Material for the teachers' council

"Usage

pedagogical technologies

for increase

quality

education"

N.I. Shulzhenko

November 2014

The wisdom of the desert dwellers says: "You can lead a camel to water, but you cannot make him drink." This proverb reflects the basic principle of learning - you can create all the necessary conditions for learning, but knowledge itself will occur only when the student wants to know. How do you get a student to want to know?

In my speech, I want to talk about pedagogical technologies that help me improve the quality of education.

Every year, the computer breaks into our lives more and more insistently, and with itInformation Technology. I believe that if the learning process is built on the basis of the use of information and communication technologies, then this will allow: to organize the activities of students based on the search, discovery of knowledge, development of independence, which will lead to an increase in the quality of learning in subjects.

Work on the interactive whiteboard.

The use of interactive technologies is becoming a commonplace in Russian education. Interactive equipment, such as interactive whiteboards, creates sustainable motivation for students to acquire knowledge and helps to creatively solve learning problems, thereby developing imaginative thinking of students. With the help of an interactive whiteboard, you can demonstrate presentations, create models, actively involve students in the process of mastering the material, and increase the pace of work in the lesson. The electronic board helps children overcome fear and embarrassment in the classroom, easily involving them in the learning process. The class does not remain indifferent. Due to the great visibility, the use of the board allows you to draw the attention of children to the learning process, increases motivation.

We have the opportunity to model our lesson together with students, demonstrate educational material, make written comments over the image on the screen, write down students' ideas and thus create a common outline with students together with educational material. At the same time, written on the interactive whiteboard can be saved, printed.

While working on interactive whiteboards, the concentration of students' attention improves, educational material is absorbed faster, and as a result, the performance of each student increases.

Presentation is a convenient and efficient way of presenting information using computer programs. It combines dynamics, sound, image, i.e. those factors that hold the child's attention for the longest time.

Scientists have proven that a person remembers 20% of what he hears and 30% of what he sees, and more than 50% of what he sees and hears at the same time. Therefore, facilitating the process of perceiving and remembering information with the help of vivid images is the basis of any modern presentation.

In addition, the presentation gives me the opportunity to independently compose the educational material, based on the characteristics of my class, topic, subject, which allows me to build a lesson in such a way as to achieve the maximum educational effect.

I use presentations at all stages of the lesson, and I find that they work quite effectively.

At the lessons of the world around the children with great pleasure prepare reports, messages, presentations on the topics studied. Homework becomes creative. Increases self-esteem, the activity of each student.

We often hear the words “interesting” and “not interesting” from students. Therefore, in my lessons I often usegame learning technologies. Students are happy to "play" and the assimilation of the material is easier.

Dynamically help to start the lesson game methods “Smile to each other”, “Say hello with your elbows”, « Say hello to your eyes." Children, completing the task, should touch, smile, name the names of as many classmates as possible. Such funny games allow you to start the lesson in a fun way, warm up before more serious exercises, and help establish contact between students within a few minutes.
I recently introduced the "Hot Chair" game technique. For the first time, when using this technique, the children were very worried and even suggested that they go to the hot chair as a group. The student sits on a hot chair, and the whole class asks him questions on a certain topic. The "Hot Chair" technique motivates students to know the rules, algorithms, and take their learning activities seriously.

You can complete the lesson by applying such game methods as "Chamomile", "Wise Advice", "Final Circle". Children tear off chamomile petals, pass colorful sheets around in a circle and answer the main questions related to the topic of the lesson, written on the back. These methods help to effectively, competently and interestingly sum up the lesson. For the teacher, this stage is very important, because it allows you to find out what the guys have learned well, and what you need to pay attention to in the next lesson. In addition, feedback from students allows the teacher to adjust the lesson for the future.

I also use problem-based learning techniques in my classes. They are especially relevant when learning new material, when children do not receive ready-made knowledge, but form it themselves. This technique allows children to approach the topic of the lesson on their own.

At the lessons I introduce students to the problem, while they jointly find ways to solve it in the contradictions available to students.

For example, when studying the topic “Natural areas” in the lessons of the world around us, I propose problematic tasks and questions, in the course of solving which children come to the necessary results. So, the initial position: "The plants of the tundra zone are more diverse than the plants of the zone of the Arctic deserts", a logical question arises: "Why?", "What are the reasons for such a difference?".

Students quickly master this kind of tasks, as the lessons are interesting, they develop a need to analyze, argue, prove their point of view.

Conclusion: To improve the quality of education, one should: use a variety of methods and technologies; apply information and communication approach in the learning process.

Teaching children today is difficult,

And it wasn't easy before.

"The cow gives milk."

The 21st century is the century of discoveries,

Age of innovation, novelty,

But it depends on the teacher

What children should be.:

I wish you that the children in your class

Glowing with smiles and love,

Health to you and creative success

In the age of innovation, novelty!

One of the most popular techniques in the theory and practice of Gestalt therapy is the empty chair exercise. It is widely known and very popular among practitioners. This powerful experiment involves sitting in a chair with an empty chair in front of it. You represent someone or something in this place that is important to you and/or causes difficulty in your life. This may be related to past events, your present life or future situations, people you are yet to meet (for example, a prospective partner or a future son or daughter).

The object can be any

like

• an aspect of your personality (such as something you don't like about yourself),
• physical manifestation (say, a constant headache) or appearance (perhaps too protruding ears),
• your home, work, negative event,
• behavioral stereotype (as, unmotivated aggression, the desire to control),
• your goal or desire, for example, to become rich and beautiful.

The Gestalt approach is still used by therapists around the world today.

Even if you are not struggling with one of the problems listed above, but feel that you need psychotherapy, you can always contact a Gestalt therapist to determine if this method is right for you. Strong self-awareness and the ability to live more fully in the present are two key elements for happy, fulfilling functioning. And it is on this that the basic principles of Gestaltism are built.

When you sit in a chair and vividly imagine a person or object sitting directly in front of you, you are invited to talk to him in your own way. This conversation will inevitably evoke a range of emotions and reactions. In a conversation, questions may be asked expressing thoughts or feelings that you have been hiding but may have always wanted to say, and so on.

At some point during the empty chair technique, the psychologist will ask you to switch roles. In other words, you assume the role of the person or object that you imagined opposite, and while in this role, sit and look at yourself in another chair. You are now having a conversation - with yourself - from the point of view of the person or object in the empty chair.

The meaning of the technique - everything that you imagine in the opposite chair - this is what inevitably has great significance for you.

And typically represents an unresolved conflict or pain point - unfinished gestalt, which needs to be solved. It also tends to reveal emotions or personality traits that you have denied, ignored, or tried to disown. By completing the exercise, you will have a better understanding of yourself and a new perspective on the person, situation, or thing you encounter while working.

One of the most rewarding results is the realization of what is vital to your personal growth. Any conflict you experience consists of your own perspective, expectations, memories (whether accurate or not), feelings, and judgments about a situation or thing. All these considerations are within you - and you have the power and responsibility to resolve this inner conflict.

Master class "Using critical thinking techniques in primary school lessons"

11.01.2015 10091 932

Makukhina Yulia Vasilievna

primary school teacher

KSU "Korneevskaya secondary school"

Esilsky district, North Kazakhstan region

Those who know how to think know how to ask questions.

Alison King

Goals:

Expand the concept of critical thinking and methods of developing critical thinking;

Show techniques for using techniques in your practical work

Equipment: interactive whiteboard, presentation

Success Criteria:

Know the techniques of critical thinking;

To be able to select the most appropriate methods for the formation of critical thinking skills in students in the subject.

The target audience: school teachers

Master class progress

1. Psychological attitude (creation of a collaborative environment).

Video "Positive attitude"
Hello, those who are ready to work creatively!
Hello those who love to dream!
Hello those who dream of flying!
Hello sweet lovers!

Speaking of sweets, I suggest you take one dessert you like from the table. Bolder, bolder. Study its shape, taste, color, texture, size. We open, we study.

Division into groups "Candy"

Defining rules for working in groups

Respect for all members of the group; - the ability to listen and hear all members of the group; - helping each other; - active participation of all members of the group in the work;

2. Familiarization of teachers with the modules of the Program.

Brief description of the module "Teaching critical thinking"

3. Using critical thinking techniques in the lessons in the primary grades . Watch a video about critical thinking.

CHALLENGE stage

Update and analyze existing knowledge and ideas on the topic under study;

Arouse interest, activate the student;

Structure the subsequent learning process

Call stage functions

Ø Motivational;

Ø Informational;

Ø Communication;

Reception "Basket of ideas

Reception "Do you agree with this statement?"

Reception "How would you comment on the epigraph"

Reception "Do you believe that..."

Reception "Z-X-U" ("I know, I want to know - I found out")

Practical part. Group work.

"Do you believe that..."

Do you believe that at the end of the seminar, you will take something for your pedagogical piggy bank?

Do you believe that you will be tired at the seminar today?

Do you believe that children can be taught to learn?

Reception "Basket of Ideas"

What is critical thinking in your understanding? (teachers on stickers write their opinion on this issue and attach them to the “basket of ideas”

Stage "THE CONSIDERATION"

Getting new information;

Her comprehension

Correlation of new information with own knowledge;

Maintain activity and interest.

Functions of the comprehension stage

Ø Systematization;

Ø Informational;

- Reception "Insert"

Stages of work:

1. Each student is given a text and a table

2. Reading and understanding the text, followed by notes in the margins of the text

"+" - if they think they know it;

"-" - if they think that it contradicts the knowledge that they have;

«v » - if what you have read is new;

"?" - if what you read turned out to be incomprehensible and requires clarification.)

4. Systematization of the text

5. Filling in the table in the form of compressed information (it can be a word, phrase, concept, etc.)

6. Discussion in groups on a given topic.

7. Then there is an intergroup discussion of each column.

- Reception "Reading with notes"

Practical part. Group work

- Argument Table Reception

Argument	Why yes"	Why not"
Emelya in the fairy tale "At the command of the pike" was a lazybones

Reception "Interrogation". Group work

Reception "Thin and thick questions"

Subtle questions:	Thick questions
Who…. What… When.. Maybe… Will be.. Could.. What was the name... Do you agree Right…	Give an explanation why... Why do you think…… Why do you think so….. What is the difference… Guess what will be... What if..

Stage "REFLEXION"

Expressing new ideas and information in your own words;

Holistic understanding and generalization of the information received based on the exchange of views between students with each other and the teacher;

Functions of the reflection stage

Ø Communication;

Ø Informational;

Ø Motivational;

Ø Estimated;

Reception "Confused logical chains"

Writing syncwine

- Reception "Writing an ESSAY

Reception "Cluster"

Hot chair reception

Practical part. Group work

Reception "Cluster"

Used as a debriefing tool

as a stimulus for the emergence of new associations

and graphic images of new knowledge.

Stages of work:

1. A keyword is written out;

2. Words and sentences on the topic are recorded;

3. The material is divided into separate blocks;

4. The logical connections between the blocks are established and expressed graphically.

Making a cluster with the word teacher. Protection of clusters by groups.

Reception "Confused logical chains"

Stages of work:

1. Terms (a sequence of terms) are written on the board or cards, some of them with errors;

2. Groups are invited to correct errors or restore the order of recording.

Reception "Sinkwine"

Cinquain is a poem that requires the synthesis of information and material in brief terms. Translated from French, the word "cinquain" means a poem consisting of five lines, which is written according to certain rules.

Rules for writing syncwine:

1. The first line is the name of the topic in one word (noun)
2. The second line is a description of the topic in a nutshell (adjectives or participles)
3. The third line is a description of the action in three words (verbs or participles)
4. The fourth line is a phrase of four words, showing the attitude to the topic
5. A one-word synonym that repeats the essence of the topic

Group work. Drawing up a syncwine for the words thinking, learning. Protection of syncwines.

Hot chair reception

To demonstrate this technique, you can invite a certified teacher. Each of the groups thinks through the questions and asks them to the teacher, who is currently sitting on the "hot chair"

How has the quality of teaching in your subject changed since you completed the three-level courses?

What changes have you seen in your students? Describe them.

What do you think is needed in order to achieve the best possible result in the quality of education at school?

The use of critical thinking techniques in the classroom gives the student:

Increasing the efficiency of information perception;
- increasing interest both in the material being studied and in the learning process itself;
- ability to think critically;
- the ability to take responsibility for one's own education;
- ability to work in cooperation with others;
- improving the quality of education of students;
- the desire and ability to become a person who learns throughout life.

The use of critical thinking techniques in the classroom gives the teacher:

Ability to create an atmosphere of openness and responsible cooperation in the classroom;
- the ability to use a learning model and a system of effective methods that contribute to the development of critical thinking and independence in the learning process;
- to become practitioners who can competently analyze their activities;
- become a source of valuable professional information for other teachers.

Video "You have a choice"

Reflection of the master class. Sticker assessment.

Reflection "Wish"

Let's join hands and wish each other in a circle:

Get rid of…

Be always…

Remember...

I wish you to bloom, grow,

Save, improve health.

It is for a long journey -

The main condition.

May every day and every hour

You will get a new one

May your mind be good.

And the heart will be smart.

I sincerely wish you

Friends, all the best.

All the best, friends

It's not cheap for us.

S.Marshak

Did you enjoy the activity? Then let's thank each other for a good job with loud applause. Thank you! Goodbye!

Download material

See the downloadable file for the full text.
The page contains only a fragment of the material.

In the middle of the last century, a new direction of psychotherapy was formed - Gestalt therapy. This psychotherapeutic impact includes a number of specific techniques. These include traditional psychoanalysis, body-oriented therapy, psychodrama, art therapy and other psychological techniques.

The term "gestalt" is derived from the German word "gestalt", which means "form", "figure". At the heart of this psychotherapeutic trend is a program to expand a person's own self-awareness. During classes, the patient gradually comprehends his life, tries to find his own relationship with the outside world and the people living in it.

According to experts who use this method in practice, any approaches and techniques of Gestalt therapy contribute to strengthening the processes of internal awareness through a dialogue between the patient and the therapist. Classes are usually held in a group or individual form of communication. It all depends on the desire of people who prefer Gestalt therapy.

The initial technique is the conclusion of an agreement-contract between the parties involved. The therapist and the patient are equal partners. When concluding a contract, the aspect of existing problems that need to be overcome is specified, the goals that the patient wants to achieve are formed. The value of the first stage of Gestalt therapy lies in the fact that, despite the equal conditions between the communicating parties, already at the conclusion of the contract, the patient learns to take responsibility for the results of therapy.

Among the numerous approaches of this method of psychotherapy, the main attention is paid to the technique of dialogue and projective techniques. The dialogue technique is carried out during contact between the therapist and the patient, during which the specialist monitors various experiences, and most importantly, the mechanisms for interrupting the patient's emotional state. The designed technique implies an approach aimed at working with images, imaginary dialogues, dreams. As a rule, in practice, both techniques are closely interconnected.

Perhaps one of the most widely used is the “hot chair” technique, which is carried out in group classes. A "hot chair" refers to a seat that a person sits down to talk about their own problem. The interaction takes place exclusively between him and the therapist. The remaining participants in group sessions are passive spectators and are included in the dialogue only at the direction of the therapist. The main essence of this Gestalt therapy technique is to analyze the emotions and experiences of people. Moreover, it is especially important that others talk about their own feelings and not give advice to a patient who is sitting in a “hot chair”.

An original therapeutic technique called focused awareness (concentration) gives a positive effect. This activity takes place on three levels. The first is the awareness of the surrounding external world, what a person sees, hears. The second implies an internal state - emotions, bodily sensations. The third is human thoughts. Everything happens in the “here, now” projection, that is, the patient talks about what he feels at the moment. This concentration, or focusing, helps the patient to greatly sharpen his sensations. In addition, the monologue-awareness brings valuable information for the therapist conducting the training.

Of great benefit is the "empty chair" technique, on which an imaginary (sometimes significant for the patient) person with whom communication takes place is placed. Such a dialogue can reveal many of the patient's personal problems and is a powerful therapeutic effect.

Another valuable technique is the technique of working with polarities. In the personality of any person, opposites (polarities) coexist. A person who is unsure of himself is recommended to present some confident part of his own personality and conduct a dialogue based on this. And a person experiencing problems in interpersonal communication is recommended to make some request (even ridiculous) to another, which in real life is an insurmountable difficulty for him.

All techniques significantly expand the zone of awareness of personal behavior. Gestalt therapy is an effective psychotherapeutic direction that helps to find your own "I"!