fulfilling which, willy-nilly, he also performs the educational action that the teacher plans.

"MULTIMEDIA PRESENTATION"

multimedia presentation - Thispresentation of material using computer technology.Multimedia contributes to the development of motivation, communication skills, the acquisition of skills, the accumulation of factual knowledge, and also contributes to the development of information literacy. Facilitating the process of perceiving and remembering information with the help of vivid images is the basis of any modern presentation.

"DELAYED GUESS"

A technique aimed at enhancing the mental activity of students in the classroom.

Forms: the ability to analyze and compare facts; ability to identify contradiction; ability to find a solution with available resources.

1 reception option. At the beginning of the lesson, the teacher gives a riddle (an amazing fact), the answer to which (the key to understanding) will be opened in the lesson when working on new material.

2 reception option Give a riddle (surprising fact) at the end of the lesson to start the next lesson with it.

"QUESTIONS TO THE TEXT"

To the text being studied, it is proposed to compose a certain number of questions - judgments in a certain time:

Why?

How to prove?

How to explain?

Because of what?

In which case?

How?

A diagram with a list of questions-judgments is posted on the board and it is stipulated that whoever made 7 questions in 7 minutes receives a mark of “5”; 6 questions - "4".

After reading the paragraph, students build judgments, make up a question and write it down in a notebook. This technique develops the cognitive activity of students, their written speech.

"WORK WITH INTERNET RESOURCES"

For students, working with Internet resources is access to a huge amount of necessary illustrative and informational material, which is sorely lacking in libraries. This is, first of all, an impetus to self-education and activation of the cognitive activity of students, as well as a choice that the guys do not have, working only with a textbook.

"GOOD BAD"

A technique aimed at activating the mental activity of students in the lesson, forming an idea of ​​​​how the contradiction works.

Forms:

the ability to find positive and negative sides in any object, situation;

the ability to resolve contradictions (remove the "minuses", while maintaining the "pluses");

the ability to evaluate an object, a situation from different positions, taking into account different roles.

Option 1

The teacher sets the object or situation. Students (groups) take turns calling “pluses” and “minuses”.

Option 2

The teacher sets the object (situation). The student describes a situation for which this is useful. The next student looks for what is harmful about this last situation, and so on.

Option 3

Students are divided into sellers and buyers. Both of them represent some well-known characters. Then they play according to the scheme. Only "pluses" are looked for from the position of the character - the seller, and "cons" - from the position of the character - the buyer.

Option 4

Students are divided into three groups: "prosecutors", "lawyers", "judges". The first blame (looking for minuses), the second defend (looking for pluses), the third try to resolve the contradiction (leave the "plus" and remove the "minus").

"JOCKEY AND HORSE"

The group is divided into two parts: "jockeys" and "horses". The first receive cards with questions, the second - with the correct answers. Each "jockey" must find his "horse". This toy is applicable even in the lessons of learning new material. Its most unpleasant feature is the need for the entire group of students to walk around the classroom at the same time, this requires a certain formation of a culture of behavior.

"QUESTIONS TO THE TEXT"

Before studying the educational text, the task is to make a list of questions to the text. The list can be limited. For example, 3 reproductive questions and 3 expanding or developing.

Advice:

Let there be a place for open questions in the lessons: this is what we have studied; this is left outside the program; this I do not know myself; this is what no one knows yet...

APPLICATION OF THEORETICAL PROVISIONS IN THE CONDITIONS OF PERFORMING EXERCISES AND SOLVING PROBLEMS

"OWN SUPPORT"

The student makes his own reference notes on the new material.

This technique is appropriate in cases where the teacher himself uses such notes and teaches children to use them. As a weakened version of the reception, it is possible to recommend drawing up a detailed response plan (as in an exam).

It is great if the students have time to explain their supporting notes to each other, at least partially.

"Yes-no"

The teacher guesses something (number, subject, literarygo or historical hero, etc.). Students try to find the answerasking questions. The teacher answers these questions only with the words:yes, no, yes and no.

"Yes-no" teaches:

connect disparate facts into a single picture;

organize existing information;

listen and hear your comrades.

"SORBONKA"The reception is intended for memorizing historical dates, all kinds of definitions, foreign words, etc. On one side of the card, a concept, word, date is written, and on the other, the answer. The student sorts through the cards, tries to give an answer and immediately checks himself. An animated version of the sorbon can make this memorization process more attractive and varied. The objects of memorization can be not only words, dates, terms, but also maps and others.visual objects.

"WORK IN GROUPS"

Groups receive the same task. Depending on the type of assignment, the result of the group's work can either be presented to the teacher for verification, or the speaker of one of the groups reveals the results of the work, while other students supplement or refute it.

"GAME - TRAINING"

These games come to the rescue at a difficult moment -to dissolve the boredom of monotony...

1. If you need to do a large number of uniformexercises, the teacher includes them in the game shell, in which these actions are performed to achieve the game goal.

2. Students compete by taking turns performing actions in accordance with a certain rule, when any subsequentaction depends on the previous one.

"BUSINESS GAME "I AM A TEACHER""

The use of such a form of lesson as a business game can be considered as the development of a role-playing approach. In a business game, each student has a well-defined role. The preparation and organization of a business game requires comprehensive and thorough preparation, which in turn guarantees the success of such a lesson with students. It is always more interesting to play and to everyone than to study. After all, with pleasure playing, as a rule, you do not notice the learning process.

"GENTLE POLL"

The teacher conducts a training survey himself, without listening to the answers of the students.The group is divided into two parts in rows -options. The teacher asks a question. The first group answers.At the same time, each student gives the answer to this question to his neighbor inDesk - a student of the second group. Then the teacher answers the same question.or a strong learner. The students of the second group, after listening to the teacher's answer, compare it with the answer of a friend and give him a mark.or just "+" or "-". Students answer the next question from the teacher.the second group, and the guys of the first listen to them. Now theyin the role of a teacher and after the answer of the teacher put a mark on the students of the second group. Thus, after asking 10 questions, they finishthat each student in the group will answer 5 questions, listening tochecks the teacher's answers to all questions, evaluates his friend by 5 inask. Each student in this form of questioning acts both as a responder and as a supervisor. At the end of the poll guysrate each other.

"TESTS"

Types of tests: installation; test reminder; teaching; test addition; diagnostic; test comparison; final; test ranking. And also: a written, computer, test with a choice of answers, a test with a "twist", a comparison test, a test with a detailed answer, etc.

"DEAF INTELLIGENCE - CARDS"

Students are given printed intelligence - cards with missing connections, concepts. The guys fill up the intellect-kata. The technique is effective if the teacher, when explaining new material, showed a completely completed mind map.

"READING - SUMMER OF READ IN PAIRS"

This technique is especially effective when the text being studied is quite thick, overloaded with factual material, and deals with complex subject areas. Ask the students to pair up, and then the pairs to count for 1, 2, 3, 4. Each pair gets a corresponding number. Tell the students that they will be reading the article now, but in a rather unusual way. Explain that the article is divided into four parts and the pairs will be given the appropriate numbered part of the article to study. And now each of these "quarters" is divided in half. This is done so that one member of the pair is the speaker and the other is the respondent for the first part, for the second half they change roles. However, at the end of the lesson, students should know the entire content of the article. The task of the speaker is to read the text carefully and be ready to summarize what has been read. After they have read their part, they should be ready to “report what they have read to their partners in their own words.”

"WORK ON DIDACTIC CARDS"

Cards must be printed and distributed to students. They contain questions and tasks of various levels of complexity.Work with cards in a student-oriented lesson begins with the choice of a task by students. The teacher does not take any part in the process of choosing a card by the student. The role of the teacher when working with cards is reduced to a minimum. He becomes an observer and, at the right time, an assistant, not a leader.

When choosing a card, the guys go through three stages:

Stage 1 - task selection (by content)

Stage 2 - according to the degree of difficulty (* - easy, ** - difficult)

Stage 3 - the nature of the task (creative, reproductive)

The total number of combinations of all our selection parameters gives us a set of DCs consisting of 6 cards. Each selection parameter is indicated on the DC by the corresponding icon: the type of task in terms of content, the degree of its complexity and the nature of the task. These icons help each student make an informed choice.

INDEPENDENT CREATIVE USE OF FORMED SKILLS AND SKILLS

"MINI-PROJECTS"

The educational project, as a complex and multi-purpose method, has a large number of types and varieties. A research mini-project is similar in structure to a genuine scientific study. It includes the substantiation of the relevance of the chosen topic, the designation of the research objectives, the obligatory hypotheses with its subsequent verification, and the discussion of the results obtained. At the same time, methods of modern science are used: laboratory experiment, modeling, sociological survey. Students can choose the age group for the survey themselves, depending on the task assigned to them, or the group for the survey is determined by the teacher (this option is more acceptable at the initial stage, when the guys are just getting acquainted with this form of work).

"SOLUTION OF SITUATIONAL PROBLEMS"

This type of tasks is an innovative toolkit that forms both traditional subject educational results and new ones - personal and meta-subject educational results.Situational tasks- these are tasks that allow the student to master intellectual operations sequentially in the process of working with information: familiarization - understanding - application - analysis - synthesis - evaluation. The specificity of the situational task lies in the fact that it has a pronounced practice-oriented character, but specific subject knowledge is required to solve it. In addition, such a task does not have a traditional number, but a beautiful name that reflects its meaning. A mandatory element of the task is a problematic question, which must be formulated in such a way that the student wants to find an answer to it.

"MINI-RESEARCH"

The teacher “nudges” students to choose the right research topic by asking them to answer the following questions: What interests me the most? What do I want to do first? What would you like to know more about? By answering these questions, the student can get advice from the teacher on which research topic to choose.

The subject could be:

Fantastic (the student puts forward some kind of fantastic hypothesis);
- experimental;
- inventive;
- theoretical.

"WORK WITH COMPUTER"

Students solve learning problems using TCO.

"AT YOUR TEMP"

When solving educational problems, each student works at a pace determined by him.

"Voiceover of Silent Movie"

Students voice a fragment of a feature, animated, and other film after preliminary preparation.

"RESTORER"

Students restore a text fragment, deliberately "damaged" by the teacher.

"WORKING WITH ILLUSTRATIVE MATERIAL"

The methodology for working with illustrative material in many cases includes two stages. At the first stage, an idea of ​​the depicted is created, memorization is carried out, at the second stage, the activity of students is directed to mastering the connections between concepts, to using knowledge in similar and new situations. The simplest and most effective form of working with illustrations is to perform certain tasks.

"CREATE A PASSPORT"

Reception for systematization, generalization of the acquired knowledge; to highlight the essential and non-essential features of the phenomenon under study; creating a brief description of the concept under study, comparing it with other similar concepts. This is a universal technique for compiling a generalized description of the phenomenon under study according to a certain plan.

