Ministry of Education and Science Samara region
State budget educational institution additional vocational education (advanced training) specialists - advanced training center
"Regional Sociopsychological Center"
Final work
on the variable block of the Personalized educational receipt
"Formation of universal educational actions among students of basic school in extracurricular activities»
on this topic"Analysis of the event for thethe development of universal learning activities withinextracurricular activities "
Work completed:
Biryukova Galina Valerievna
teacher additional education
MOU DOD DYUTS "Planet"
togliatti
Checked the work:
Karamaeva L.A.,
deputy Director
by scientific work, docent
department of social
humanities, Ph.D.
Samara, 2014
Model educational activities
"The image of the mother in works of art"
Theme: The eternal theme is the image of the mother.
Goal: the formation and development of the artistic culture of students based on the values \u200b\u200bof attitudes towards motherhood by means of art.
Tasks:
show how music and painting go in different ways to create the image of a mother;
develop the creative potential of the student in the process of studying the topic of motherhood;
foster a conscious sense of respect, attentiveness and caring for the mother, clarifying the connections between music and fine arts... Here it is necessary to achieve that the children feel that in each of them there is not only an inner ear, but also an inner vision.
Equipment: multimediaprojector, computer, presentation, v / tape recorder.
Drawing up questions for the test "How do I help my mother?"
Study of literature on self-education.
Collection of musical material.
Creation of presentations, albums "Me and my mother".
Collection and analysis of information on the preparation of extracurricular activities in the framework of the Federal State Educational Standard.
Estimated results:
cognitive UUD
To independently transform a practical task into a cognitive one
Ability to independently carry out information search, collection and extraction of essential information from various information sources
communicative UUD
Ability to express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication
Possession of monologue and dialogical forms of speech in accordance with grammatical and syntactic norms native language
Formation of verbal and non-verbal communication methods
Ability to integrate into a peer group and build productive interaction and cooperation with peers and adults
regulatory ECDs
Maintain the goal of the activity until its result is obtained
Analyze emotional states obtained from successful (unsuccessful) activities
Evaluate performance results
personal UUD
Show understanding and respect for the values \u200b\u200bof the cultures of other peoples
Analyze and characterize the emotional states and feelings of others, build your relationships taking them into account;
Assess situations in terms of rules of conduct and ethics;
Show kindness, trust, attentiveness, help in specific situations
Communication of the topic and purpose of the event.
Student reports
The topic of motherhood is one of the oldest topics in world culture. The first images of a mother with a child in her arms in the excavations of the times ancient egypt (slide)
Old Russian masters did not create paintings, but icons (images). First of all, this is the main shrine of the Russian land - "Our Lady of Vladimir" Look at some more images of the Mother of God: (slides)
Raphael Santi (1483-1520) (slide) - Italian painter and architect, one of the greatest artists in all of world history. (slides) time.
Raphael was deservedly called the "Master of Madonnas".
Franz Schubert (1797 - 1828) - considered the founder of romantic vocal poetry to sacrifice form.
Ave maria! Not scary
Evil power is nowhere with you:
Are you not full of goodness
She sheltered the persecuted in the mountains!
And at this late hour by prayer
I appeal to you: listen!
Be our holy guard
And a quiet sleep was sent to us!
Ave Maria!
In the Russian Orthodox Church there is a similar prayer addressed to the mother of Christ - "Virgin Mary". Listen to her. "Virgin Mary, rejoice, balgodataya Mary, the Lord is with you: blessed are you in wives, and blessed is the fruit of your womb, as if you gave birth to our souls".
The song "Mother's Smile" sounds, the audience listens.
Creation of an emotional mood for the perception of information.
Cognitive :
general educational:
search and selection of the necessary information, the ability to structure knowledge, the ability to consciously and voluntarily build speech statements in oral and written form.
Brain teaser: analysis of objects in order to identify features, the choice of grounds and criteria for comparison.
Statement and solution problems:
independent creation of solutionsproblems.
Communicative: construction of speech statements :
Interaction: taking into account different opinions.
Cooperation: organization and planning of work in the group.
Interiorization: speech actions serving as a means of communication, providing the formation of cognitive reflection.
Personal : Self-determination
awareness of my Self in this world.
Value and personal component: respect for the individual and his dignity, a benevolent attitude towards others.
Master Class.
The composition "Vigil" consists of fifteen chants.
Come bow down
Bless my soul (Greek chant)
Blessed is the husband
Quiet light (Kiev chant)
Now otpuschaeshi (Kiev chant)
Virgin Mary, rejoice
Six Psalms
Praise the name of the Lord (znamenny chant)
Blessed art thou, Lord (znamenny chant)
Seeing the Resurrection of Christ
My soul will magnify the Lord
Glorification Great (znamenny chant)
Troparion "Today is salvation" (znamenny chant)
Troparion "Risen from the grave"
The Climbed Voivode (Greek chant)
Get a questionnaire and glasses transcript.
Communicative:
Asking questions:
answer questions, learn to formulate own opinion and position, possession of monologue and dialogical forms of speech.
Me and my mom
Presentation of albums with photographs and drawings on the theme "My mother"
The guys present their albums and talk about the work done.
The teacher ensures that the children respond positively to the creativity of their classmates.
Communicative: p sharpening of speech statements: the ability to express your thoughts with sufficient completeness and accuracy.
Interiorization: speech actions serving as a means of transmitting information to other people, providing the formation of personal reflection.
Personal: meaning formation: formation of motives for achievement and social recognition.