"QUESTION WORDS"

A technique aimed at developing the ability to ask questions, and can also be used to update students' knowledge on the topic of the lesson. Students are offered a table of questions and terms on the topic studied or the new topic of the lesson. It is necessary to compose as many questions as possible using question words and terms from the two columns of the table.

Example:

Question words

"TREE OF PREDICTIONS»

The rules for working with this technique are as follows: the tree trunk is the topic, the branches are assumptions that are carried out in two main directions - "possibly" and "probably" (the number of "branches" is not limited), and, finally, "leaves" - the rationale for these assumptions arguments in favor of one or the otheropinions. "The prediction tree might look like this:

GENERALIZATION OF LEARNED AND ITS INCLUSION IN THE SYSTEM OF PREVIOUSLY LEARNED ZUN AND UUD

"TEST"

Students are asked to choose the correct answer from the given options.

"OWN SUPPORT"

The student draws up an author's reference summary of the topic studied. It makes sense to do this on a large format sheet. It is not necessary for everyone to repeat the same topic. Let, for example, half of the students repeat one topic, and half the other, after which they reveal their supports to each other in pairs.

Or this form of work: several students hang their own props - posters on the wall, the rest gather in small groups and discuss them.

"CLUSTER"

Cluster (bunch) - fixation of a system concept with relationships in the form:

"INTELLIGENT CARDS"

Mind maps reflect the process of associative thinking. They reflect the connections (semantic, associative, causal, etc.) between concepts, parts that make up the problem or subject area that we are considering. Mind maps are effective in developing memory, generating associations, brainstorming, creating a big picture, indicating relationships, planning. Mind maps make it easy to understand, remember and work with information that is complex in structure and volume. The rules for creating mind maps are as follows:

Only colored pencils, markers, etc. are used to create maps.

The main idea, problem or word is located in the center.

To depict the central idea, you can use drawings, pictures.

Each branch has its own color.

The main branches are connected to the central idea, and the branches of the second, third, etc. orders are connected to the main branches.

Branches should be curved.

Above each line - a branch, only one keyword is written.

For better memorization and assimilation, it is desirable to use drawings, pictures, associations about each word.

Overgrown branches can be enclosed in contours so that they do not mix with neighboring branches.

Special information technologies allow you to make mind maps using special programs. It is convenient to combine the mind map with the ZHU table (I knew, I learned, I want to know). When compiling a mind map, students must independently observe the following condition: the text with which students work must be small, because this work takes a lot of time.

"REPEAT WITH CONTROL"

Students develop checklists for the entire previously studied topic. List competition is possible. You can conduct a control survey on one of the lists, etc.

"REPEAT WITH EXPANSION"

Students develop lists of questions, the answers to which allow you to supplement knowledge on the entire previously studied topic. Some of these questions are worth answering. But not necessarily for everything.

"CROSSING THEMES"

Students select (or invent) their own examples, tasks, hypotheses, ideas, questions that connect the last studied material with any previously studied topic indicated by the teacher.

"POWER ANALYSIS"

A technique that can be used to analyze a specific situation, problem, event. The most convenient way to complete the analysis is to fill in the table:

Today's situation

"PROBLEM TASK"

The problematic task poses the question or questions: "How to resolve this contradiction? How can this be explained?" A series of problem questions transforms the problem task into a solution search model, where various ways, means and methods of solution are considered. The problem method involves the following steps: problem situation → problem task → solution search model → solution. In the classification of problematic tasks, tasks are singled out with uncertainty of the conditions or the desired, with redundant, contradictory, partially incorrect data. The main thing in problem-based learning is the process of finding and choosing the right, optimal solutions, and not an instant solution. Although the teacher knows the shortest path to solving the problem from the very beginning, the search process itself leads step by step to solving the problem.

"LINES OF COMPARISON"

Students in the table compare two similar objects, processes, etc.

Example: Laboratory work "Comparison of the February and October revolutions of 1917"

comparison lines

"PLUS - MINUS"

The purpose of this technique is to show the ambiguity of any social and historical phenomenon, for example: Find the negative and the positive.

CONTROL OVER THE PROCESS AND THE RESULTS OF STUDENTS' LEARNING ACTIVITIES

"INTERVIEW ON THE CHAIN"

The story of one student is interrupted at any place and continued by another student. Reception is applicable in the case when a detailed, logically coherent answer is expected.

"PROGRAMMED POLL"

The student chooses one correct answer.fromseveral suggested.

"SILENT INQUIRY"

A conversation with one or more students takes place in a whisper, while the group is busy with other things.

"PERFECT POLL"

Students themselves assess the degree of their preparation and report this to the teacher. Question: who feels ready for the "5" today? (Students raise their hands.) On "4"? On "3"? Thank you...

"BLITZ CONTROL"

Control is carried out at a high pace to identify the degree of assimilation of simple learning skills that students must master for further successful study.In terms of pace, the blitz-control is similar to the factual dictation. Includes 7-10 standard tasks. Time - about a minute per task. Carrying out technology:

before : Option conditions open on the board or poster. If possible, the conditions are printed out and placed on the desks text down. On command, they roll over.

during : on the desk - a blank sheet and a pen. On command, the students get to work. No explanations or standard design of the task is done. After the time has elapsed, work stops on a clear command.

after : work is handed over to the teacher or a self-examination option is used:

a) the teacher dictates the correct answers or, better, posts a table of correct answers. Students mark their results with "+" and "-" signs;

b) a short discussion on student questions;

c) the valuation norm is set. For example: out of 7 tasks, 6 "pluses" - mark "5", 5 "pluses" - "4", at least three - mark "3";

"RELAY CONTROL WORK"

The control is carried out according to the texts of previously solved problems.You set d/z with an array. Redundant array: not all tasks must be solved. But do relay work. The tasks of these control are formed from an array. Can be included and once parsed in the class. The more tasks he solved, the more attentively he was at the same time, the more likely he is to meet a familiar task and quickly cope with it.

"SELECTIVE CONTROL"

The teacher checks students' work randomly.

"A THICK AND THIN QUESTION»

This technique from the technology of developing critical thinking is used to organize a mutual survey. The strategy allows you to form: the ability to formulate questions; ability to relate concepts. A subtle question suggests a clear, short answer. A thick question suggests a detailed answer. After studying the topic, students are invited to formulate three "thin" and three "thick" questions related to the material covered. They then quiz each other using tables of "thick" and "thin" questions.

"ROUND TABLE"

The Written Roundtable is a collaborative learning method in which paper and pen are constantly passed around in circles among a small group of game participants. For example, one of the partners writes down some idea, then passes the sheet to the neighbor on the left. He adds some of his thoughts to this idea and passes the sheet on. In one variation of this procedure, each participant writes in their own color. This purely visually reinforces the sense of equal contribution that everyone makes to the formation of a common opinion, and allows the teacher to understand and record the participation of everyone.

Oral "Round table" - a method of learning together, similar to the previous one, only it is carried out orally. Each participant, in turn, picks up and develops the idea expressed by the previous one.

"THREE OFFERS"

Students must convey the content of the topic in three sentences.

"TROIKA"

3 students are called to the board. The first answers the question, the second adds or corrects the answer, the third comments on the answer.

REFLECTION OF ACTIVITIES

"CHOOSE THE RIGHT STATEMENT"

Students are asked to choose the correct statement.

1) I myself could not cope with the difficulty;

2) I had no difficulty;

3) I only listened to the suggestions of others;

4) I put forward ideas….

"MODELING OR SCHEMATIZATION"

Students model or represent their understanding, actions in the form of a picture orscheme.

"PLATE"

Fixation of knowledge and ignorance about a concept (can be located both horizontally and vertically.

concept

"MARKS IN THE MARGINS"

Designation using characters in the margins near the text or in the text itself:

"+" - knew, "!" - new material (learned), "?" - I want to know

"ARROWS OR GRAPHS"

Arrows or graphs,on which students depict the result of reflection according to various criteria:understanding, participation in the discussion, generation (promotion) of ideas, group interaction, mood, interest in the task, ease of implementation ... - i.e. various types of reflection.

I P

L I

WE DO

Ak.

« CONTINUE THE PHRASE"

Card with the task "Continue the phrase":

It was interesting to me…

We figured it out today...

Today I realized that...

It was difficult for me...

Tomorrow I want to go to class...

"LADDER "MY STATE""

The student marks the appropriate step of the ladder.

Comfortable

Self-confident

Fine

Badly

Extremely bad

"QUESTIONS OF FINAL REFLECTION THAT ARE ASKED BY THE TEACHER AT THE END OF THE LESSON"

What would you name the lesson?

What was the most important thing in the lesson?

Why are we in class today...?

What is the topic of today's lesson?

What is the purpose of the lesson?

What will we focus on in the next lesson?

What will be our task in the next lesson?

What was easy (difficult) for you?

Are you satisfied with your work?

What do you want to praise yourself or someone from your classmates for?

"I WANT TO ASK YOU"

A reflexive technique that contributes to the organization of an emotional response in the lesson. The student asks a question, starting with the words "I want to ask ...". He reports his emotional attitude to the received answer: “I am satisfied ....” or "I'm not satisfied because..."

"CONTINUE THE PHRASE, CHOOSE YOUR LIKE, ANSWER THE QUESTION"

"BACKPACK"

The reflection technique is most often used in lessons after studying a large section. The bottom line is to record your progress in your studies, and possibly also in relationships with others. The backpack is moved from one student to another. Everyone not only fixes success, but also gives a specific example. If you need to collect your thoughts, you can say "I skip the move."

Example: I learned how to plan a text; I figured out such and such a topic; I finally remember

Preview:

Lesson goals constructor

Preview:

PEDAGOGICAL TECHNIQUES

(DETAILS OF LESSON CONSTRUCTION)

Yes-no - the teacher thinks of something (a number, an object, a literary or historical hero, a natural phenomenon, etc.). Students try to find the answer by asking questions. The teacher answers these questions only with the words “yes”, “no”, “yes and no”.

For example:

Teacher: I guessed the time of the year that you should know. To do this, you can ask me questions, to which I will answer with the words “yes”, “no”, “yes and no”. But questions should be "thick".

Students ask the teacher questions like:

Do flowers bloom at this time?

Can you swim at this time of the year? Etc.

Surprise! - It is well known that nothing attracts attention and stimulates the mind more than amazing. The teacher gives an example of an amazing fact and phenomenon.

For example:

1. In which city is the arrival of spring announced by a special decree, dependent on the blooming of the official chestnut tree? (Answer.In Geneva, for 2 centuries, there has been a tradition to declare the onset of spring by a special decree when the first leaf is blooming on the “official chestnut tree” growing under the windows of the cantonal government building. According to statistics, most often spring was announced in March, although often earlier, and in 2002 the chestnut tree completely blossomed on December 29th. The most paradoxical year was 2006: first spring was announced in March, and then again in October, as the tree unexpectedly bloomed again).
2. Which country celebrates spring for six months? (Answer.In Russia. It is so large that spring comes in it at different times).
3. When do candies grow on a birch?(Answer: During spring frosts. If there are scratches on the birch trunk, then the birch sap flows out and freezes, turning into sweet icicles).

video clip - it is known that nothing attracts attention and stimulates the work of the mind like a visual plot, a picture, a musical fragment, a frame from a film. The teacher shows the video.

Theatricalization - it is known that nothing attracts attention and stimulates the work of the mind as much as one's own participation in the creative presentation of the task.

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Cluster - graphic display of the material, showing the internal and external connections of objects and phenomena.

For example:

Fantastic Supplement- It is well known that nothing attracts attention and stimulates the work of the mind as amazing. The teacher supplements the real situation with fiction.

The teacher transfers the usual situation to a fantastic planet, in time, invents fantastic heroes, considers the situation through the eyes of a fantastic hero.

For example: there has never been spring on the planet ZIMALETHO. What is the nature on this planet? Explain why?

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catch the mistake - in the text presented by the teacher, students look for errors as a group or individually, argue, confer. The speaker chosen by the group or the student himself announces the result in front of the whole class. The time for completing the task is determined in advance by the teacher.

For example:

Spring. This is a natural phenomenon, which is characterized by heavy snowfalls, sharp fluctuations in temperature, and an increase in the duration of the night. This is the time when roses bloom in the gardens of the Amur Region, storks give birth to offspring, and the strong half of humanity is actively engaged in underwater fishing.

Advanced Lecture -a lecture during which students keep notes, fill in tables, and draw up supporting notes; participate as lecturers at a certain stage of the lecture; answer questions using electronic educational resources.

For example.

Spring- this is the time of the year when everything wakes up and blooms. Spring, as well as other seasons (summer, autumn and winter) consists of three months. Each month has its own name. Name of spring months: March, April, May.

March, the first month of spring. March is a cold month, the sun is still cold and heats poorly. In March, we still wear warm, winter clothes. There is a holiday in March, March 8 is International Women's Day, when all women, mothers, grandmothers, sisters and girls, all men congratulate on the holiday.

April , second spring month. In April, the sun begins to warm, the air becomes warmer and the snow becomes dirty and begins to melt, a thaw sets in. Drops begin (when the snow and ice melts, it drips, hence the name of the drops). The snow melts, turning into large puddles, streams run. In the morning, the puddles are covered with ice, because it is still cold at night, but in the morning, due to the overheating sun, the ice melts. People begin to wear lighter clothes: a hat, a jacket. The air becomes warmer, the buds on the trees begin to swell and burst, and leaves emerge from the buds.

The first thawed patches appear (the thawed patch is the place where the snow has melted, and there is still snow around), the first flowers appear on the thawed patches, which are called primroses (these are snowdrops).

Migratory birds return from the south and begin to build nests, and frogs wake up in the pond. Ice begins to crack on the river.

A bear, a hedgehog wakes up in the forest. The hare changes its coat from white to gray. In April, we celebrate April 12, Cosmonautics Day, when the first man flew into space on a spaceship.

May . In May, almost all the snow has melted, leaves appear on the trees, the grass turns green, butterflies and ants wake up. The day is getting longer and the night is getting shorter.

The sun is almost as hot as summer. The air becomes warm.

On the river, the ice cracked, became thin and the river begins to carry it downstream, hence the name ice drift (from the word ice goes). In May there are first thunderstorms. In May, we celebrate May 9th - Victory Day, when Russian soldiers defeated German troops.

Inventory - in the information provided by the teacher, the students select the information that relates to the question posed to them.

For example:

Spring of Light - When the sun begins to shine brighter in March, the days become longer.

If the snow began to melt early in March, it means that it will not melt for a long time, or even a new one will fall.

The early March warmth is unreliable.

If the snow is melting rapidly, there will be a lot of precipitation in the summer.

To see blue or gray clouds in March - to warmth or warm rain.

If the clouds are high and fast floating, then the weather in March will be good.

Long icicles hang from the roofs - for a long spring.

Spring of water - in April, the snow begins to melt, streams run, rivers overflow, water rises in lakes, because of the frozen ground, water remains on the surface.

There are many small streams in the forest - it means that the earth has “woke up”.

If it is hot during the day and cool at night, the summer will be rainy.

Rains in April to good arable land.

Rainy April to tall grasses in May.

If the birch gives a lot of juice, then the summer will be rainy.

Spring of grass - green grass appears in May, leaves bloom on trees and shrubs.

If May is cold, the bread will spoil well.

If the nightingales sing all night, the weather will be dry.

If you heard the cuckoo, there will be no more frost.

High and steep rainbow - good weather.

Question. In his book "Calendar of Nature" M. Prishvin described the spring of light, the spring of water, the spring of grass. “Yes, happy is he who can catch the beginning of spring in the city and then meet the spring of water, grass, forests near the earth ...”
What does it mean: spring of water?

Silent film dubbing- it is known that nothing attracts attention and stimulates the work of the mind like a visual plot, a frame from a film. The teacher shows a video, a frame from a film, a presentation. Students, working in a group or individually, voice the story shown by the teacher.

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hot chair - option A - a student comes to the board, sits on a chair, facing the class, with his back to the board. The teacher writes the concept on the blackboard. The students of the class, without naming the word, characterize it. The respondent must identify the intended word.

Option B - a student comes to the board, sits on a chair, facing the class. Students take turns asking questions about the topic.

For example:

1. Why is March called the “spring of light”?
2. When does the “spring of water” begin? Explain the meaning of the proverbs: “April is glorious with water, April will give everyone a drink, April streams wake the earth”
3. Why does “spring snow carry away the remnants of winter snow”?
4. Why do phenologists call the April weather "restless"?
5. When is the "spring of green"?

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A cheat sheet for a friend- the teacher suggests compiling the text of the cheat sheet, suitable for a complete answer to the question posed or on this topic.

For example: Why do the seasons change (winter, spring, summer, autumn)?

The difference between the distances of our planet to the sun at aphelion (the farthest distance of the earth from the sun is 152,100,000 km) and perihelion (the closest distance of the earth from the sun is 147,300,000 km) is only about 3 percent and does not have any noticeable effect on the change of seasons .

The true reason for the change of seasons on Earth is the inclination of the earth's axis to the plane of the earth's orbit (the ecliptic), which is 23 degrees 27 minutes. The sun warms more where the direction of its rays is closer to the vertical. The maximum density of energy (heat) received from the Sun falls on the vicinity of the "subsolar" point of the earth's surface. Part of the year, each of the two poles is turned towards the Sun, and the second part is hidden from it. When the Northern Hemisphere is turned towards the Sun, in countries north of the equator - summer and long days, to the south - winter and short days. When the direct rays of the Sun fall on the Southern Hemisphere, summer comes here, and winter in the Northern Hemisphere.

The longest and shortest days of the year are called the winter and summer solstices. The summer solstice occurs on June 22, and the winter solstice on December 22. And all over the world in every year there are two days when the day is equal to the night. This happens in spring and autumn, exactly between the solstice days. In autumn, this happens around September 22 - this is the autumn equinox, in the spring around March 22 - the vernal equinox.

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Find a connection with life - it is known that nothing attracts attention and stimulates the work of the mind like reliance on personal life experience. The teacher invites students in a group or individually to illustrate their answer with examples from personal experience, works of art, media materials, etc.

For example:

Spring, as the time of the year when field work begins, is variously represented in Russian proverbs and sayings.

Spring ice is thick and simple; autumn thin, yes tenacious.

Spring is red for a long day.

Spring is red and summer is miserable.

Spring is generous for warmth, but stingy for a while.

Graphic dictation- the teacher suggests using symbols to choose the correct answer to the proposed questions.

For example:

1. Spring includes 3 calendar months. (+)
2. The second month of spring is May. (-)
3. According to the astronomical calendar, the first day of spring is the vernal equinox, March 21. (+)
4. In March, we celebrate the day when the first man flew into space in a spaceship. (-)

At your own pace - the teacher offers tasks of varying degrees of difficulty (level A, B, C). The student chooses tasks that he can handle.

For example:

Level A

Answer the following questions.

1. In what month do rooks, starlings, nightingales, swallows arrive?
2. Where do larks build nests? And the rooks?
3. Why do rooks arrive earlier and nightingales later?

Level B.

Remember if you were in the forest in the spring and what you saw there. What are the main signs of March, April, May.

Level C.

1. Draw spring.

2. Write an essay based on the picture you have drawn.

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Prove to a friend - the teacher offers a statement. The students work in pairs. One student from the pair proves the correctness of the above statement, the other student refutes.

For example:

Spring comes on the first of March. Is it so?

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Traffic light The teacher uses signal cards. Pupils raise the “traffic light” (signal cards) with the red or green side towards the teacher, signaling their readiness for an answer. Green is the correct answer, red is the wrong answer.

For example:

1. Thermometer - a device for measuring air temperature.
2. Clean snow melts faster than dirty snow.
3. The polar bear sleeps in winter.
4. March 23 - day equals night.

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Snowball - the teacher asks a question. Students start with a simple answer, with each next responder completing the answer. Thus, information accumulates like a "snowball".

For example:

Question: “Why does an April stump dream of becoming a birch on a spring day?”

Answer:

1. Spring has come.
2. It got warmer and the day length got longer.
3. The soil thaws, sap flow begins. Etc

Crossword - it is known that nothing attracts attention and stimulates the work of the mind as much as personal participation in the fulfillment of a creative task

Horizontally:

1. A green sprout looks out from under the snow. He is the first spring flower. (Snowdrop.)

6. Makes a flight, but nibbles everything (kind of squirrels). (flying squirrel)

8. Fragrant May forest flower with a sprig of white bells. (Lily of the valley)

9. Tears of melting icicles. (drops)

10. A flexible tree on the shore, which was called weeping. (Willow)

11. Waiting for the spring to pass the baton to him. (Summer)

12. Spring "commands" the start when it comes ... (March)

17. Melted snow. (Water)

19. Plow and sow in the spring. (Field)

20. When the snow melts and gets warmer, you can go out into the countryside and fry barbecue.

What is the name of such an exit? (Picnic)

21. A little mouse went to the river to listen to how it makes noise ... (Reeds)

Vertically:

2. Icicle crying time. (Thaw)

3. Starts at birth. (Life)

4. In the spring, it and the puck are put away for storage until next winter. (Stick)

5. "Puddle" that an ink pen leaves on paper. (Blot)

7. Collection of photos under one cover. For example, all photos on the topic "Spring has come." (Album)

10. The place where the river begins, the stream. (Source)

13. ... silvery - this bush is called differently mimosa. (Acacia)

14. "...-flowers in my garden." (buttercups)

15. This natural phenomenon was loved in early May by the Russian poet Fyodor Tyutchev. (Storm)

16. The main decoration of the table, according to the father of Uncle Fyodor from Prostokvashino. (Flowers)

To each his own plot- Each student receives his own version of tasks to control the knowledge gained.