School and class competitions, exhibitions
Presentation of works by students and parents "Me and my mother"
The guys present the stand "Me and My Mom"
Cognitive:
modeling - highlighting essential characteristics when decorating the stand.
Brain teaser: synthesis - composing a whole from parts, establishing cause-and-effect relationships, building a logical chain of reasoning.
Communicative :
the ability to express your thoughts with sufficient completeness and accuracy.
managing the behavior of a partner, the ability to represent teamwork.
Personal:
moral and ethical orientation: the formation of moral self-esteem, the characteristics of their actions and deeds.
Creative and performing activities
You, of course, do not remember the first meeting with mom. How delighted she was when she saw you! How her eyes shone happily! An oilcloth number was tied to your hand. On it were written the surname, number, year and time of birth, your weight. You were tiny. Mom wanted to look at you for a long, long time. Both now and when you become adults, mothers will love you more than anything else.
Our life is so arranged that, only growing up, a person begins to realize what happiness it is when mom is around. How good it is when you can turn to your mother for advice, with any joy and misfortune. And now I propose to turn to my mother through a song, and express my love in it.
Performance "Mama" (song performance)
Mothers tell stories from the lives of children
Communicative:
Planning educational collaboration: determination of the purpose, functions of the participants and methods of interaction in staging a fairy tale.
Asking questions: proactive cooperation in the search and collection of information.
Construction of speech utterances: possession of monologue and dialogical forms of speech.
Leadership and coordination with a partner: partner behavior management - control, correction, evaluation of partner's actions.
Personal:
Meaning formation:
Formation of a motive that realizes the need for socially significant and socially valued activity
Moral and ethical orientation : Formation of moral self-esteem, development of empathy and empathy, emotional and moral responsiveness.
Reflection.
(Evaluation)
Exchange of views on what we liked, remembered what still needs to be done. The teacher brings students to the conclusion, focuses on the issues of constant self-education and self-improvement.
Communicative : Interaction: mastering the means of solving communication problems, impact, argumentation of the results of their work and the main positions of the round table.Cooperation: the ability to find a common solution.
Regulatory: Planning. Correction: making the necessary additions and adjustments to the plan.
Personal:
Self-determination: formation of responsibility for the welfare of society.
Value and emotional component: respect for the values \u200b\u200bof the family, mother and her work
Conclusion:
As a result of solving the assigned tasks and achieving the goal of the event, the formation and application of the following ECD was observed:
Personal universal training actions:
meaning formation, that is, the establishment by students of a connection between the goal of educational activity and its motive and be able to respond to it;
moral and ethical orientation, including the assessment of the assimilated content (based on social and personal values), providing a personal moral choice.
Regulatory universal training activities :
goal setting as setting learning task on the basis of correlating what is already known and assimilated by students and what is still unknown;
planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;
assessment - the allocation and awareness of students of what has already been learned and what else needs to be learned, awareness of the quality and level of learning; performance evaluation;
self-regulation as the ability to mobilize strength and energy, to volitional effort (to make a choice in a situation of motivational conflict) and overcome obstacles.
Cognitive Universal Learning Activities:
General educational universal actions:
search and selection of the necessary information using publicly available in primary school ICT tools and information sources;
structuring knowledge;
conscious and arbitrary construction of a speech utterance in oral and written form;
selection of the most effective ways to solve problems, depending on specific conditions;
reflection of methods and conditions of action, control and assessment of the process and results of activity;
Logical universal actions:
analysis of objects in order to identify features (significant, insignificant);
synthesis - composing a whole from parts, including self-completion with the replacement of missing components;
selection of grounds and criteria for comparison, serialization, classification of objects;
establishment of causal relationships, representation of chains of objects and phenomena;
building a logical chain of reasoning, analyzing the truth of statements;
evidence;
putting forward hypotheses and their justification.
Communicative universal learning activities.
planning educational cooperation with the teacher and peers - defining the goal, functions of the participants, ways of interaction;
posing questions - proactive cooperation in the search and collection of information;
the ability to express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language, modern means of communication.
Thus, we can conclude that as a result of assimilating the topic of the event, the students, together with the teacher, achieved their goal, and also in the process of communication, a comfortable psychological atmosphere, friendly relations, cooperation and active cognitive activity were observed.
Literature:
T.V. Popova, G.S. Skudina Foreign musicXIX century. 1981
L.I.Tifshits Monumental Painting. 1989
Derekleeva N.I. New parent meetings. Moscow. Waco. 2009
Savchenko M.Yu. Scenarios of class hours and parenting meetings. Moscow. Waco. 2009.
Gutkina L.D. Satellite class teacher... Moscow. Pedagogical search. 2006.
Where did the word “good” come from?
History of the word "Good"
Many kind words in greetings, wishes that we meet often in life. What, for example?
Do you know the history of the word "Good"? this word is originally Russian. Goodwill has always been appreciated by the Russian people. Have you heard such expressions "give good" and "receive good"? What does "give good" mean? What does “get good” mean?
Name ANTONY to the word GOOD?
A tale of good and evil.
Did you like the fairy tale?
And what is it about?
Why do you guys think the Evil Witch managed to bring anger, hatred, envy into the hearts and souls of people?
There are not enough kind people, as always,
Kind people, as always, are in short supply,
Kind people are not always understood
The heart of the good hurts more.
Kind - generously help the sick,
Kind - give warmth and comfort,
The kind ones walk in step with the weak
And they don't expect any THANKS!