For example:

1. What do early flowering plants need to bloom in early spring? (In autumn, nutrients accumulate in the underground parts. The plant uses these reserves in the spring)
2. What appears at the coltsfoot first: leaves or flowers? ( flowers).
3. What changes happen to wild animals with the advent of spring? (Hibernation stops, molt, cubs are born).

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Sincwine - this is a five-line, in which

the first line is the subject;

the second line - two adjectives characterizing the topic;

the third line - three verbs characterizing actions related to the named topic;

the fourth line is a statement, a sentence consisting of four words on a given topic;

the fifth line is a word-synonym for the theme of syncwine.

For example:

Spring

Joyful, warm

Murmurs, sings, melts

Spring is the time of love

Life

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Complete the sentences- The teacher offers to complete the sentences on the topic of the lesson. Pupils, working in groups or individually, complete the sentences.

For example:

1. Spring is a time of renewal not only in nature, but also ....
2. With the advent of spring appears ....
3. Spring is always looked forward to because….

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"You - to me, I - to you"- Students work in pairs or groups. They ask each other questions about the topic of the lesson. The best questions are given to another group or couple.

For example:

1. What does the crying of a birch mean in spring?
2. What are the names of the birds that return in the spring?
3. Is it possible to hunt animals in spring?

open mic- The teacher offers to evaluate the lesson. Those who wish come to the blackboard and express arguments “for” and “against” the lesson.

Summing up.

For example:

1. I consider today's lesson useful, because in it I learned why one season replaces another. At the same time, I would like to see more puzzles in the lesson.
2. At the lesson, I was not always interested, because I already knew much of what was said. I would like to be able to visit different parts of the world in spring using the Internet right at the lesson.

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Presentation – presentation of a given topic or task in the form of an electronic presentation of a booklet, poster presentation, etc.

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Your summary - your support – the student makes a summary of the textbook material in the form of a table, diagram, cluster, reference summary, plan, etc., which can be used during the answer.

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Compose a test - the student writes a test on the topic studied. The test should consist of 10 questions, each question has 4 possible answers.

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Special mission - the student receives an individual task. The fulfillment of such a task requires the study of additional material, the search for information in various sources. The task can be advanced, meta-subject, etc.

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Description of the presentation on individual slides:

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1. Present the lesson in the form of logically complete modules with a clearly defined goal and planned result. Algorithm for constructing a lesson within the framework of a system-activity approach 5. Evaluate the efficiency of the lesson, based on the principle of ideality: the maximum effect of students' learning activities with minimal teacher activity. 4. Analyze the resulting lesson scenario from the point of view of a system-activity approach. Consider the selected methods or techniques for the use of ICT for their implementation. 3. To prepare training tasks based on the material of the textbook, Ilyushin's situational task constructor can be used. 2. Based on the subject of the lesson, the purpose of the module, taking into account the age-related psychological characteristics of the development of children, choose a pedagogical technique or technique from the bank of techniques.

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The choice of the form of studying new material in the lesson depends on many factors: the characteristics and level of preparation of children, the characteristics of the subject, the characteristics of the topic, the possibilities and technical equipment of the classroom, the skill of the teacher. Long-term experience of experimental teachers has shown that even in the most “hopeless”, “uninteresting” cases, one can find a technique that will allow not only to introduce students to a new topic, but also to organize their independent activity in studying new material.

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Technique “Non-standard entrance to the lesson” A universal TRIZ technique aimed at involving students in active mental activity from the first minutes of the lesson. The teacher begins the lesson with a contradictory fact that is difficult to explain on the basis of existing knowledge. Example. Physics. The topic of the lesson is "Heat transfer". Before the start of the lesson, put a carafe of water on the window, and before the students enter, turn it to the opposite side. Ask the children to touch the decanter with their hand and explain why the side of the decanter turned towards the sun is cold and the opposite side is warm. Reception "Associative series" To the topic or a specific concept of the lesson, you need to write out the association words in the column. The output will be as follows: If the series turned out to be relatively correct and sufficient, give the task to make a definition using the written words; then listen, compare with the dictionary version, you can add new words to the associative array; Leave a note on the board, explain a new topic, return at the end of the lesson, add or delete something. Reception “Delayed answer” A universal TRIZ technique aimed at activating the mental activity of students in the classroom. Forms: the ability to analyze and compare facts; ability to identify contradiction; ability to find a solution with available resources. 1 reception option. At the beginning of the lesson, the teacher gives a riddle (an amazing fact), the answer to which (the key to understanding) will be opened in the lesson when working on new material. 2 reception option. Give a riddle (surprising fact) at the end of the lesson to start the next lesson with it. Reception "Surprise!" Description: a universal technique aimed at enhancing mental activity and attracting interest in the topic of the lesson. Forms: the ability to analyze; the ability to identify and formulate a contradiction. The teacher finds a point of view in which even well-known facts become a mystery.

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Reception “Fantastic additive” A universal technique aimed at attracting interest in the topic of the lesson. Reception involves transferring the learning situation to unusual conditions or environments. You can be transported to a fantasy planet; change the value of some parameter, which usually remains unchanged; come up with a fantastic animal or plant; transfer the literary hero to modern times; look at a familiar situation from an unusual perspective. Technique “Unannounced topic” A universal TRIZ technique aimed at creating external motivation for studying the topic of the lesson. This technique allows you to attract students' interest in the study of a new topic, without blocking the perception of incomprehensible terms.

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“Chain of features” technique A universal TRIZ technique aimed at updating students' knowledge about the features of those objects that are included in the work. Forms: the ability to describe an object through the names and values ​​of features; the ability to determine the hidden parts of the given parts of the model; ability to draw up an internal plan of action. 1st student names the object and its attribute (“the squirrel has a case”); the 2nd names another object with the same value of the specified attribute and another attribute (“he has a part of speech”); The 3rd names his object according to a similar attribute and a new attribute ("I - the number of syllables"), etc., until there is someone who is able to continue the chain. Reception "Yes-no". Universal reception of TRIZ technology: able to captivate both children and adults; puts students in an active position. Forms the following universal learning activities: the ability to link disparate facts into a single picture; the ability to organize existing information; the ability to listen and hear each other. The teacher thinks of something (a number, an object, a literary hero, a historical person, etc.). Students try to find the answer by asking questions that the teacher can only answer with yes, no, and yes and no. “I'm taking you with me” technique A universal TRIZ technique aimed at updating students' knowledge, contributing to the accumulation of information about the features of objects. Forms: the ability to combine objects according to the common value of the attribute; the ability to determine the name of the attribute by which objects have a common meaning; the ability to compare, compare a large number of objects; the ability to compose a holistic image of an object from its individual features. The teacher thinks of a sign by which a set of objects is collected and names the first object. Students try to guess this feature and take turns naming objects that they think have the same feature value. The teacher answers whether he takes this object or not. The game continues until one of the children determines on what basis the set is assembled. Can be used as a warm-up in class.

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Reception "Step by step". Acceptance of interactive learning. It is used to activate previously acquired knowledge. Author - E.D. Timasheva (Lyubertsy). The students, walking to the blackboard, name a term, concept, phenomenon, etc. for each step. from previously learned material. Example. In biology class. The students walk towards the blackboard. And each step is accompanied by the name of some cruciferous plant, or an animal from a canine, or a part of the human circulatory system, or something else. In the lessons of other subjects, students may well pace, naming paintings by Rubens, architectural styles, limiting or unsaturated hydrocarbons, the main battles of the Thirty Years' War, the names of the Apostles or the Grand Dukes of Moscow, orthograms, words on the theme "Family" and so on. Source: electronic periodical "Effective educational technologies". Issue 1. 2008 Editor-in-chief, Ph.D. professor Guzeev VV Distance technologies and training Reception "Jockey and a horse" Reception of interactive training. A form of collective learning. Author - A.Kamensky. The class is divided into two groups: "jockeys" and "horses". The first receive cards with questions, the second - with the correct answers. Each "jockey" must find his "horse". This toy is applicable even in the lessons of learning new material. Its most unpleasant feature is the need for the entire group of students to walk around the classroom at the same time, this requires a certain formation of a culture of behavior. Reception "Game goal" A universal reception-game aimed at enhancing the mental activity of students in the lesson. Allows you to include a large number of monotonous examples or tasks in the game shell. Forms: learning skills; skill to work in team; the ability to listen and hear each other. It is proposed in a playful way for a team or a group of students to perform a number of tasks of the same type for speed and correctness.

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Reception “Basket of ideas, concepts, names” This is a method of organizing individual and group work of students at the initial stage of the lesson, when they are updating their experience and knowledge. It allows you to find out everything that students know or think about the topic under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected. Example. Many lessons for learning new material begin with the “Basket” technique, the main ideas of the upcoming lesson are demonstrated on the board or displayed through the projector. For example, in the lesson of studying the “Linear Algorithm”, you can invite students to express how they think which algorithm can be called linear, give examples. In the lesson of studying the “Cycle”, suggest suggesting what a cycle is, what examples of cyclic actions they can give. Reception "Before-After" Description: a technique from the technology of developing critical thinking. It can be used at the 1st stage of the lesson, as a technique that actualizes the knowledge of students. And also at the stage of reflection. Forms: the ability to predict events; the ability to correlate known and unknown facts; the ability to express one's thoughts; ability to compare and draw conclusions. In a table of two columns, the "Before" part will be filled in, in which the student writes down his assumptions about the topic of the lesson, about solving the problem, he can write down a hypothesis. The "After" part is filled in at the end of the lesson, when new material has been studied, an experiment has been carried out, a text has been read, etc. Next, the student compares the contents of "Before" and "After" and draws a conclusion. Reception “Developing canon” Description: Reception for the development of logical thinking. Three words are given, the first two are in certain relations. Find the fourth word so that it has the same relationship with the third. Example. Term - sum \u003d factors -? Circle - circle = ball -? Birch - tree \u003d poem -? Song - composer = plane - ? Rectangle - plane = cube - ?

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“False alternative” technique Universal TRIZ technique. The listener's attention is diverted by the "either-or" alternative, quite arbitrary. None of the suggested answers are correct. Example. The teacher randomly offers ordinary riddles and false riddles, the children must guess them and indicate their type. For example: What is 8 and 4: 11 or 12? What grows on a birch - apples or pears? Is the word "clock" spelled like "chesy" or "chisy"? Who swims faster - a duck or a chicken? Capital of Russia - Moscow or Minsk? What animals live in Africa - mammoths or dinosaurs? How many seconds are there in a minute - 10 or 100? Strategy "Question words". The universal technique of TRCM, aimed at developing the ability to ask questions, can also be used to update students' knowledge on the subject of the lesson. Students are offered a table of questions and terms on the topic studied or the new topic of the lesson. It is necessary to compose as many questions as possible using question words and terms from the two columns of the table. Example: Why are crimes committed in the field of activity related to information? How many laws ensure the security of information in Russia? How many categories of information crimes are there? etc. Interrogative words Basic concepts of the topic How? What? Where? Why? How many? Where? Which? For what? How? What is the relationship? What does it consist of? What is the purpose? Information Crimes Law Article Security Categories

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Reception "Agree - Disagree" A universal technique that contributes to the actualization of students' knowledge and the activation of mental activity. This technique makes it possible to quickly include children in mental activity and it is logical to proceed to the study of the topic of the lesson. Forms: the ability to assess the situation or facts; ability to analyze information; the ability to express one's opinion. Children are invited to express their attitude to a number of statements according to the rule: agree - "+", disagree - "-". Example. When studying the topic "Multimedia presentation", you can offer the following statements: 1. The presentation consists only of text and pictures. 2. Design should be different on each slide. 3. The more text, the better. 4. It is better if the change of slides is carried out on click, and not automatically. 5. The less animation effects, the better. 6. The presentation may be educational. Note that the children do not disclose the results, the teacher only pronounces the “ideal” answer and asks to correlate it with what each of the students got. Reception "Thick and thin question" This technique from the technology of developing critical thinking is used to organize a mutual survey. The strategy allows you to form: the ability to formulate questions; ability to relate concepts. A subtle question requires a definite, short answer. A thick question suggests a detailed answer. After studying the topic, students are invited to formulate three "thin" and three "thick" questions related to the material covered. They then quiz each other using tables of "thick" and "thin" questions. Example. On the topic of the lesson "Information Security", you can invite children to ask a thick and thin question. Subtle question. What groups of information crimes do you know? Thick question. What examples from life serve as proof of ensuring the information security of the individual in our state? Source: Zagashev I.O., Zair-Bek S.I. Critical thinking. Critical thinking: development technology. - St. Petersburg: Alliance-Delta, 2003.

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Reception “The whole is a part. Part-whole” Reception for the development of logical thinking. From the first pair of words, you should determine which rule is in place here: whole-part or part-whole. For the word of the second pair, you need to specify from the proposed options the one that corresponds to the found rule Example. 1. Car - wheel; gun - a) shoot b) trigger c) weapon Reception "Zigzag" It is appropriate to use this strategy to develop the following skills in schoolchildren: analyze the text together with other people; conduct research work in a group; available to transfer information to another person; independently determine the direction in the study of a subject, taking into account the interests of the group. Example. The technique is used to study and systematize a large amount of material. To do this, you first have to break the text into semantic passages for mutual learning. The number of passages should match the number of group members. For example, if the text is divided into 5 semantic passages, then in groups (let's call them conditionally working) - 5 people. Source: Material from Letopisi.Ru Reception "Insert". Acceptance of technology for the development of critical thinking. It is used to form such a universal educational action as the ability to systematize and analyze information. The authors of the reception are Vaughan and Estes. "Insert" is: I - interactive - self-activating N - noting S - system - system markup E - effective - for effective R - reading - reading T - thinking - and thinking The technique is used in three stages: In the process of reading, students mark the text with icons ("V" - already knew; "+" - new; "-" - thought differently; "? "- did not understand, there are questions); Then a table is filled in, the number of columns of which corresponds to the number of marking icons; Discuss the entries in the table. Thus, thoughtful, attentive reading is provided, the process of accumulation of information is made visible, the path from old knowledge to new. Source: Modern Teacher Information Bank

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“Good-bad” technique Description: a universal TRIZ technique aimed at activating the mental activity of students in a lesson, forming an idea of ​​how a contradiction works. Forms: the ability to find positive and negative sides in any object, situation; the ability to resolve contradictions (remove the "minuses", while maintaining the "pluses"); the ability to evaluate an object, a situation from different positions, taking into account different roles. Option 1 The teacher sets the object or situation. Students (groups) take turns calling “pluses” and “minuses”. Option 2 The teacher sets the object (situation). The student describes a situation for which this is useful. The next student looks for what is harmful about this last situation, and so on. Option 3 The students are divided into sellers and buyers. Both of them represent some well-known characters. Then they play according to the scheme. Only "pluses" are looked for from the position of the character - the seller, and "cons" - from the position of the character - the buyer. Option 4 Pupils are divided into three groups: "prosecutors", "lawyers", "judges". The first blame (looking for minuses), the second defend (looking for pluses), the third try to resolve the contradiction (leave the "plus" and remove the "minus"). Reception “Own support“ A universal technique that folds information. The author of the reception is a teacher and developer of TRIZ methods from Rostov-on-Don Sergey Sychev. Forms: the ability to highlight the main idea; the ability to establish relationships between objects; the ability to present information in a “folded form”. The student makes his own reference notes on the new material. Of course, this technique is appropriate in cases where the teacher himself uses such notes and teaches students how to use them. As a weakened version of the reception, it is possible to recommend drawing up a detailed response plan (as in an exam). It is great if the students have time to explain their supporting notes to each other, at least partially. And it doesn't matter if their supporting notes almost do not differ from each other. Example. Students exchange reference notes and pronounce the topic according to the neighbor's reference note. Source: E.V. Andreeva, S.V. Lelyukh, T.A. Sidorchuk, N.A. Yakovleva. Creative tasks of the Golden Key. / http://www.trizminsk.org/e/prs/233021.htm

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Strategy "IDEAL" This is the strategy of technology for the development of critical thinking. The strategy allows you to form: the ability to define the problem; the ability to find and formulate ways to solve problems; the ability to choose a strong decision. Example. I wonder what's the problem? It is necessary to formulate the problem. It is better if the wording begins with the word How. Let's find as many solutions to this problem as possible. All possible ways and means of solving the problem are proposed. Are there good solutions? Good, effective solutions are selected from a variety of proposed solutions. And now we choose the only solution. The strongest solution to the problem is chosen. Curious, but how it will look in practice? Work is planned to implement the chosen solution. Reception "Catch the mistake" A universal technique that activates the attention of students. Forms: the ability to analyze information; the ability to apply knowledge in a non-standard situation; the ability to critically evaluate the information received. The teacher offers students information containing an unknown number of errors. Students look for a mistake in a group or individually, argue, confer. Having come to a certain opinion, the group chooses a speaker. The speaker passes the results to the teacher or announces the task and the result of its solution in front of the whole class. To avoid dragging out the discussion, set a time for it in advance. Example. Russian The teacher gives several grammar (syntactic or other) rules. One or more of them are incorrect. Find and prove wrong. Literature. Story Students receive a series of citations with credits to the authors. Determine in which case the quote could not belong to this author. They prove their point. Source: Gin A.A. Methods of pedagogical technique: Freedom of choice. Openness. Activity. Feedback. Ideality. - M.: Vita-Press, 2005.

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Reception "Listen - agree - discuss." Acceptance of interactive learning. This technique contributes to the active assimilation of knowledge, involves students with any level of training in the substantive work. Author - E.D. Rozanova. Students are asked to think and write 3 words related to the topic of the lesson. Then the guys should show them to their neighbor on the desk, after 1.5 minutes out of 6 words it is necessary to select 3 and announce them to the class. Example. At a foreign language lesson, when studying the topic "Seasons. Winter", students are invited to think and write 3 words related to winter and only to it. Then show to the neighbor on the desk, out of 6 words, 3 are selected and offered to the class in 1.5 minutes. This exercise takes about six to seven minutes to complete. During this time, each of the words of the "winter" vocabulary is repeated aloud several times, in fact, questions of word formation, figurative meanings of words are touched upon. After the teacher writes on the board all the words proposed by the pairs, the selection of three words among them begins. At the same time, with each word during the discussion, a sentence is drawn up, moreover, usually non-trivial (“Frost is a temperature below zero, it can occur not only in winter, but also in summer in the refrigerator”). Almost all model grammatical constructions are found in this set. Thus, in a few minutes, work has been done that, with conventional approaches, is not enough for a lesson. Ping-Pong technique “Name – Meaning” A universal TRIZ technique aimed at updating students' knowledge, contributing to the accumulation of information about the features of objects and the ranges of their possible values. Forms skills: for a given specific object, highlight the names of features; determine the values ​​of the features of the object by the given name of the feature. Specifies a specific object. The players of the first team name the attribute name, the players of the second team answer with the value of the attribute. At the next step, the roles change (the 2nd team calls the names of the features, the 1st team names the features). The team loses if it cannot name the feature name or answer with a value. By fixing the most typical feature names, you can collect a collection of feature names and build object passports based on it. The game can be used in any educational subject. Especially - for objects that need to be described according to a certain plan (parts of speech, natural areas, living organisms, etc.).