The Parable of Good and Evil
Good and Evil for a long time
Have their ancient, long-standing dispute
Who is in reality, and not in a dream
Stronger and stronger on earth?
"Stronger I" said Evil
"Those who serve me are lucky
I will thank you generously
I will give earthly blessings
Machines, money, power and power
Let them enjoy life to their fullest! "
Good said: "Maybe
But only I can love
Not a penny for my soul
The soul is important for all people
I don’t give villas, yachts
But I will keep my soul
Friends, family, children and home
And there is a lot of happiness in that house
I don't know what else to say ..
Stay with whom, decide for yourself
Good and Evil for a long time
Don't leave this dispute.
I suggest you take a little trip
Since ancient times, people have strived for good and hated evil. And they reflected this idea in the proverbs that are passed from mouth to mouth. Therefore, first of all, we will sail to the island of proverbs.
What proverbs about good do you know?
From these proverbs, we see that good always brings joy to people around.
Game "Collect a proverb"
The first step to kindness is a kind word. So we go
inCity of courtesy.
Doctors advise to devote 1-3 minutes every day to kind words. Each kind word carries strength, energy to the person who said it, and then to the person in whose address it was said, it is important to say from the heart.
Island of "FAITHFUL FRIENDS"
Kind people, as always, are not enough, kind people, as always, there is a deficit.
Game "WEB WEB KIND"
Many organizations and individual citizens of our country carry out actions of mercy in relation to children from orphanages and the disabled. Some parents, even having children of their own, take orphans from an orphanage to foster care. Our artists and musicians hold concerts, the proceeds of which are donated to charity. And when accidents, earthquakes, catastrophes happen, the whole country helps the affected people. And the worst EVIL on earth is WAR! Our country is collecting the tenth convoy of New Year's humanitarian aid to Donbass.
What charity action did you all take part in?
Is it easy or difficult to be kind?
Being kind is not easy at all.
Kindness doesn't depend on growth
Kindness does not depend on color,
Kindness is not gingerbread, not candy.
You just need, you need to be kind
And in trouble do not forget each other.
Yes, being kind is not easy, but important. Let's try to formulate the rules of Kindness.
To do good deeds just like that, with good intentions.
To love people familiar and unfamiliar
Encourage others to have good relationships
Do good for loved ones, friends
Do not envy
Do not harm
Do not be rude
We are approaching the last ISLAND OF GOOD LAND
Collage making
- The earth is covered with fog. Let's make the sun shine brightly on this earth. To do this, the first command will depict the sun on this sheet. Not by chance, folk wisdom reads: kindness that the sun. And good people, like the rays of this sun, warm people with their kindness.
To the second group, I will give the words.
cheeky
orderly
benevolent
polite
rude
discourteous
knows how to forgive insults
sensitive
responsive
helps in trouble
often quarrels
hot-tempered
modest
communicative
affectionate
cheerful
happy
impudent
attentive
greedy
loud
Your team needs to choose from these words only those that refer to kind people and stick them like rays.
Guys, what is missing in our picture? Of course, on the Good Land, birds should sing, gardens should bloom, because nature also rejoices in kindness. And if we are angry and cruel towards nature, then the flowers will all die. Look at the picture that we have got with you.
- Having reached the Good Land, you probably realized that every person, big and small, has his own path to kindness.
Guys, where do you think kindness lives? (In our hearts)
I hope that you will grow up to be kind, polite, fair people. And these qualities will be as strong as a spider's web.
The path to kindness is not an easy one; there are ups and downs, good and evil awaiting a person.
Show your activity products
So, the main purpose of a person is to do good.
I think, New Year will bring good luck, health and peace in the whole world !!!
They say, on New Year's Eve, that you do not wish, Everything will always happen, everything always comes true.
Let's make wishes?
Remember the goalset at the beginning of the lesson. Back to the topic class hour... Has your understanding of the topic changed now?
Guys, do you think we achieved the result in the lesson? Why do you think so?
How would you rate your work on a rating scale?
And today I thank everyone for a warm, confidential conversation, for kind, intelligent thoughts, for a creative attitude to work.
I also want to do a good deed and give you hearts as a keepsake, let them be talismans of good deeds.
Speech at the teachers' council
Theme:
"Formation of UUD in extracurricular and extracurricular activities from work experience."
Teacher: Stoyanova E.A.
MOU "Pavlovskaya secondary school"
March 2016
In my speech, I will talk about the techniques and methods of working on a UUD. All UUDs are interconnected and are formed throughout the extracurricular activities.
Slide 1.
Holiday "Golden Autumn".
Preparing for this event, the guys selected material on the topic "Autumn" (description of autumn leaves, trees, weather). We have systematized the material in the classroom, i.e. there was an enrichment of the vocabulary of students and thus the development of cognitive UUD. Based on the available knowledge, the children compared early and late autumn using pictures, described it, i.e. regulatory ECDs were formed. When the guys worked in a team, they learned to hear and defend their point of view, communicative UUD developed. Personal UUD were formed on the basis of moral orientation (the importance of the beauty of autumn nature, the understanding that nature is the source of beauty).
Slide 2.
Extracurricular activity based on S. Kozlov's fairy tales.
On this open event we got acquainted with the work of S. Kozlov. The children read the fairy tales "Hedgehog in the Fog", "Snow Flower", "How a Hedgehog and a Teddy Bear Rubbed the Stars", etc. Reading fairy tales, we carried out vocabulary work, enriched lexicon... For example, they explained the meaning of the words "painstakingly", "fade", etc. (the formation of cognitive UUD). Regulatory UUD were formed when children made a conclusion, what are these fairy tales about? (about kindness, about beauty, about mutual assistance). The guys concluded that everyone should do good deeds, then the world will become cleaner and better (personal UUD). S. Kozlov's fairy tales teach moral behavior.
Let me give you an example. S. Kozlov's tale "Like a hedgehog and a bear cub rubbed the stars." The stars have faded, and a hedgehog and a bear cub climb the stairs and wipe the faded stars. Answering the question: "Why are the hedgehog and the bear rubbing the stars?" children determined the main idea of \u200b\u200bthe tale (We must take care of the cleanliness and order on our land, so that it is light and joyful for everyone ) (the formation of personal and regulatory UUD). With the whole class we picked up a physical minute for the staged fairy tale "Like a hedgehog and a bear cub rubbing the stars." I wanted it to match the content of the tale. Just like a hedgehog and a bear cub, we took a broom in one hand and a cloth in the other and wiped the stars. Children expressed their desires, controlled their will and emotions, i.e. there was a formation of communicative and regulatory ECD. The children were very impressed by the fairy tale "Snow Flower". The hedgehog, having learned about the bear's illness and that the snow flower will heal him, goes to the forest. He can't find it. On the way back, he stopped at the ice hole and looked into it. At the bottom he saw a flower. The hedgehog jumps there three times, but does not find a flower there.
Why did the hedgehog see a flower at the bottom ?, - I asked. Answering this question, the children formed the regulatory and personal UUD based on the already existing knowledge about goodness, friendship and beauty. The guys replied that in the water there was a reflection of his soul, as beautiful as a snow flower. A kind person is beautiful both in soul and appearance. Here, too, personal UUD were formed, as children expressed their point of view, their readiness to overcome difficulties. Children learned the value of good, learned to provide support in difficult times.
Slide 3.
Victory Day holiday.
We all know that the fate of the country depends on how developed the feeling of love for their relatives, for their people, for their Motherland. In accordance with the FSES of the second generation, this is a student who loves his land, his homeland, who understands the value of family and society. therefore patriotic education, is a means of forming personal UUD. The guys selected information about the heroes of the war, learned poems about the war. They agreed who would talk about young heroes V. Kotike, Gostello, Z. Kosmodemyanskaya, V. Korobko. Learned to convey information in a concise form. Khvatkin G. And Khvatkina K. prepared a project on the theme "The role of my ancestors in the victory over the enemy." The guys themselves assigned roles in the scene about besieged Leningrad... However, there were minor disputes. Children learned to get out of them, showing tolerance (personal UUD). Having played the scene, the guys learned how the children lived in besieged Leningrad, how they gradually stopped laughing and even crying.
A member of the "Children of War" organization was invited to the celebration. According to the stories of his mother, he spoke not so much about the horrors of war as about the fact that the lives of many people and the fate of the country depend on the personal qualities of each person. Children learned to listen, ask questions. The guys felt pride for their homeland, the past and present of their country, love for their homeland (the formation of personal UUD).
Slide 4.
Open extracurricular event "My health is in my hands."
A lot of work has been done in this direction, it will be carried out in the future, since children's health is the policy that guides our future.
In the classroom, cognitive UUD were formed. The guys received and got information about healthy lifestyle. For example, the task was given to find the definition of the words "emotion", "habit". We got acquainted with the new term "hypodynamia". Having watched the scene, the guys saw what physical inactivity leads to. Using the example of the comic poem "Bad Habits", which we staged, children gained knowledge about bad habits that interfere with a person's life. The means of forming communicative UUD is work in a group. For the development of this group of UUD, we conducted the game "Make a menu". Having shown the scene "Changeable shoes", where the children saw what the lack of personal hygiene leads to, the children formed cognitive UUD. For this event Kozyaba T. and Kostanova V. prepared 2 projects "The benefits of karate training" and "How to make soap at home." In the course of their work, the guys used personal experience, Internet resources, reference books (cognitive and personal UUD).
Slide 5.
Visit to the museum of everyday life and creativity in the village. Pavlovskaya Sloboda .
During the excursion, all UUD groups were formed. The guys got acquainted with the culture of the past. This is a rich material for fostering love for their native land, homeland, for the traditions of their people. The children got acquainted with the history of their native land, experienced a sense of pride in their land (the formation of meta-subject and personal UUD).
The result of the formation of metasubject and personal UUD I consider the refusal of students from harmful products (chips, kirieshki, Pepsi-Cola), the implementation of a morning exercise complex in the morning, more active participation in extracurricular and extracurricular activities.
This is what is important today, when a modern student is required to be mobility, the ability to apply his knowledge in practice, and be able to think outside the box..
The purpose of the master class: presentation and discussion of methods of work in the lesson, contributing to the formation of universal educational actions.
Practical significance: familiarization with the methods of work on the formation of the UUD in the classroom in primary school
Tasks:
- to acquaint the participants with the plan of the master class, its targets;
- to reveal the content of the master class through familiarization with the methods of work on the formation of the UUD;
- to show the practical significance of using these methods of work on the formation of the UUD, to convince teachers of the appropriateness of its use in practical activities in the classroom.
Equipment: computer, projector, board.
Duration: 30 minutes
The target audience: district school teachers.
The intended result: the participants of the master class will gain knowledge about the formation of UUD in the classroom in primary school, discuss the possibilities of its application in the learning process; teachers will be able to use the acquired knowledge and techniques in their practice or compare their level and forms of work with those presented at the master class.