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Reception "Connection" Universal TRIZ technique-game, proposed by TRIZ master G.I. Ivanov. Regardless of the TRIZ context, in a slightly different interpretation, a similar game was proposed by the teacher of the Karelian IPK L.I. Fradkova (she developed this game for ecology classes). Forms: the ability to find connections between objects in the system; the ability to establish links between objects located in different supersystems by building a chain of related objects; the ability to establish connections between any objects. The teacher sets (or students choose) two objects that at first glance are not related to each other in any way (as an option, objects are selected randomly, for example, using a cube). Children build a chain of objects and interactions between them so that the first interaction starts from one of the original objects, and the last one ends with the second object. Example. U: The ancient sages used to say: "When touching the grass, do not disturb the star...". Do you agree with this statement, can you explain it... Indeed, everything in the world is connected with everything, and we will try to prove it now. Name two objects that are as different as possible from each other. D: Volcano - notebook. W: Accepted. Our task is to build a chain that would show how these two objects are connected. D: The word "volcano" was written in a notebook. W: Good. And now let's still try to connect a real volcano with a real notebook, for example, with the one that lies on my desk. It is not necessary to look for a direct connection, you can connect them through other objects, build a long chain. D: Ash is pouring out of the volcano, it flies through the air. A piece of ash mixed with a drop of water. This drop fell into the ocean, and from there into the White Sea. Then it evaporated, there was a wind, a stream of air brought to us, it flew into the window and landed on the notebook... U: Wonderful. Who will offer other options...? Source: E.V. Andreeva, S.V. Lelyukh, T.A. Sidorchuk, N.A. Yakovleva. Creative tasks of the Golden Key. / http://www.trizminsk.org/e/prs/233021.htm

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The Z-X-Y technique The Z-X-Y strategy was developed by Chicago professor Donna Ogle in 1986. It is used both in working with printed text and for lecture material. Its graphic form reflects the three phases by which the process is built in the technology of developing critical thinking: challenge, comprehension, reflection. Forms: the ability to determine the level of one's own knowledge; ability to analyze information; the ability to correlate new information with their established ideas. Work with the table is carried out at all three stages of the lesson. In the "Challenge Stage", by completing the first part of the "Know" table, students make a list of what they know or think they know about a given topic. Through this primary activity, the student determines the level of his own knowledge, to which new knowledge is gradually added. The second part of the "I want to know" table is the definition of what children want to know, the awakening of interest in new information. In the “thinking stage,” students build new ideas based on what they already know. Work using the "Insert" strategy helps to highlight inaccurate understanding, confusion or errors in knowledge, identify new information for them, link new information with known information. Previously acquired knowledge is brought to the level of awareness. Now they can become the basis for the assimilation of new knowledge. After discussing the text (film, etc.), students fill out the third column of the “Learned” table. Example "I know" The first people lived in a flock, then in communities. To get their own food, people wandered. "I want to know" Where did the first people appear? How did humans populate our Earth? Why don't people move now? "Learned" Students find answers to the questions posed in the text of the textbook during the lesson. If there is no answer to the question posed, work continues at home. Source: Zagashev I.O., Zair-Bek S.I. Critical thinking. Critical thinking: development technology. - St. Petersburg: Alliance-Delta, 2003.

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Reception "Fishbone" (fish skeleton) The head is the question of the topic, the upper bones are the basic concepts of the topic, the lower bones are the essence of the concept, the tail is the answer to the question. Entries should be concise, with key words or phrases that reflect the essence. Example. Russian language: head - Orthograms - vowels, upper bones - checked vowels, unverified vowels, alternating vowels, lower bones - morpheme, tail rule - know the conditions for choosing a letter. Source: Teacher and student: opportunities for dialogue and understanding. - Ed. L.I. Semina. - M .: Publishing house "Bonfi", 2002. Reception "Generators-critics" The teacher poses a problem that does not require a long discussion. Two groups are formed: generators and critics. Example. The task of the first group is to give as many options as possible for solving the problem, which can be the most fantastic. All this is done without prior preparation. The work is done quickly. The task of the critics is to choose the most suitable solutions from the proposed solutions to the problem. The task of the teacher is to direct the work of students so that they can derive one or another rule, solve some problem, using their experience and knowledge. This method can be used to enhance students' independent work. Source: RCM Technology Techniques Reverse Brainstorming Reverse brainstorming aims to find and eliminate possible shortcomings. The method eliminates search control, but it helps to overcome psychological inertia (a habitual way of thinking based on the past knowledge about the object), move the thought off the ground and at the same time does not allow stopping where necessary. Example. They invented the book - the paper does not wrinkle, does not get dirty. Buyers have no complaints about the quality of the book. The manufacturer incurs losses, as the service life of the books is very long. How to help the manufacturer, preferably without compromising quality. Source: Development of creative thinking Reception "Venn diagram" Description: The board (sheet) is divided into three parts. In the first column, children are invited to write down the common between 2 concepts, and in the other two - the distinctive features of each.

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Reception "Morphological box" Reception is used to create an information piggy bank and the subsequent construction of definitions in the study of linguistic, mathematical concepts. The model is used to collect and analyze information on given features, identify essential and non-essential features of the phenomenon under study. The piggy bank is universal, can be used on various objects. Example. in Russian - the collection of parts of a word to construct new words; collection of lexical meanings of polysemantic words; compilation of synonymic and antonymic rows; a piggy bank of phraseological units and their meanings; a piggy bank of words containing a certain spelling; piggy bank of related words; in mathematics - the collection of task elements (conditions, questions) for the construction of new tasks; compilation of piggy banks of mathematical expressions, quantities, geometric shapes for their subsequent analysis and classification; the surrounding world - piggy banks of various species of animals and plants; literary reading - a piggy bank of rhymes, metaphors; a piggy bank of personal qualities for the characteristics of heroes. Reception “Create a passport” Reception for systematization, generalization of the acquired knowledge; to highlight the essential and non-essential features of the phenomenon under study; creating a brief description of the concept under study, comparing it with other similar concepts (Russian language, mathematics, the world around us, literature). This is a universal technique for compiling a generalized description of the phenomenon under study according to a specific plan. Example. Can be used to create characteristics: in literary reading - heroes of literary works; on the surrounding world - minerals, plants, animals, parts of plants, body systems; in mathematics - geometric shapes, mathematical quantities; in Russian - parts of speech, members of sentences, parts of a word, lingua. terms..

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An example of the development of situational tasks in the lesson of informatics and ICT Theme “Safety. Organization of the user's workplace. Based on the training material, the following situational tasks can be formulated: What diseases can be provoked by prolonged work at the computer? Suggest what factors that impair health, a person can eliminate on their own. Determine how your workplace at the computer meets hygiene requirements. Conduct a study of the computer science cabinet for compliance with hygiene standards. Suggest options for the reconstruction of your workplace or computer science office. Formulate the requirements for a computer presentation in terms of safe visual and psychological perception. The solution of these problems requires not only knowledge of safety regulations and the organization of the workplace, but also involves a small study. Problems belong to the class of "open", as they do not imply an unambiguous answer. Tasks No. 4, 5, 6 involve the use of knowledge and universal actions that go beyond the scope of the given topic of the lesson and the subject.

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An example of developing an inventive problem at a lesson in informatics and ICT Working with a computer requires significant energy costs from the eyes - more than during ordinary reading. Long work or play in front of the monitor can lead to myopia and asthenopia - lack of visual power. However, according to the WHO, 90% of users violate the mode of continuous work at the computer, and 52% of users do not observe the “arm's length” distance from the eyes to the monitor when landing. Numerous reminders, recommendations, hung on the walls, did not help to solve this problem. Propose a way to fight to preserve the health of personal computer users. Solution of the problem 1. Let's reformulate the problem into an inventive one: How to teach users to follow the rules of working at the monitor and take care of their health? 2. Let's formulate a contradiction: The user needs to spend a lot of time at the computer. The user cannot work in front of the monitor for a long time without a break. Ideal End Result: Users spend as much time in front of the monitor as needed, but take regular breaks and bring the monitor closer than 50 cm to their eyes. 3. Resources. Possible options for using the following resources: human: the position of an employee has been introduced to the staff, who will regularly remind users of the need to take a break and follow the landing rules in front of the monitor; material: put a second screen of transparent material in front of the monitor at a distance of 50 cm so that users maintain a safe distance; energy: build a device into the monitor that will automatically turn off the monitor at certain intervals, thereby making a forced break in work. Of these resources, the most efficient is the energy resource. 4. The way to resolve the contradiction: resolution in the structure. Embed a thermal sensor in the monitor that will turn off the monitor if a person approaches the monitor closer than 50 cm, and will also turn it off at regular intervals, thus arranging a break in the user's work. 5. Evaluation of the solution: in any case, the solution requires costs, the most efficient use of the capabilities of the system itself - the monitor.

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Mind maps as a way of working with information In short, the essence of this technique is in VISUALIZATION - accompanying the thought process by drawing flowcharts that record all new thoughts, conclusions and transitions between them. At the same time, the usually inhibited right hemisphere of the brain begins to work more actively, and intuition becomes stronger - the function of thinking, localized in this particular hemisphere. Cartoids help to present ideas and concepts in a clear, attractive and compelling way, to give a holistic vision, to promote understanding and idea generation. Mind maps: Give a quick and complete overview of a large topic (area, problem, subject); Allows you to plan strategies and make choices; Give information about where you have been and where you are going; Collect and present a large amount of diverse data on one sheet, demonstrating connections and distances; Stimulate imagination and problem solving by developing new paths; Maximize efficiency and effectiveness; They are an excellent tool for thinking and remembering; Save time; Liberate thinking; Increase productivity (and, as a result, income levels). Mind maps are a tool that allows you to: effectively structure and process information; think using all your creative and intellectual potential.

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Reception "I want to ask" A reflexive technique that contributes to the organization of an emotional response in the lesson. Forms: the ability to ask questions; ability to express their emotional attitude to the answer. The student asks a question, starting with the words "I want to ask ...". He reports his emotional attitude to the received answer: “I am satisfied ....” or "I'm not satisfied because..." Example. "I want to ask you. In what cases does a logical formula incorrectly describe a given expression? After the answer. “I am satisfied because I realized that if the priority of operations is not respected, an error is possible.”

Alimova Elvie Nazimovna
chemistry teacher
master of chemistry
MOU "Volnovskaya school"
Volnoe village, Dzhankoy district
Republic of Crimea

Improving the lesson through the use of pedagogical technique "Designer"

Teaching today is a difficult task.
Teaching, as the top is calling us.
Be modern, literate,
And that means teaching yourself
To move forward.

A modern lesson is a competent consistent reflection of the pedagogical system of a teacher of any subject within which it is built.
The main condition for successful learning is the ability of the teacher to constantly improve the modern lesson, find new approaches, methods of teaching students, which allow increasing cognitive interest in the subject being studied, and improving the quality of students' knowledge. Educational work is interesting if it is diverse. Nothing is so tiring as monotony, so the lesson should reasonably alternate between different forms of activity, and each lesson should be unique, not like the others.
In modern pedagogy there is such an interesting new pedagogical idea “ Lesson constructor”, used as an effective tool for “assembling lessons”. The experience of using this technique is an element of novelty in the improvement of the modern lesson.
Taking, as a basis, the form of the constructor A. Gin, I developed my own constructor, in which I introduced the methodological techniques used by me in the lessons. This constructor is used in thematic planning of all sections of chemistry. To develop it, it is necessary to designate the stages of the lesson with letters, compile a list and description of various techniques and their combinations, and compile a table “Lesson Constructor”. When drawing up calendar-thematic plans, highlight the column in which the formula of a particular lesson is written.
An algorithm of activities for the use of the "Constructor" technique has been developed:
1. Mandatory designation of the main sections of the lesson and their designation with letters.
2. The study of different techniques and their combinations.
3. Structuring all techniques in the "Designer".
4. Thematic planning with the introduction of the "Designer" section.

"Lesson Builder"
Lesson of "discovery" of new knowledge

The work on the algorithm is built as follows:
The designation of the main sections of the lesson can be as follows (lesson of "discovery" of new knowledge):
1) Motivation for learning activities
2) Actualization of knowledge and fixation of difficulties in activities.
3) Statement of the educational task
4) Building a project to get out of the difficulty (“discovery” of new knowledge)
5) Primary consolidation in external speech
6) Independent work with self-test according to the standard
7) Inclusion in the knowledge system and repetition
8) Reflection of activity (the result of the lesson)
Any of the sections of the lesson can be implemented using different techniques or their combinations, that is, the techniques, in fact, are the elements of the lesson constructor. The teacher, in accordance with his goals, designates the formula of a particular lesson. For example: We start the lesson with an intellectual warm-up, we start learning new material using the “Surprise” technique, consolidation goes in the form of a “Random Game”, a terminological dictation is conducted in the lesson, the task is set by an array, we conclude the lesson by discussing homework.
The techniques of pedagogical technique described in the lesson constructor are the total creativity of the teacher, since the techniques that are interconnected are systematized. All techniques are easily applicable in the conditions of a modern school.

When using the "Designer", the variety of lessons increases significantly, lessons can be prepared much faster, the teacher's creativity moves to a new, higher level.
The lesson constructor will "breathe" and change like a living being. And perhaps you enter your branded ones. Each teacher can have their own constructor. The constructor, developed by A. Gin, is taken as the basis for designing lessons in the natural-humanitarian cycle. Below are some of the methodological techniques used in our own lesson builder.

Reception "Delayed from the vile»
1. At the beginning of the lesson, the teacher gives a riddle (an amazing fact), the answer to which (the key for understanding) will be opened in the lesson when working on new material.
2. Give a riddle (an amazing fact) at the end of the lesson to start the next lesson with it.
Reception "Surprise!»
It is well known that nothing attracts attention and stimulates the mind more than amazing. The teacher finds a point of view in which even the ordinary becomes amazing.
Reception "Fantastic Supplement»
The teacher complements the real situation with a fantastic one. You can transfer the learning situation to a fantasy planet; change the values ​​of any parameter that usually remains constant; come up with a fantastic plant or animal and consider it in the real world; transfer a real or literary hero in time; consider the situation under study from an unusual point of view, for example, through the eyes of an alien or an ancient Greek.
Reception "Get the error!»
1. Explaining the material, the teacher makes a mistake.
First, students are warned about this in advance. Sometimes, especially in the lower grades, they can even be told "dangerous places" by intonation or gesture. Teach students to instantly stop mistakes with a signal or clarification when needed. Teach your kids to react quickly to mistakes. Encourage attention and willingness to intervene!
2. The student receives a text (or, say, an analysis of a solution to a problem) with specially made mistakes. Texts can be prepared in advance by other students, including older ones.
Reception“Yes” and “no” say (“Yes-no”, or the Universal game for everyone).
The teacher thinks of something (a number, an object, a literary or historical hero, etc.). Students try to find the answer by asking questions. The teacher answers these questions only with the words: "yes", "no", "yes and no".
The game teaches:
. connect disparate facts into a single picture:
. Organize existing information
. listen and hear the partner.
After the game, a short discussion is mandatory: what questions were strong? which (and why) are weak?
Reception "Mround storm»
The solution of a creative task is organized in the form of an educational brainstorming session.
The goal is to develop a creative style of thinking. Didactic values ​​of UMSh:
. it is an active form of work, a good addition and counterbalance to reproductive forms of study;
. students train the ability to concisely and clearly express their thoughts;
. participants learn to listen and hear each other, which is especially facilitated by
teacher, encouraging those who seek to develop the suggestions of their comrades;
. it is easy for a teacher to support a difficult student by paying attention to his idea:
. proven solutions often give a new approach to the study of the topic:
. UMS is of great interest to students, on its basis it is easy to organize
business game.
Technology.
Conducted in groups of 7-9 people. Before assault:
1. The group is instructed before the assault. The main rule at the 1st stage is NO CRITIQUE!
In each group, a leader is selected or appointed by the teacher. He monitors the implementation of the UMS rules, suggests directions for searching for ideas. The facilitator can focus on one or another interesting idea so that the group does not lose sight of it and works on its development.
The group chooses a secretary to capture emerging ideas (keywords, drawings, signs...)
2. An initial discussion and refinement of the condition of the problem is carried out.
3. The teacher determines the time for stage 1. Time, usually up to 20 minutes, it is desirable to fix on the board.
Stage 1.
Creation of a bank of ideas. The goal is to generate as many possible solutions as possible. Including those that at first glance seem "wild". Then a short break in which you can discuss the assault from a reflective position; what were the failures, were violations of the rules allowed and why ...
Stage 2.
Analysis of ideas.
All the ideas expressed are considered critically by the group. At the same time, he adheres to the basic rule: in each idea it is desirable to find something useful, a rational grain, an opportunity to improve this idea or at least apply it in other conditions. And again a short break.
Stage 3.
Processing of results.
The group selects from 2 to 5 the most interesting solutions and appoints a speaker who tells the class and the teacher about them.
Recommendations.
1. The class is proposed to be divided into several groups. All groups can simultaneously, independently of each other, storm one task.
2. Each group can storm its task. It is better to combine tasks in one, more general problem.
3. There is nothing wrong if the 3rd stage will be separated by time, even carried out in another lesson. If during this time the group members have new ideas, let them discuss them. The main thing is to provoke intense mental activity on a learning task, and not to put forward a certain number of ideas in a strictly allotted time.
4. UMS will be guaranteed to be interesting if the problem has a large number of possible solutions.

Reception "Chain of signs"

A universal TRIZ technique aimed at updating students' knowledge about the features of those objects that are included in the work.
Forms:

• the ability to describe an object through the names and values ​​of features;
• the ability to determine the hidden parts of the given parts of the model;
• ability to draw up an internal plan of action.

1st student names the object and its attribute (“barium sulfate is a white precipitate”);
2nd names another object with the same value of the specified attribute and another attribute (“barium sulfate is a salt”);
The 3rd names his object according to a similar attribute and a new attribute, etc., until there is someone who is able to continue the chain.

Reception "Thick and thin question"

• the ability to formulate questions;
• ability to relate concepts.

A subtle question requires a definite, short answer.
A thick question suggests a detailed answer.
After studying the topic, students are invited to formulate three "thin" and three "thick" questions related to the material covered. They then quiz each other using tables of "thick" and "thin" questions.
Example:

Reception "Developing canon"

Description: Admission to the development of logical thinking. Three words are given, the first two are in certain relations. Find the fourth word so that it has the same relationship with the third.
Example.
Sodium hydroxide - alkali \u003d one of the classes of inorganic compounds -?
Strategy« Question words»
The universal technique of TRCM, aimed at developing the ability to ask questions, can also be used to update students' knowledge on the subject of the lesson.
Students are offered a table of questions and terms on the topic studied or the new topic of the lesson. It is necessary to compose as many questions as possible using question words and terms from the two columns of the table.
Example :

Reception "Basket of ideas, concepts, names"

This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their experience and knowledge are being updated. It allows you to find out everything that students know or think about the topic under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected.
Example. Many lessons for learning new material begin with the “Basket” technique, the main ideas of the upcoming lesson are demonstrated on the board or displayed through the projector. For example, in the lesson of studying " Acids"You can invite students to express how they think which algorithm can be called acids, give examples

Fishbone technique (fish skeleton)

The head is the question of the topic, the upper bones are the basic concepts of the topic, the lower bones are the essence of the concept, the tail is the answer to the question. Entries should be concise, with key words or phrases that reflect the essence.
Example.
Chemistry:

• head - Squirrels
• upper ossicles - fibrillar and globular
• lower bones - solubility
• tail - soluble and insoluble

Reception "Z-X-U"

The Z-X-Y strategy was developed by Chicago professor Donna Ogle in 1986. It is used both in print and lecture material. Its graphic form reflects the three phases by which the process is built in the technology of developing critical thinking: challenge, comprehension, reflection.
Forms:

• the ability to determine the level of one's own knowledge;
• ability to analyze information;
• the ability to correlate new information with their established ideas.

Work with the table is carried out at all three stages of the lesson.
At the "challenge stage", completing the first part of the table "I know", Students make a list of what they know or think they know about the topic. Through this primary activity, the student determines the level of his own knowledge, to which new knowledge is gradually added.
Second part of the table "I want to know"- this is the definition of what children want to know, the awakening of interest in new information. In the “thinking stage,” students build new ideas based on what they already know. Work using the "Insert" strategy helps to highlight inaccurate understanding, confusion or errors in knowledge, identify new information for them, link new information with known information.
Previously acquired knowledge is brought to the level of awareness. Now they can become the basis for the assimilation of new knowledge. After discussing the text (film, etc.), students fill out the third column of the table "I found out."

Reverse Brainstorming

Reverse brainstorming aims to find and eliminate possible flaws. The method eliminates search control, but it helps to overcome psychological inertia (a habitual way of thinking based on the past knowledge about the object), move the thought off the ground and at the same time does not allow stopping where necessary.

Reception "Zigzag"

This strategy is appropriate to use to develop the following skills in schoolchildren:
. analyze the text together with other people;
. conduct research work in a group;
. available to transfer information to another person;
. independently determine the direction in the study of a subject, taking into account the interests of the group.
Example.
The technique is used to study and systematize a large amount of material. To do this, you first have to break the text into semantic passages for mutual learning. The number of passages should match the number of group members. For example, if the text is divided into 5 semantic passages, then in groups (let's call them conditionally working) - 5 people.

"Create a Passport" Reception

Reception for systematization, generalization of the acquired knowledge; to highlight the essential and non-essential features of the phenomenon under study; creating a brief description of the concept under study, comparing it with other similar concepts. This is a universal technique for compiling a generalized description of the phenomenon under study according to a certain plan

Bloom's Chamomile Reception

Description: "Daisy" consists of six petals, each of which contains a certain type of question. Thus, six petals - six questions.
Example.