The course of the master class.
I stage. Making contact.
Dear Colleagues!
I would like to start my speech with the statement of Herbert Spencer "The great goal of education is not knowledge, but action." Currently, the teacher is solving very difficult problems of rethinking his pedagogical experience, looking for an answer to the question "How to teach in new conditions?" To answer this question, I suggest you go into the world of action.
II stage. The urgency of the problem.
In a broad sense, the term "universal educational actions" means the ability to learn, that is, the subject's ability to self-development and self-improvement through the conscious and active appropriation of new social experience.
Universal Learning Activities are skills that need to be taught in elementary school for all lessons.
But how do you involve learners in the learning process? How can this be done in practice? This question is the purpose of this master class: to acquaint with the methods of forming universal educational actions.
UUD can be grouped into four main blocks:
- personal;
- regulatory;
- cognitive;
- communicative.
III stage. Main part
Personal actions allow you to make the teaching meaningful, linking them with real life goals and situations. Personal actions are aimed at awareness, research and acceptance of life values, allow you to orient yourself in moral norms and rules, to develop your life position in relation to the world.
To form personal UUD - all tasks are used in which the children are invited to give their own assessment.
Students should learn to understand the meaning of such concepts as "good", "patience", "Motherland", "nature", "family".
In Literary Reading Lessons, we learn to evaluate life situations and the actions of the heroes works of art from the point of view of universal human norms.
For the formation of personal UUD, you can offer the following tasks:
- Work on projects.
- Creative assignments in the classroom.
The guys are very fond of these tasks. Their creativity is limitless. For example, such:
- Write a mini-essay.
- Come up with a riddle.
- Make up a test.
- Write a feedback.
In reading lessons, I often follow in the footsteps of the reading relay race of reading creativity. Students have cards with clichés to express their attitude to the work.
- I felt) …
- I saw) …
- I smiled (eh) ...
- I have remembered) …
- I felt sad ...
- I would continue what is written like this ...
- If I found myself in a similar situation, I would act like this ...
- This piece reminded me of an incident from my life ...
- I imagine the future of heroes ...
- The piece made me feel ...
An important place in the formation of the ability to learn is occupied by regulatory universal educational actions that ensure the organization, regulation and correction of educational activities.
What does the regulatory ELM include? (question to listeners)
Goal-setting, information search, modeling, planning, forecasting, control, correction, assessment, listening skills, self-determination, volitional self-regulation (cards of different colors with regulatory ECDs hang on the board).
Regulatory ELMs include:
- goal setting as the formulation of an educational task on the basis of correlating what is already known and assimilated by students and what is still unknown;
- planning - determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
- forecasting - anticipation of the result and the level of assimilation, its temporal characteristics;
- control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;
- correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, real action and its product;
- appraisal - the allocation and awareness by students of what has already been mastered and what else is subject to assimilation, awareness of the quality and level of assimilation;
- volitional self-regulation as the ability to mobilize strength and energy; the ability to volitional effort - to make a choice in a situation of motivational conflict and to overcome obstacles.
Let's dwell on goal setting in more detail.
1. Goal-setting. Goal-setting techniques form a motive, a need for action. Through motivation, pedagogical goals are quickly transformed into personal goals of learners. Through the content, a certain attitude of students to the subject is formed and its value in terms of value for the personal, including intellectual, development of the child is realized. An equally important aspect of goal-setting, along with understanding the goal, is its acceptance. For the purpose of the lesson to become meaningful for each specific student, it is important to answer the questions: "Why?", And "Where or for what can the acquired new knowledge be useful?" It is this approach to goal setting that is effective and modern.
And now I suggest one of the goal-setting techniques that I use in the classroom. Attention to the screen. (Cartoon "38 parrots").
After watching the cartoon, I ask the guys a question:
What would you suggest to Boa? (Children suggest different ways, including taking a ruler and measuring.)
Well done, I agree with you. We already know that there are units of length - cm and dm. (Shows model cm and dm)
What model cm or dm would you suggest using Monkey? (Model cm small, long measure long boa constrictor)
Why did you get such different numbers when measuring the Boa constrictor: 2, 5 and 38?
Did you know that besides cm and dm, there are other units of length? Here is one of them. (Shows a ruler - meter). This is also a unit of length, it is called a meter. Could Monkey use this unit of length?
Which model is most suitable for measuring the Boa constrictor? Why do you think so?
What do you think we will talk about today in the lesson? Formulate the topic of the lesson. (Meter)
Set goals for the lesson. The supporting verbs will help you: get to know, learn, learn, find out, compare, analyze ... (Introduce a new unit of length - meter, learn to measure with a meter, find out how meter relates to other units of length - cm and dm)
What do you think, why do we need this knowledge, where can we apply it? (For measuring long distances, ...)
Through such a conversation, from interest, we come to goal-setting. Now we have worked out a technique which in pedagogy is called "The situation of a bright spot." In this case, the cartoon was a bright spot. It could be unusual subject for this lesson, a picture, or just a highlighted or sized note on the board.
So: in order for the goal-setting stage to be successful, the teacher needs to pay special attention to:
- Encouraging students to achieve the goal.
- Building a dialogue. (All goal-setting techniques are based on dialogue, so it is very important to correctly formulate questions, teach children not only to answer them, but also to come up with their own).
3. Students' acceptance of the goal. ("Why?", "Where or for what purpose can the acquired new knowledge be useful?")
Problem situation
A situation of contradiction between the known and the unknown is created. The sequence of applying this technique is as follows:
- Independent solution
- Collective verification of results
- Identifying the causes of discrepancies in results or difficulties in implementation
- Lesson goal setting.
For example, in a Russian language lesson in grade 2 on the topic "Separating soft sign", students are asked to enter the missing words "Tanya ... (will pour) flowers in the sentences." We made ... (flight) by plane. "
Grouping
Division of a number of words, objects, figures, numbers into groups with the justification of their statements.
For example, a math lesson on the topic "Two-digit numbers" (6, 12, 17, 5, 46, 1, 21, 72, 9), a lesson in the Russian language " Soft sign in nouns after sibilants "(ray, night, speech, watchman, key, thing, mouse, horsetail, oven).
Do you believe that ...
At the beginning of the lesson, students are given facts on sheets of paper, working in groups, children get acquainted with them. If they agree with these facts, then put in the table "+", and if not, then "-". At the end of the lesson, we go back to statements. The guys see what they were wrong about, and what they were right about.
Lesson of the outside world in grade 4 on the topic “The Universe. The sun".
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The Earth is one of the planets of the solar system. |
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The sun is the closest star to us, a hot ball. |
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The sun's temperature reaches 7000 degrees. |
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The mass of the Earth is 330 thousand times the mass of the Sun. |
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Specialists who study astronomy are called astronauts. |
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The earth moves around the sun. |
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You can observe the Sun by looking through binoculars or a telescope. |
An exception
Children are offered a number of riddles, pictures, words, with the obligatory repeated repetition of the same type, but one of them does not fit this series. By analyzing, children easily identify unnecessary things. For example, the surrounding world on the topic of the lesson "Wild animals".
2. Planning a learning task. Planning your actions contributes to the development of awareness of the activities performed, control over the achievement of goals, assessment, identifying the causes of errors and their correction. To form the ability to plan, I often use the technique "Discussion of a ready-made plan for solving an educational problem" in my work.
For example, I give the children the task of making a crossword puzzle in Russian with vocabulary words, which the guys have already studied, and I propose a work plan:
- See the list which vocabulary words have already been studied.
- Select multiple words from the list.
- Write these words on checkered paper so that they intersect.
- Write out from explanatory dictionarywhich stands for each word.
- Draw a crossword puzzle and number the cells.
- What do you think will help you this plan in composing a crossword puzzle?
- What happens if you rearrange the plan items? (Can I first draw a crossword puzzle and then select words from a list?).
Through such a conversation with the children, it turns out that the points of the plan should in no case be rearranged.
(practical part)
3. Monitoring and evaluation. Like any controlled process, learning activities assumes control. Students should develop the ability to check not only final result the work performed, but also the whole process of its implementation. The development of the ability to predict the results of one's actions, giving an account of the correctness of their implementation, comparing the performed actions with a certain pattern, allows not only to correct errors, but also to prevent the possibility of their occurrence.
The control should be motivating and diagnostic, and the assessment should be reflective and predictive. The actions of assessment and control can be called starting actions in the formation of educational activity.
Techniques for controlling action must be specially taught.
It is necessary to equip children with skills such as:
- highlight evaluation criteria,
- fix them in a certain way,
- carry out operational control,
- independently correct the identified deficiencies,
- express your point of view when assessing the answers of comrades, etc.
To form control actions at junior schoolchildren you can use the following techniques and tasks (pay attention to the slide):
In the first stages of learning control, these are all kinds of games, for example,
- "Ladder"
- "Number-controller"
- verification with a sample (ready-made answer);
- performing a task according to the algorithm;
- mutual control with a friend;
- (mutual control serves as a good school for the formation of self-control - after all, it is much easier to detect mistakes in a friend's work than in his own, and the student transfers the acquired control skills to his own activities).
A variety of techniques for the formation of self-control can be used in mathematics lessons:
- solution of the inverse problem;
- verification of the results obtained by the condition of the problem;
- the solution of the problem different ways;
- modeling;
- an approximate estimate of the desired results (estimate);
A prominent researcher of control and self-control problems M.E. Botsmanova emphasized: "If you manage to teach your child constant self-control, consider that you have taken a very important step - you put him on an escalator that will take him to the heights of independence."
As already noted, evaluation is directly related to the control action. Reflexive self-esteem is based on two abilities: the ability to see oneself from the outside, not to consider one's point of view as the only possible one; the ability to analyze their own actions.
- reception "magic rulers" (invention of assessment scales by schoolchildren);
At the initial stage of teaching assessment, we used "rulers", by which, by placing a cross above or below, we can measure any parameters of work.
Having collected the work, the teacher puts his plus signs on the rulers. The coincidence of the nursery and the teacher's room means: "You know how to evaluate yourself." In the event of a mismatch, the teacher once again reveals to the child his assessment criteria and asks him to be kinder or stricter to himself next time.
- the method of "task - trap" to reflect on the learned mode of action;
(the teacher says that some fairy-tale character (Dunno) wrote these sentences, but made 3 mistakes (at the initial stage it is better to voice the number of mistakes made, later give the task to find as many as they can.) Children, acting as teachers, check the sentences.
Reception "Composing tasks with traps" (identification or vision of possible erroneous places or places with different solutions, etc.);
- reception "smart questions";
(the ability not only to determine the "deficit" of their knowledge, but also to ask the right question to the teacher: "I don't know this, but I can find out if I ask the teacher a question ...").
- reception "multi-stage choice" (the ability to work with the table of "tasks") (cards)
- reception "multi-colored corrections" (the ability to work on improving their text (work). After completing the work, students are asked to hand in notebooks for checking. Notebooks are collected, viewed, but not graded. After a while, the teacher offers to take notebooks and make corrections with a pencil of a different color. Then the works are collected and analyzed again ...
Thus, the action of assessment in the course of solving an educational problem should allow students to determine whether they have mastered or not mastered general way solving educational problems; whether or not the result of training actions corresponds to their ultimate goal; whether students have opportunities for the upcoming problem solution; what is the "gain" in knowledge, methods of action, the students have obtained in the course of solving the educational problem offered to them.
Communicativeactions provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and consistently carry out joint activities, distribute roles, mutually control each other's actions, be able to negotiate, conduct a discussion, correctly express their thoughts, support each other and effectively cooperate as a teacher and with peers.
To form communicative UUD - tasks are offered for work in pairs, groups. Before starting to work in groups, we repeat the rules for working in a group.
I think that you will agree with me that designing lessons on the formation of an ECD is not an easy task, but today it is a requirement of the time. And we must keep up with the times so that children are in demand, since modern society asks for a learner who is able to study independently and repeatedly retrain throughout his life. The main thing for a teacher is to remember that all students are stars, small and large, close and distant, but equally beautiful. Each star chooses its own flight path. Every star dreams to shine. I think that the material of today's master class will help you light these stars.
V. Reflection of the master class.
Our master class has come to an end. I propose to evaluate your contribution to the achievement of the goals set at the beginning of the master class, your activity, the effectiveness of our work: the "Reflexive screen" technique will help you
"Reflective screen"
- today I found out ...
- it was interesting…
- it was difficult…
- i performed tasks ...
- i realized that ...
- now I can…
- i felt that ...
- i bought ...
- i learned…
- i managed …
- i could ...
- i'll try…
- surprised me ...
Thanks for attention.
And now I offer you a task that will help us determine what else tricks can be used at the stage planning a learning task.
Planning techniques.
Exercise 1.
(Group 1) The teacher asked the children to prepare olympiad tasks for 1st grade students in Russian: compose crosswords, rebuses or riddles with vocabulary words that first graders have already studied. Ilya performed the teacher's assignment. He decided to prepare puzzles and drew up a work plan.
- Make two puzzles.
- Select words from the list.
- To arrange the work beautifully.
- Look through the list which vocabulary words the guys have already passed.
Exercise 1. Determine what task the teacher will offer the children (in the work on the plan), and give a name for this technique.
(Group 2) The teacher asked the children to prepare the olympiad assignments for the 1st grade pupils in the Russian language: to compose crosswords, rebuses or riddles with vocabulary words that the first graders had already studied.
Elya decided to compose a crossword puzzle using mathematical concepts known to first graders. Elya wrote herself a work plan.
- Find out the names of all first graders.
- See the list which mathematical concepts the children have already passed.
- Select several concepts from the list.
- Create a crossword puzzle.
- Compose a story with all the words.
- To arrange the work beautifully.
- Count the number of vowels in each word.
Reception ____________________________________________________
Exercise 1. Determine what task the teacher will offer the children (in the work on the plan), and give a name for this technique.
(Group 3) The teacher asked the children to learn a poem for the competition. Gleb began to draw up a work plan, but he could not complete it.
Reception ____________________________________________________
- Select in a book or tutorial on literary reading suitable poem.
- ________________________________________________________________
- Read a poem in front of a mirror.
Discussion on group work.
So, for the formation of planning skills, the following techniques are the most successful:
- Discussion of the finished plan for solving the educational problem;
- Working with a deformed plan for solving an educational problem;
- Using a plan with missing or redundant items;
- Drawing up your plan for solving the educational problem.
Municipal budgetary educational institution
"Average comprehensive school №32
With in-depth study of individual subjects "
the city of Naberezhnye Chelny of the Republic of Tatarstan
Master class for teachers:
Formation of UUD on extracurricular activity
naberezhnye Chelny
2015 year
Purpose of the event:
To acquaint with the technology of forming universal educational actions based on extracurricular activities.
Tasks:
- the formation of concepts about a smile and a good mood;
Form good relationships between people;
To develop the desire to be tolerant in the society of people, to cultivate respect for people;
To contribute to the expansion of knowledge about relationships between people, about a good mood through work on literary works, game and life situations;
Contribute to the development of the emotional - sensory sphere of the personality, through musical accompaniment;
To promote the development of a sense of collectivism, cohesion, the ability to work in a team through group work, cognitive games.
Event progress:
1. Greetings.
Good afternoon! I'm glad to see you all!
Draw your mood, your state at the moment, you can convey your mood by depicting an object. (we are limited in time)
Turn the paper over and place it on the edge of the table.
2. Acquaintance with technology.
At each stage of the lesson, each of us is engaged in the formation of universal educational actions. I decided to show you this technology. UUD is a set of methods of a student's actions, which ensures his ability to independently assimilate new knowledge, including the organization of the assimilation process itself.
The universal learning activities can be grouped into four main blocks:
Personal actions allow you to make the teaching meaningful, linking them to real life goals and situations.
Regulatory actions include setting goals, planning, monitoring, correcting their actions, assessing the success of assimilation.
Cognitive actions include the actions of research, search, selection and structuring of the necessary information, modeling of the studied content.
Communicativeactions provide opportunities for cooperation: the ability to hear, listen and understand the partner. We will work in groups to form communicative actions.
I thought for a long time what to show to the master class. An excerpt from a lesson? I think it would not be very interesting for you to count examples in a column or write sentences dictation, so I decided to show an extracurricular event.
3. Identification of the place and cause of the difficulty.
You will find out the topic of today's event by solving the riddle. In the center of the table there are sheets of riddles, the answer is the same. On command, you turn over, read and guess the first riddle. Further, on command, you will guess the next riddle. Either you confirm the first version, or you are thinking further.
It lasts for a moment, and sometimes remains in memory forever.
Blooms on the face
It grows with joy.
What is the topic of today's event?
What goal will we set for ourselves?
At this stage, the problem was posed and the search for a solution is a technology for the formation of regulatory actions. They extracted information and made logical conclusions - this is the formation of cognitive activity.
What is a smile? Smile - expressive movements of the muscles of the face (lips, eyes and cheeks), showing disposition to laughter or expressing pleasure, greeting, goodwill or irony, mockery (grin)
Why does a person smile?
Who meets life with a smile
Who solves problems with a smile,
He, like the sun, warms everything,
He wins evil with a smile.
What role does a smile play in a person's life? Discuss in groups.
Let's listen to your versions. We name one thing, do not repeat ourselves.
A normal smile sends a signal to the brain that we are happy. And when we are happy, the body begins to produce various kinds of endorphins that cheer you up and those around you. We become more beautiful, more successful, with smiling people - a sea of \u200b\u200bfriends, prolongs life.
At this stage, there was a dialogue and work in groups - these are communicative actions. The selection of the necessary information is a cognitive action.
4. Reasons for good and bad mood.
There are boxes on the table, in one you put leaflets with inscriptions that destroy the mood, and in the other they improve the mood.
Malice Friendly attitude Swearing
Smile Insecurity Tactfulness
Gossip and gossip Friendship Avarice
Envy Self-confidence Pleasant clear voice
Pain Comfortable practical clothing Fear
Jealousy Chocolate tea Lack of sleep
Inner satisfaction Music Harsh loud voice
Vanity Nice warm colors Lack of self-discipline
Criticism Resentment Meeting Friends
Let's see what you put in a box that ruins a good mood.
Close the box and let's throw it away, get rid of what spoils our mood.
At this stage, group work is communicative action. The selection and search for the necessary information are cognitive actions. This is all connected with life - these are personal actions.
When we smile, we are less likely to make mistakes.
And more often we are rewarded with gifts of fate.
When we smile, we enjoy life.
And instantly we are freed from any sorrows.
A smile is free, simple and straightforward,
Funny and understandable, accessible to everyone.
When we smile, we heal ourselves.
And we are filled with strength, giving success!
5. Work on the work "Squirrel and Wolf"
Now I am going to read a fairy tale called "The Squirrel and the Wolf", and you listen carefully, after reading I will ask questions about the text.
The squirrel jumped from branch to branch and fell directly onto the sleeping Wolf. The wolf jumped up and wanted to eat it. The squirrel began to ask:
Let me in.
Okay, I'll let you in, just tell me why you squirrels are so funny. I'm always bored, but you look at you, you are up there - you keep playing and jumping.
Let me go to the tree first, I'll tell you from there, otherwise I'm afraid of you.
The wolf let go, and Belka went to the tree and from there said:
It makes you bored that you are angry. Your heart burns with anger. And we are cheerful because we do good and evil to no one.
What is the main idea of \u200b\u200bthe tale? (Good for someone with a good heart).
How is kindness related to our theme?
Kindness does not depend on color. Kindness is not gingerbread, not candy.
Only one must, one must be kind, and in trouble do not forget each other.
And the Earth will turn faster if we are kind to you.
It's not easy to be kind at all, not at all, kindness does not depend on growth,
Kindness brings joy to people and does not require a reward in return.
Kindness does not age over the years, kindness from the cold will warm you,
If kindness is like the sun shining, adults and children rejoice.
Agree, evil people do not know how to smile.
6. Working with the presentation.
And now, all the attention on the screen, let's cheer up.
Waking up, I smile at the Sun, Heaven and Earth!
Life is Beautiful! Life is wonderful!
People, smile at me!
You forget about problems, you forget about business!
Let a cheerful smile play on your lips!
Let your eyes shine with happiness!
Let the ringing laughter be heard!
And then in this world we will all be happy!
Enjoy life!
Laugh with happiness!
Don't hide your smiles
To spite all misfortunes!
Live! Love
Crazy and passionate!
Do not rush to be sad
After all, life is so beautiful!
7. Summary
Re-draw your current mood, state. I hope I was able to change, cheer up, or at least not spoil it?
SMILE!
Let's cheer ourselves up by playing. I will give the numbers, but you must not show them to anyone. Having memorized your number, you must line up in a row, forming in order. But one condition - do not talk, do not show on fingers. 1,3,4,5,7,8,9,10,11,12
Malice Friendly attitude
Swearing tact
Gossip and gossip Avarice
Friendship envy
Self-confidence Chocolate Tea
Comfortable practical clothing Fear
Jealousy Lack of sleep
Inner satisfaction
Vanity Nice warm colors
Lack of self-discipline
Criticism Resentment
Meeting Friends Love
It costs nothing, but it gives a lot.
It enriches those who receive it without impoverishing those who bestow it on it.
It lasts for a moment, but remains in memory for a long time.
She creates happiness in the home and serves as a password for friends.
Blooms on the face
It grows with joy.