• Simple questions - questions, answering which, you need to name some facts, remember and reproduce certain information: "What?", "When?", "Where?", "How?".
• Clarifying questions. Such questions usually begin with the words: "So you say that ...?", "If I understand correctly, then ...?", "I may be wrong, but I think you said about ...?". The purpose of these questions is to provide the student with opportunities for feedback on what they have just said. Sometimes they are asked in order to obtain information that is not in the message, but is implied.
• Interpretive (explanatory) questions. Usually begin with the word "Why?" and aimed at establishing cause-and-effect relationships. Why do leaves on trees turn yellow in autumn? If the answer to this question is known, it "turns" from an interpretive question into a simple one. Therefore, this type of question "works" when there is an element of independence in the answer.
• Creative questions. This type of question most often contains the particle “would”, elements of convention, assumption, forecast: “What would change ...”, “What will happen if ...?”, “How do you think the plot will develop in the story after ...?".
• Evaluation questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. "Why is something good and something bad?", "How does one lesson differ from another?", "How do you feel about the action of the protagonist?" etc.
• Practical questions. This type of question is aimed at establishing the relationship between theory and practice: "How can you apply ...?", What can be done from ...?", "Where in ordinary life can you observe ...?", "How would you acted in the place of the hero of the story?

Reception "Six hats"

A reflective technique that contributes to the organization of reflection in the lesson.
Forms:

• the ability to reflect on one's own experience;
• the ability to give a personal assessment of events, phenomena, facts;
• value attitude towards the environment and oneself.

Students can be divided into groups and offered to purchase one of the hats. Hat owners need to evaluate events, facts, results of activities, depending on the color.
Example.
white hat symbolizes concrete judgments without an emotional connotation.
yellow hat- positive judgments.
Black- reflects problems and difficulties.
Red- emotional judgments without explanation.
Green- creative judgments, suggestions.
Blue- a generalization of what has been said, a philosophical view.
The lesson constructor will not only allow the teacher to systematize the available materials, but also create high-quality lessons based on a system-activity approach without much time, thus ensuring active learning and cognitive activity of students.
The main thing is not to forget to replenish your constructor with new methodological techniques and interesting facts.

Literature:

1. Refresher courses "How to start and how to complete a lesson on GEF" http://moi-universitet.ru/ru/do/directions/attestacia/UrokFGOS/UrokFGOS/
2.https://sites.google.com/site/konstruktoruroka/wi- 3.fidia.org/text/77/492/47998.php
3. sites.google.com/site/appocio/konstruktor-uroka
4.fidia.org/text/77/492/47998.php

1. Stage of motivation

The main task of the teacher (parable)

One day the students asked Hing Shi what was his main task as a teacher. The sage smiled and said:

Tomorrow you will know about it.

The next day, the disciples were going to spend some time at the foot of the mountain that the locals called the Immortal Mountain, Xian Yue. Early in the morning, the disciples gathered things that could be useful for them on the road and together went to the foot of Xian Yue, which they had never visited before.

By lunchtime, tired and hungry, they reached a picturesque hillock and, stopping for a halt, decided to dine on rice and salted vegetables, which the Teacher had taken with him. It should be noted that the sage salted the vegetables very generously, and therefore after some time the disciples wanted to drink. But, as if on purpose, it turned out that all the water they had taken with them had already run out. Then the disciples got up and began to inspect the surroundings in search of a fresh source.

Only Hing Shi did not rise from his seat and did not participate in the search. As a result, not finding a source of water, the disciples decided to go back, but then the sage got up and, coming up to them, said:

The source you are looking for is over that hill.

The disciples joyfully hurried there, found a spring and, having quenched their thirst, returned to the Teacher, bringing water for him as well. Hing Shi refused water, pointing to the vessel at his feet - it was almost full.

Teacher, why didn't you let us drink right away if you had water? - the students were amazed.

I fulfilled my task, the sage replied, first I awakened in you a thirst that made you look for the source, just as I awaken in you a thirst for knowledge. Then, when you despaired, I showed you which way the source is, thereby supporting you. Well, taking more water with me, I gave you an example that what you want can be very close, you just have to take care of it in advance, thereby not allowing chance or forgetfulness to influence your plans ...

So the main task of the Teacher is to arouse thirst, support and set the right example? the students asked.

No, - said Hing Shi, - the main task of the Teacher is to cultivate humanity and kindness in the student, - he smiled and continued, - and the water you brought for me tells me that I am still fulfilling my main task correctly.

Any lesson has a huge potential for solving new problems. But these tasks are often solved by means that cannot lead to the expected positive result.

For both students and the Teacher, a lesson is interesting when it is up-to-date in the broadest sense of the word. Modern is both completely new and not losing touch with the past, in a word - relevant.

(2 slide) Actual[from lat. actualis - active] means important, essential for the present time. And yet - effective, modern, directly related to the interests of a living person today, vital, existing, manifesting itself in reality. In addition, if the lesson modern it will surely lay the foundation for the future.

(3 slide)

What is the novelty of the modern lesson in the context of the introduction of the Federal State Educational Standard? Nowin accordance with the new standards, it is necessary, first of all, to strengthen the child’s motivation to learn about the world around him, to demonstrate to him that schoolwork is not about obtaining knowledge abstracted from life, but, on the contrary, is the necessary preparation for life, recognizing it, searching for useful information and skills applications in real life.

(4 slide)

At present, the use of techniques and methods in teaching that form skills is becoming more and more relevant in the educational process. gain knowledge on your own , collect the necessary information, put forward hypotheses, draw conclusions and conclusions. And this means that the modern student must have formed universal learning activities providing the ability to organize independent learning activities

(5 slide)

What is the most important in the structure of a modern lesson? “The beginning is more than half of the whole,” said Aristotle. Everything starts with goal setting. However, the goal set by the teacher is meaningless until it becomes a goal for the student. Therefore, it is necessary to awaken in the student the need for knowledge, to give this knowledge a personal meaning. The lesson should involve students in active activity. After all, according to scientists, 20% of students keep in memory if they hear the material: 30% - if they see it; 50% - if they see and hear; 90% - if they speak, while doing; 95% - if they research, they create themselves.

Therefore, the recognized approach in teaching is system-activity, i.e. teaching aimed at solving the problems of the project form of organizing training .

(6 slide) The technology of the system-activity approach involves the following sequence of steps in the lesson.

(7 slide)

Today, lessons should be designed according to a completely different scheme and include the following fundamental principles:

1. Changing the paradigm of education: from knowledge to activity.

2. Changing the content of education and forms, techniques and methods, technologies.

3. Changing the pedagogical position "student - teacher".

4. Formation of internal motives of the student's activity.

5. Personal goal-setting and personal content of the material.

6. Reflection of the results of educational activities.

(8 slide)

The typology of the lesson itself is also changing: if in the traditional system, lessons were allocated in the educational process

 study (explanation) of new material,

 Consolidation of knowledge and formation of skills and abilities,

 repetitive and generalizing nature,

 Improvement of knowledge, skills and abilities,

 Combined

 control of knowledge, skills and abilities,

then from the point of view of the activity approach, lessons are taught activity orientation.

The identified types of goal-setting lessons can be divided into four groups:

· lessons of "discovery" of new knowledge;

Activity goal: the formation of students' ability to a new way of action.

Educational goal: expanding the conceptual base by including new elements in it.

· reflection lessons;

Activity goal: the formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional norm (fixing their own difficulties in activity, identifying their causes, building and implementing a project to overcome difficulties, etc.).

Educational goal: correction and training of the studied concepts, algorithms, etc.

· lessons of a general methodological orientation;

Activity goal: the formation of students' ability to a new mode of action associated with the construction of the structure of the studied concepts and algorithms.

Educational goal: to form students' ideas about the methods of organizing the educational activity itself, aimed at self-change and self-development.

· developmental control lessons.

Activity goal: the formation of students' ability to implement the control function.

Educational goal: control and self-control of the studied concepts and algorithms.

(9 slide)

Each lesson has a specific structure.

The structure of the lesson "discovery" of new knowledge:

1. The stage of motivation (self-determination) for learning activities;

2. The stage of updating the trial action;

3. The stage of identifying the place and cause of the difficulty;

4. The stage of building a project to get out of difficulty;

6. The stage of primary consolidation with pronunciation in speech;

7. Stage of independent work with verification according to the standard;

9. The stage of reflection of educational activity.

(10 slide)

The structure of the reflection lesson:

1. The stage of motivation (self-determination) to corrective activities;

2. Stage of actualization and trial educational action;

3. Stage of localization of individual difficulties;

5. Stage of implementation of the constructed project;

8. The stage of inclusion in the system of knowledge and repetition;

9. The stage of reflection of educational activity in the lesson.

(11 slide)

The structure of the lesson of a general methodological orientation:

1. Stage of motivation;

2. The stage of actualization and fixation of an individual difficulty in a trial educational action;

3. The stage of consolidation with pronunciation in external speech;

4. The stage of inclusion of what has been studied in the knowledge system;

5. The stage of reflection of educational activity in the lesson;

(12 slide)

The structure of the developmental control lesson:

1. lesson:

1. Stage of control work;

2. Stage of motivation (self-determination);

3. The stage of actualization and self-control;

2. lesson:

1. Stage of analysis of control work;

2. Stage localization of individual difficulties;

3. The stage of building a project for correcting the identified difficulties;

4. Stage of implementation of the constructed project;

5. Stage of generalization of difficulties in external speech;

6. Stage of independent work with self-checking according to the standard;

7. The stage of repetition and solving tasks of a creative level;

8. Stage of reflection of educational activity

(13 slide)

The formation of universal educational activities among students is a requirement of the federal state educational standard of general education. The technological map of the lesson will help organize the educational process in accordance with this requirement.

Technological map of the lesson - a generalized graphical expression of the lesson scenario, the basis for its design, a means of representing individual methods of work.

Based on the definition of "technological map", we can distinguish those positions that can and should be relied upon when constructing a lesson's technological map:

- it should describe the entire process of activity;

- Operations and their constituent parts must be indicated.

After analyzing (on the basis of open electronic and printed sources of information) a fairly large number of technological maps developed by teachers, practitioners and theoretical scientists, we came to the conclusion that a unified, well-established form of a lesson map does not yet exist, therefore, each educational institution is free to choose a structure and the content of the graphic model of the lesson.

(14 slide)

Concerning forms of lessons(forms of education), here, in our opinion, the so-called "pyramid of student learning" proposed by the journal "Principal of the School" based on the results of American studies is not without interest.

Form application efficiency increases from top to bottom.

Lecture-monologue

Reading (independent)

Audio-video training

Show (demo)

Discussion group (discussion of educational material in a small group)

Practice in the course of activity

Teaching others (child teaching child)

GEF, in fact, focuses the modern teacher on such forms of lessons that were previously called “non-traditional” or “non-standard” in pedagogy.

Non-standard lessons – one of the most important learning tools because They they form a steady interest in learning among students, relieve tension, help to form learning activity skills, have an emotional impact on children, thanks to which they form stronger, deeper knowledge.

Features of non-standard lessons are the desire of teachers to diversify the life of a student: