Lesson types during the introduction of GEF IEO

	Lesson type	Special purpose	Learning effectiveness
	The lesson of the primary presentation of new knowledge.	Primary assimilation of new subject knowledge, skills and abilities.	Reproduction in your own words of rules, concepts, algorithms, performing actions according to a model, algorithm.
	A lesson in the formation of initial subject skills.	Application of acquired knowledge or methods of learning actions in the conditions of solving educational problems (tasks).	Correct reproduction of task performance samples, error-free application of algorithms and rules in solving educational problems.
	A lesson in the application of subject knowledge, skills and abilities.	Application of subject knowledge, skills in the conditions of solving educational problems of increased complexity.	Independent solution of problems (performing exercises) of increased complexity by individual students or a class team.
	Lesson of generalization and systematization of subject knowledge, skills.	Systematization of subject knowledge, skills, universal educational actions (solving subject problems).	The ability to formulate a generalized conclusion, the level of formation of universal educational activities.
	Lesson type	Special purpose	Learning effectiveness
	repetition lesson	Consolidation of subject knowledge, skills, formation of universal educational activities.	Error-free execution of exercises, problem solving by the student, the class team; unmistakable verbal responses; the ability to find and correct errors, to provide mutual assistance.
	Control lesson.	Testing subject knowledge, skills, abilities, ability to solve practical problems.	The results of control or independent work.
	Corrective lesson.	Individual work on the mistakes made.	Independent finding and correction of errors.
	Combined lesson.	Solving problems that cannot be completed in one lesson.	Planned result.
	Study tour.	Direct study of the phenomena of the surrounding world.	Application of knowledge, abilities, skills in the study of the phenomena of the surrounding world in real life situations; creative reporting.
	A lesson in solving practical, design problems.	Practical orientation of the study of theoretical positions.	Using the means of the training course in order to study the world around.

The main stages of the lesson in the framework of the introduction of GEF IEO

	The main stages of the lesson, reproducing a holistic educational process	Observed learning and learning practices
	Independent creative use of the formed skills and abilities	Solving educational problems of increased difficulty or practical tasks.
	Dynamic pause	Basic techniques of dynamic pause.
	Generalization of what has been learned and its inclusion in the system of previously learned subject competencies and UUD	Using new content in conjunction with previous studied material in the conditions of frontal survey, conversations, problem solving and exercises. Techniques for the formation of UUD, ICT - competencies.
	Reflection of activity	Summing up the results of joint and individual activities of students (new content studied in the lesson and assessment of personal contribution to joint educational activities), achieving the goal. Techniques for the formation of UUD, ICT - competencies.
	Control over the process and result of educational activities of schoolchildren	Teaching methods of control and self-assessment of activities. The ability of students to independently find and correct errors, to determine the degree of success. It manifests itself in the oral statements of children and in the results of written work. Techniques for the formation of UUD, ICT - competencies.
Lesson Requirements	Traditional lesson	Lesson in the context of the introduction of GEF IEO
Lesson topic announcement	The teacher tells the students	Formed by students
Communication of goals and objectives	The teacher formulates and tells the students what they should learn	Students themselves formulate, defining the boundaries of knowledge and ignorance
Planning	The teacher tells the students what work they need to do to reach the goal	Students planning ways to achieve the intended goal
Practical activities of students	Under the guidance of a teacher, students perform a number of practical tasks (the frontal method of organizing activities is more often used)	Students carry out educational activities according to the planned plan (group, individual methods are used)
Exercising control	The teacher supervises the implementation of practical work by students	Students exercise control (forms of self-control, mutual control are used)
Implementation of the correction	The teacher, in the course of performing and following the results of the work performed by the students, corrects	Students formulate problems and correct them on their own.
Student Assessment	The teacher assesses the students for their work in the lesson	Students evaluate activities based on their results (self-assessment, assessment of the results of the activities of comrades)
Lesson summary	The teacher asks the students what they remember	Reflection is underway
Homework	The teacher announces and comments (more often - the task is the same for everyone)	Students can choose a task from the ones proposed by the teacher, taking into account individual abilities.

The lesson of "discovery" of the new knowledge.
activitygoal - the formation of students' skills to implement new ways of action.

Reflection lesson.

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.).

Lesson of general methodological orientation.
Activity goal: the formation of students' activity abilities and abilities to structure and systematize the studied subject content.

A lesson in developmental control.

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

Scheme for analyzing the lesson based on the results of the Federal State Educational Standard

Teacher:____________. Class:___. Thing:__________. Subject:______________________

Fragments of the lesson: types of student activities, assignments, etc.

Use of activity-type technologies:

Problem dialogue (problem situation, search for a solution, application of a new one, etc.).

Productive reading (work with the text before reading, during reading, after reading).

Evaluation of educational success (self-assessment according to the algorithm, etc.).

What results are demonstrated in the form of universal learning activities (indicate the group and specific types of activities):

Regulatory: define the goal and draw up a plan, act according to the plan, evaluate the result.

Cognitive: extract information, process it (analysis, comparison, classification ...), present it in different forms.

Communicative: convey one's position, understand others (including reading information given in an explicit and implicit form - subtext, concept), cooperate.

Personal: evaluate actions, explain moral assessments and motives, self-determine in the value system (for more details, see Table UUD).

What can be done better next time?

Development issues:

- universal training activities;

- subject skills.

Other problems of interaction between the teacher and students, which appeared in this fragment of the lesson.

I.Organizing time.

Purpose: the inclusion of students in activities at a personally meaningful level. "I want because I can."

1-2 minutes;

Students should have a positive emotional orientation.

Inclusion of children in activities;

Selection of content area.

Work methods:

The teacher at the beginning of the lesson expresses good wishes to the children; offers to wish each other good luck (clapping in the palm of each other with a neighbor on the desk);

The teacher invites the children to think about what is useful for successful work in the lesson; children speak out;

Motto, epigraph ("With little luck, great success begins");

Self-examination of homework according to the model.

Set up the children for work by talking with them the lesson plan (“let's practice solving examples”, “get acquainted with a new computational technique”, “write an independent work”, “repeat the solution of compound problems”, etc.)

II. Knowledge update.

Purpose: repetition of the studied material necessary for the "discovery of new knowledge", and the identification of difficulties in the individual activity of each student.

1. 4-5 minutes;

2. The emergence of a problem situation.

Actualization of ZUN and mental operations (attention, memory, speech);

Creation of a problem situation;

Identification and fixation in loud speech: where and why did the difficulty arise; topics and objectives of the lesson.

First, the knowledge necessary to work on new material is updated. At the same time, work is underway on the development of attention, memory, speech, mental operations.

Then a problem situation is created, the purpose of the lesson is clearly spelled out.

III. Statement of the educational task.

Purpose: discussion of difficulties (“Why are there difficulties?”, “What do we not know yet?”);

pronouncing the purpose of the lesson in the form of a question to be answered,

or in the form of a lesson topic.

Methods for setting a learning task: a dialogue that encourages from a problem situation, a dialogue leading to a topic.

IV. "Discovery of new knowledge"

(construction of a project to get out of difficulty).

Stage of learning new knowledge and ways of action

Purpose: solving the KM (oral problems) and discussing the project of its solution.

Ways: dialogue, group or pair work:

Methods: a dialogue that encourages hypotheses, a dialogue that leads to the discovery of knowledge, a dialogue that leads without a problem.

Organization of independent research activities;

Derivation of the algorithm.

Children receive new knowledge as a result of independent research conducted under the guidance of a teacher. They are trying to express the new rules in their own words.

At the end, the discussion is summed up and the generally accepted formulation of new algorithms of actions is given.

To better remember them, where possible,

the method of translating the rules into the language of images is used.

V. Primary fastening.

The stage of consolidating knowledge and methods of action

Purpose: pronunciation of new knowledge, recording in the form of a reference signal.

4-5 minutes;

Ways: frontal work, work in pairs;

Means: commenting, marking with iconic symbols, performing productive tasks.

Performing tasks with pronunciation in loud speech

In the process of primary consolidation, examples are solved with commenting: children pronounce new rules in loud speech. VI. Independent work with self-test

according to the standard.

Introspection and self-control

The stage of application of knowledge and methods of action

Purpose: everyone must conclude for himself that he already knows how.

4-5 minutes;

A small amount of independent work (no more than 2-3 typical tasks);

Done in writing;

Methods: self-control, self-assessment.

When conducting independent work in the classroom, each child pronounces new rules to himself.

When checking the work, everyone should check himself - whether he understood everything, whether he remembered the new rules. Here it is necessary to create a situation of success for each child.

VII. Inclusion of new knowledge in the knowledge system and repetition.

7-8 minutes;

First, invite students from a set of tasks to choose only those that contain a new algorithm or a new concept;

Then exercises are performed in which the new knowledge is used together with the previously learned.

When repeating previously studied material,

game elements - fairy-tale characters, competitions.

This creates a positive emotional background,

Helps develop children's interest in learning.

VIII. Reflection of activity (the result of the lesson).

Purpose: students' awareness of their UD (learning activity), self-assessment of the results of their own and the whole class.

2-3 minutes;

Questions:

What was the task?

Were you able to solve the task?

How?

What were the results?

What else needs to be done?

Where can new knowledge be applied?

In the process of primary fixing, examples are solved with

The main form of organization of the educational process is the lesson. One of the important conditions lesson is a rational choice of its type and observance of the main elements of its structure.

Quite often there is a discrepancy between lesson type and its main structural elements (for example, in the lesson of systematization and generalization, there is no systematization at all in a certain system of relationships, but is only a repetition of individual facts or actions in the form of a list). This is especially true for lessons in the form of games, competitions, etc. A typical mistake is that sometimes the concepts of “defining the topic, goals and objectives of the lesson” are substituted with the “motivation” of educational activities.

There are several approaches tolesson classification: according to the didactic goal, according to the goal of organizing cognitive activity, according to the main stages of the educational process, teaching methods, according to the methods of organizing the educational activities of students.

The didactic goal is the most important component of the learning process, so the classification on this basis is closest to the real lesson. interesting typology of lessons based on didactic purpose is the classification of the lessons of V.A. Onischuk

The type of lesson determines the features of its structure (presence, sequence and interconnection of elements). Some lessons include all elements of the structure, others - only some.

Lesson in learning new knowledge

Purpose: students' assimilation, perception, understanding of certain concepts, laws, theories.

The most effective process of mastering new concepts, skills and abilities is carried out by students during vigorous activity, due to the use by the teacher of a variety of methods, teaching aids and technologies.

Lesson structure

Checking homework, reproduction and correction of students' basic knowledge (5-7 min.).

Motivation of educational activity of students. Messages about the topic, goals, objectives of the lesson and the motivation of the educational activities of schoolchildren (up to 5 minutes).

Perception and primary awareness of new material, understanding the connections and relationships in the objects of study (10-20 minutes / For a junior student / or 10-30 minutes / For a high school student /).

Generalization and systematization of knowledge (10-15 min.).

Summing up the lesson and reporting homework (up to 10 minutes).

Most often, such a lesson is an introductory lesson of a course (topic, section), when it is slightly related to the topic of the previous lesson. Also, it is correct to choose this type of lesson in the case when the content of the material is complex, voluminous, contains a significant number of new concepts and provisions.

An explanatory-illustrative, problem statement can be used. The lesson can be held in the form of a conversation, lecture, excursion, video lesson, educational conference with prepared reports (messages) of students. During the lesson, it is appropriate to take notes, draw up abstracts, reference diagrams, work with a textbook, a map, etc. The main thing is that the study of new material by students should not proceed passively, but in the course of a variety of active cognitive activities.

Lesson of mastering skills and abilities

Purpose: consolidation and awareness of previously learned material (knowledge, skills), mastery of certain theoretical material, rule or algorithm by students. The process of assimilation of skills and abilities is most effectively carried out by students during vigorous activity, due to the use by the teacher of various methods, teaching aids and technologies.

Lesson structure

Updating the basic knowledge and practical experience of students.

Checking homework, reproduction and correction of the basic knowledge and experience of students (preparatory tasks).

Messages topics, goals, objectives of the lesson and the motivation of the educational activities of schoolchildren.

Learning new material (introductory exercises).

Primary application of acquired knowledge (trial exercises).

Application by students of knowledge in standard conditions in order to master skills (training exercises).

a) model exercises;

b) exercises according to the instructions;

c) exercises on the instructions of the teacher.

Creative transfer of knowledge and skills to new conditions in order to form skills (creative exercises).

Lesson summary and homework report.

The basis of such a lesson can be called training in various versions, which require the student to transfer knowledge and skills to new, non-standard situations. Practical work is used to conduct such lessons. In the pedagogical literature, this particular type of lesson is recommended as the most appropriate for subjects such as physics, chemistry, geography, biology and, of course, computer science. Practical work are presented in a significant number in the curriculum, and practical tasks are an integral part of virtually every informatics lesson.

Lesson content This type has significant opportunities for great variability of tasks and contributes to the differentiation and individualization of training. A lesson in the formation and improvement of skills and abilities can be held in the form of games, competitions, etc. and combine both individual, and frontal, and group methods of work.

Purpose: to teach independently and creatively apply knowledge, skills and abilities in life conditions, to help prepare students for life, work in production, to strengthen the connection between theory and practice, to develop students' industriousness, independence and creative activity in solving various production tasks and life problems.

Lesson structure

Checking homework, reproduction and correction of the basic knowledge, skills and abilities necessary for students to independently complete a practical task.

Motivation of educational activity.

Understanding the content and sequence of application of practical actions.

Independent performance of tasks by students under the guidance of a teacher.

Generalization and systematization by students of the results of work.

Students' report on the methods and results of the work and the theoretical interpretation of the results.

Lesson summary, homework report.

Lesson in the application of knowledge, skills and abilities(practical work)

Lesson structure

Updating the basic knowledge and activities of students necessary for creative problem solving.

Assimilation of new knowledge.

Formation of elementary skills based on their application in standard conditions.

Formation of differentiated generalized skills.

Problem analysis (disclosure of ways to solve creative elements).

Preparation of the equipment necessary for work.

Independent implementation of the practical part of the work.

Creative application of generalized knowledge, skills and abilities in constantly changing conditions, or in situations close to life.

Control, self-control, mutual control in the process of doing work.

Lesson results.

Homework message.

Lesson of generalization and systematization of knowledge

Purpose: bringing the concepts learned by students into a coherent system that provides for the disclosure and assimilation of connections and relationships between its elements; conscious mastery of the basic theories and leading ideas of the subject or the principles of the relevant branch of science.

These lessons are aimed at solving two main didactic tasks:

a) checking and establishing the level of mastery by students of the basics of theoretical knowledge and methods of cognitive activity;

b) repetition, correction and deeper understanding of educational material.

Lesson structure

Message topics, goals, objectives of the lesson and the motivation of the educational activities of schoolchildren.

Reproduction and correction of the basic knowledge of students.

Repetition and analysis of basic facts, events, phenomena.

Repetition, generalization and systematization of concepts, assimilation of the corresponding system of knowledge, leading ideas and basic theories.

For systematization and generalization, the key questions of the course are highlighted. Attention is drawn to the discovery and disclosure in the already learned material of patterns, logical connections, the deep essence of processes and phenomena, to the transition from individual to broader generalizations. It should be noted that systematization implies a certain form of reflection of individual facts in a certain system of relations - a scheme that summarizes the table. In any case, the simple reproduction of individual facts or actions at the end of the study of a topic cannot be considered systematization. It will be a simple repetition.

A lesson of this type can take the form of an overview lecture, conversation, surveys, the implementation of a system of tasks, etc.

Lessons of control and correction of knowledge, skills and abilities.

Lessons of this type are intended for:

a) monitoring the level of assimilation of theoretical material by students, the formation of skills and abilities;

b) correction of knowledge, skills and abilities acquired by students.

Purpose: checking the quality and strength of the learned material, the formation of skills and abilities, making adjustments, identifying gaps in knowledge, skills and abilities, identifying the quality of assimilation of knowledge, skills and abilities.

Lesson structure

1. Motivation of the educational activity of schoolchildren and communication of the topic, goals and objectives of the lesson:

Showing the need for a wide and free use in life situations of the knowledge, skills and abilities acquired at school;

A message about the nature of the tasks in the lesson, the sequence and methods of their implementation, the presentation of the results of independent work.

2. Checking students' knowledge of factual material and the ability to reveal elementary external connections in objects and phenomena:

Oral frontal conversation;

Oral individual survey.

3. Checking students' knowledge of the basic concepts (laws) and the ability to explain their essence, to give the most convincing arguments in their judgments and examples:

Written work (8 - 10 min.)

Individual survey.

4. Checking the depth of students' understanding of knowledge and the degree of their generalization:

Written survey;

Self-compilation or filling of the table.

5. Application of knowledge by students in standard conditions:

Written problem solving (computational, qualitative or cognitive)

Performing independent practical tasks with ready-made data, formulated questions and a known way of performing actions.

6. Application of knowledge in changed (non-standard) conditions:

Performing complex creative written work that requires the transfer of acquired knowledge and methods of performing actions in new conditions;

Implementation of complex creative practical tasks.

7. Verification, analysis and evaluation of completed tasks.

8. The results of the lesson and the message of homework.

Such lessons are held at the end of the study of the topic, section and perform a number of functions: controlling, teaching, educational, diagnosing, etc.

Testing lessons can be organized in a very diverse way (in the form of competition games, knowledge control, etc.), they have ample opportunities for combining in individual and group work.

Combined lesson

Lesson structure:

various combinations of structural elements of various types of lessons are used.

1. Actualization of sensory experience and basic knowledge of students.

2. Motivation of educational activity of students.

3. Message topics, lesson tasks.

4. Perception and assimilation by students of new educational material.

5. Application by students of knowledge and actions in standard conditions in order to master skills (training exercises).

6. Creative transfer of knowledge and skills to new conditions in order to form skills (creative exercises).

7. Analysis of students' achievements.

8. The results of the lesson.

The lesson structures discussed above are indicative. They provide for variability depending on the age of the students, their preparation, the content of the educational material, teaching methods, the location of the lessons, etc.

Approximate structure of each type of GEF lesson

1. The structure of the lesson of mastering new knowledge:

1) Organizational stage.

3) Actualization of knowledge.

6) Primary fastening.

7) Information about homework, briefing on its implementation

8) Reflection (summing up the lesson)

2 The structure of the lesson for the integrated application of knowledge and skills (lesson of consolidation).

1) Organizational stage.

2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update.

4) Primary fastening

in a familiar situation (typical)

in a changed situation (constructive)

5) Creative application and acquisition of knowledge in a new situation (problem tasks)

6) Information about homework, instructions for its implementation

3. The structure of the lesson for updating knowledge and skills (repetition lesson)

1) Organizational stage.

2) Checking homework, reproduction and correction of knowledge, skills and abilities of students necessary for the creative solution of the tasks.

3) Setting the goal and objectives of the lesson. Motivation of educational activity of students.

4) Actualization of knowledge.

in order to prepare for the control lesson

in order to prepare for the study of a new topic

6) Generalization and systematization of knowledge

4. The structure of the lesson of systematization and generalization of knowledge and skills

1) Organizational stage.

2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.

3) Actualization of knowledge.

4) Generalization and systematization of knowledge

Preparing students for generalized activities

Reproduction at a new level (reformulated questions).

5) Application of knowledge and skills in a new situation

6) Control of assimilation, discussion of the mistakes made and their correction.

7) Reflection (summing up the lesson)

5.The structure of the lesson for the control of knowledge and skills

1) Organizational stage.

2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.

3) Identification of knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student).

Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed.

4) Reflection (summarizing the lesson)

6. The structure of the lesson for the correction of knowledge, skills and abilities.

1) Organizational stage.

2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.

3) Results of diagnostics (control) of knowledge, skills and abilities. Identification of typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.

Depending on the diagnostic results, the teacher plans collective, group and individual ways of teaching.

4) Information about homework, briefing on its implementation

5) Reflection (summing up the lesson)

7. The structure of the combined lesson.

1) Organizational stage.

2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.

3) Actualization of knowledge.

4) Primary assimilation of new knowledge.

5) Initial check of understanding

6) Primary fastening

7) Control of assimilation, discussion of the mistakes made and their correction.

8) Information about homework, instructions for its implementation

9) Reflection (summing up the lesson)

The structure of the lesson ONZ.

1. Motivation (self-determination) for learning activities (“must” - “want” - “can”) 1-2 min.

2. Actualization and fixation of an individual difficulty in a trial educational action - 5-6 minutes.

3. Identification of the place and cause of the difficulty - 2-3 minutes.

4. Building a project for getting out of a difficulty -5-6 min.

5. Implementation of the constructed project - 5-6 min.

6. Primary consolidation with pronunciation in external speech - 4-5 minutes.

7. Independent work with self-test according to the standard - 4-5 minutes.

8. Inclusion in the knowledge system and repetition - 4-5 minutes.

9. Reflection of educational activity - 2-3 min.

Students' ability to learn:

1-4 min. – 60% of information

5 - 23 min. – 80% of information

24 -34 min. – 50% information

35 -45 min. – 6% information

How to build a lesson to implement the requirements Second generation standards?

To build a lesson within the framework of the GEF IEO, it is important to understand what should be the criteria for the effectiveness of the lesson.

1. The objectives of the lesson are set with a tendency to transfer the function from the teacher to the student.

2. The teacher systematically teaches children to carry out a reflexive action (to assess their readiness, to detect ignorance, to find the causes of difficulties, etc.)

3. A variety of forms, methods and techniques of teaching are used, which increase the degree of activity of students in the educational process.

4. The teacher owns the technology of dialogue, teaches students to put and address questions.

5. The teacher effectively (appropriate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.

6. At the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students).

7. The teacher achieves understanding of the educational material by all students, using special techniques for this.

8. The teacher strives to evaluate the real progress of each student, encourages and supports minimal progress.

9. The teacher specifically plans the communicative tasks of the lesson.

10. The teacher accepts and encourages, expressed by the student, his own position, a different opinion, teaches the correct forms of their expression.

11. Style, tone of relationships, set in the lesson, create an atmosphere of cooperation, co-creation, psychological comfort.

12. At the lesson, a deep personal influence "teacher - student" is carried out (through relationships, joint activities, etc.)

Let's consider the approximate structure of the lesson for introducing new knowledge within the framework of the activity approach.

1. Motivation for learning activities. This stage of the learning process involves the conscious entry of the student into the space of learning activities in the classroom.

To this end, at this stage, his motivation for educational activities is organized, namely: 1) the requirements for him from the side of educational activities are updated (“must”);
2) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);

3) a thematic framework is established (“I can”). In the developed version, there are processes of adequate self-determination in educational activity and self-assertion in it, involving a comparison by the student of his real “I” with the image “I am an ideal student”, conscious subordination of himself to the system of normative requirements educational activities and the development of internal readiness for their implementation.

2. Actualization and fixation of an individual difficulty in a trial learning activity. At this stage, preparation and motivation of students for the proper independent implementation of a trial educational action, its implementation and fixation of individual difficulties are organized. Accordingly, this stage involves:

1) actualization of the studied methods of action, sufficient for the construction of new knowledge, their generalization and sign fixation;
2) actualization of the corresponding mental operations and cognitive processes;
3) motivation for a trial educational action (“must” - “can” - “want”) and its independent implementation;
4) fixation of individual difficulties in the implementation of a trial educational action or its justification. 3. Identification of the place and cause of the difficulty. At this stage, the teacher organizes the students to identify the place and cause of the difficulty. To do this, students must:

1) restore the performed operations and fix (verbally and symbolically) the place - step, operation where the difficulty arose;

2) correlate their actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are not enough to solve the original problem and problems of this class or type in general

4. Building a project to get out of the difficulty (goal and theme, method, plan, means). At this stage, students in a communicative form consider a project for future learning activities: set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of an introductory dialogue, then a prompt one, and then with the help of research methods.

5. Implementation of the constructed project. At this stage, the project is being implemented: the various options proposed by the students are discussed, and the best option is selected, which is fixed in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused difficulty. In conclusion, the general nature of the new knowledge is clarified and the overcoming of the difficulty that arose earlier is fixed.

6. Primary consolidation with pronunciation in external speech. At this stage, students in the form of communication (frontally, in groups, in pairs) solve typical tasks for a new method of action with pronouncing the solution algorithm aloud.

7. Independent work with self-test according to the standard. During this stage, an individual form of work is used: students independently perform tasks of a new type and carry out their self-examination, step by step comparing with the standard. At the end, a performing reflection of the implementation of the constructed project of educational activities and control procedures is organized. The emotional orientation of the stage consists in organizing, if possible, for each student a situation of success that motivates him to be included in further cognitive activity.

8. Inclusion in the system of knowledge and repetition. At this stage, the limits of applicability of new knowledge are identified and tasks are performed in which a new way of acting is provided as an intermediate step. Organizing this stage, the teacher selects tasks in which the use of previously studied material is trained, which has methodological value for the introduction of new methods of action in the future. Thus, on the one hand, there is an automation of mental actions according to the studied norms, and on the other hand, preparation for the introduction of new norms in the future.

9. Reflection of educational activity in the lesson (total). At this stage, the new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. In conclusion, its goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined.

1. The structure of the lesson of mastering new knowledge: 1) Organizational stage. 3) Actualization of knowledge. 6) Primary fastening. 7) Information about homework, briefing on its implementation 8) Reflection (summing up the lesson)	3. The structure of the lesson for updating knowledge and skills (repetition lesson) 1) Organizational stage. 2) Checking homework, reproduction and correction of knowledge, skills and abilities of students necessary for the creative solution of the tasks. 4) Actualization of knowledge. § in order to prepare for the control lesson § in order to prepare for the study of a new topic 6) Generalization and systematization of knowledge
2 The structure of the lesson for the integrated application of knowledge and skills (consolidation lesson) 1) Organizational stage. 2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update. 3) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 4) Primary fastening § in a familiar situation (typical) § in a changed situation (constructive) 5) Creative application and acquisition of knowledge in a new situation (problem tasks) 6) Information about homework, instructions for its implementation	4. The structure of the lesson of systematization and generalization of knowledge and skills 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Actualization of knowledge. 4) Generalization and systematization of knowledge Preparing students for generalized activities Reproduction at a new level (reformulated questions). 5) Application of knowledge and skills in a new situation 6) Control of assimilation, discussion of the mistakes made and their correction. 7) Reflection (summing up the lesson) Analysis and content of the results of the work, the formation of conclusions on the studied material
5. The structure of the lesson for the control of knowledge and skills 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Identification of knowledge, skills and abilities, checking the level of formation of students' general educational skills. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student). Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed. 4) Reflection (summarizing the lesson)	6. The structure of the lesson for the correction of knowledge, skills and abilities. 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Results of diagnostics (control) of knowledge, skills and abilities. Identification of typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills. Depending on the diagnostic results, the teacher plans collective, group and individual ways of teaching. 4) Information about homework, briefing on its implementation 5) Reflection (summing up the lesson)
7. The structure of the combined lesson. 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Actualization of knowledge. 4) Primary assimilation of new knowledge. 5) Initial check of understanding 6) Primary fastening 7) Control of assimilation, discussion of the mistakes made and their correction. 8) Information about homework, instructions for its implementation 9) Reflection (summing up the lesson)

Self-analysis of the GEF lesson

Improving the skill of the teacher and the educational process largely depends on well-organized introspection of the lesson. The teacher experiences difficulties in modeling and designing a modern lesson, it is self-analysis that will allow him to identify the reasons for the insufficient effectiveness of solving certain educational tasks in the classroom, take them into account in the further design of the educational process. For the teacher, introspection of the lesson, reflective activity in general, is of particular importance, because a teacher who has not learned to comprehend his own actions, who is not able to look back and restore the course of the lesson, is unlikely to ever truly deeply master the second generation of GEF.

Introspection The lesson allows you to:

- correctly formulate and set the goals of their activities and the activities of students in the lesson;

- develop the ability to establish links between the conditions of their pedagogical activity and the means to achieve goals;

- to form the ability to clearly plan and anticipate the results of their pedagogical work;

- to form the student's self-awareness when he begins to see the connection between the methods of action and the end result of the lesson.

Introspection of the lesson - a means of self-improvement of the teacher

Lesson Introspection Plan

1. Class characteristic:

- interpersonal relationships;

- deficiencies in biological and mental development;

- class deficiencies.

2. Place of the lesson in the topic under study:

- the nature of the connection of the lesson with the previous and subsequent lessons.

3. Characteristics of the general goal of the lesson, specified for didactic purposes: educational, developing and educating.

4. Lesson plan features:

- content of educational material;

- teaching methods;

- teaching methods;

- forms of organization of cognitive activity.

5. How the lesson was built in accordance with the plan:

- analysis of the stages of the lesson, i.e. how the teaching and educational elements used influenced the course of the lesson (positively, negatively), to obtain the final result.

6. Structural aspect of lesson introspection:

- analysis of each element of the lesson;

- his contribution to the achievement of the result;

- proof of the optimal choice of each element of the lesson.

7. Functional aspect:

- how the structure of the lesson corresponded to the overall goal;

- compliance with the capabilities of the class;

- analysis of the style of relations between teacher and students;

- impact on the outcome of the lesson.

8. Aspect of evaluating the final result of the lesson:

- the formation of universal educational activities in the lesson;

- determining the gap between the overall goal of the lesson and the results of the lesson;

- reasons for the break;

- conclusions and self-assessment.

SYSTEMIC APPROACH TO PEDAGOGICAL SELF-ANALYSIS OF THE LESSON

I. Brief general characteristics of the class

1. General preparedness of the class:

- the ability of children to work in pairs;

- the ability of children to work in small groups;

- the ability to listen to each other and interact frontally;

- the ability to self-evaluate themselves and mutually evaluate each other.

2. General characteristics of communication.

3. What prevails: rivalry or cooperation? The problem of leaders and outsiders.

4. The involvement of children in educational activities and the general level of its formation in the classroom.

5. General characteristics of the development of the program by this time.

II. Analysis of the effectiveness of the lesson project

1. The reality of the purpose of the lesson.

2. How to organize the work in the classroom?

3. What was planned to study? What for? The role of this material in the subject. Does the teacher know the material well enough?

4. What (th) concepts were planned for assimilation by students? What other concepts do they (it) rely on? What concepts are the basis for?

5. What do students know about the concept being studied?

6. The essence of the characteristics of the concept being studied, which should be the focus of students' attention.

7. What educational actions should students perform in order to master this concept and the general mode of action?

8. How was the student's water projected into the learning task?

9. How was the implementation of the remaining stages of solving the educational problem planned?

10. Did the lesson design provide for real difficulties that the children might encounter in the course of solving the learning task? Were possible student errors predicted?

11. What criteria for mastering this material were outlined in the lesson project?

12. General conclusion about the reality and effectiveness of the lesson project.

III. How was the lesson implemented according to its plan?

1. Does the purpose of the lesson match its end result? What is the gap? Has the program been successfully implemented? If yes, why? If not, why not?

2. Does the form of organization correspond to the goal of the lesson? Did the teacher succeed in taking the role of an equal member of the discussion?

3. How did the teacher create a situation of success at the beginning of the lesson?

4. What methods were used to create the situation for students to accept the learning task? How did she influence the further course of her decision?

5. Was the learning task accepted by the students?

6. How effective was the stage of transforming the conditions of the problem?

7. How did the teacher create a situation in which the children took on such learning activities as modeling and transforming the model?

8. What forms did the teacher use to organize the solution of particular problems? The level of tasks, their “interestingness” from the point of view of linguistic or mathematical material?

9. How was control organized? Was the control carried out as an independent action or was it included in other actions? What did the student control: the process of performing the action or only the result? When was the control carried out: at the beginning of the action, during the action or after its completion? What arsenal of means and forms did the teacher use to master the action of control by children?

10. Did the children work on their own assessment or did they use the teacher's assessment?

IV. Evaluation of lesson integrity

1. To what extent did the content of the lesson meet the requirements of the Federal State Educational Standard?

2. At what level was the student-student, student-teacher, student-group interaction organized in the lesson?

3. To characterize the interaction of the stages of the learning task in the course of self-decision. Highlight the strongest and weakest stages (in terms of the quality of their implementation) and their impact on the final result of the lesson.

4. Reflective activity of students as a result of solving a learning problem.

Types of modern lesson.

The typology of lessons is an important didactic problem. It should contribute to bringing data about the lesson in order, a system for a wide range of purposes, as it provides the basis for a comparative analysis of lessons, for judging about similar and different lessons. The lack of an accurate and substantiated typology of lessons hinders the effectiveness of practical activities.

The type of the lesson reflects the features of the construction of the leading methodological task.

Lesson types

Lesson type	Special purpose	Learning effectiveness
Lesson of primary presentation of new knowledge	Primary assimilation of new subject and meta-subject knowledge	Reproduction in your own words of rules, concepts, algorithms, performing actions according to a model, algorithm
Lesson in the formation of initial subject skills, mastery of subject skills	Application of acquired subject knowledge or methods of educational actions in the conditions of solving educational problems (tasks)	Correct reproduction of task performance samples, error-free application of algorithms and rules in solving educational problems
Lesson in the application of meta-subject and subject knowledge	Application of universal educational actions in the conditions of solving educational problems of increased complexity	Independent solution of problems (performing exercises) of increased complexity by individual students or a class team
Lesson of generalization and systematization of subject knowledge	Systematization of subject knowledge, universal educational activities (solving subject problems)	The ability to formulate a generalized conclusion, the level of formation of UUD
Lesson of repetition of subject knowledge	Consolidation of subject knowledge, formation of UUD	Error-free execution of exercises, problem solving by individual students, the class team; unmistakable verbal responses; the ability to find and correct errors, to provide mutual assistance
Control lesson	Testing subject knowledge, ability to solve practical problems	Results of control or independent work
Corrective lesson	Individual work on the mistakes made	Finding and fixing errors on your own
Integrated lesson	Integration of knowledge about a particular object of study obtained by means of different	Deepening the knowledge of the lesson material through the implementation of interdisciplinary knowledge
Combined lesson	Solving problems that cannot be completed in one lesson	Planned result
Non-traditional lessons (study tour, study trip, laboratory workshop, lesson in the library, museum, computer class, subject office)		Application of UUD in the study of the phenomena of the surrounding world in real life situations; creative design of reports; ability to use laboratory equipment; ability to use additional information sources
Lesson in solving practical, design problems	Practical orientation of the study of theoretical positions	Using Course Tools to Explore the World

Routing.

Lesson topic
Lesson type
Lesson date
Educational Resources
Lesson plan
Lesson Objectives
Forms and methods of teaching
Basic terms and concepts
Planned educational results: Will learn: They will have the opportunity to learn:
Organizational structure of the lesson
Lesson stage	Teacher activity	Student activities	Forms of organization of mutual interaction in the lesson	UUD
Organizing time
Knowledge update
Learning new material
Primary comprehension and consolidation
Lesson results. Reflection
Homework

Purpose of the lesson Lesson type RESULT 1. Primary assimilation of new knowledge and (or) methods of learning activities. Lesson of the primary presentation of new knowledge and (or) methods of learning actions Reproduction in your own words of the rules, concepts of algorithms; performing actions according to the model. 2. Application of the acquired knowledge or methods of learning actions in the conditions of solving the KM and exercises Lesson of mastering new skills or the formation of initial skills

Purpose of the lesson Type of the lesson RESULT 3 Application of skills and abilities in the conditions of solving KM of increased complexity Lesson of application of knowledge, skills, and skills Independence in solving KM of increased complexity by individual students or the main team of the class. 4. Systematization of knowledge or methods of action. Lesson of generalization and systematization of ZUNs. The ability to formulate a generalized conclusion, to conduct a debate 5. Consolidation of ZUNs or preparation for a test Lesson of repetition of ZUNs Unmistakable problem solving, performing exercises with correct answers, the ability to find and correct errors. Forms of organization of training sessions

Purpose of the lesson Lesson type RESULT 6. Checking the level of mastering subject knowledge or the formation of general educational skills and abilities. Control lesson Results of control or independent work. 7. Solving problems that cannot be solved within the framework of one of the above-mentioned forms of the training session. Combined lesson Planned result Based on the materials "Technology and aspect analysis of the modern lesson in elementary school" R. G. Churakova. Forms of organization of training sessions

E TAP OF THE LESSON The stage of the lesson is a relatively completed part of it, determined by the didactic task. The content of the training material, the type of cognitive (practical) activity of the trainees, the intermediate result in relation to the entire training session and the time factor.

STAGES OF THE LESSON 1. Organizational moment 2. Setting the goal of the lesson at the beginning or during the lesson 3. Updating knowledge at the beginning of the lesson or during it as necessary 4. Primary perception and assimilation of new theoretical educational material (rules, concepts, algorithms) 5 Application of theoretical principles in the conditions of performing exercises and solving problems 6. Independent work with self-examination 7. Inclusion in the knowledge system, repetition 8. Reflection

STAGE OF THE LESSON PURPOSE RESULT 1. Organizational moment Organization of focused attention at the beginning of the lesson Greetings, good wishes .... Formal readiness for upcoming activities, attracting voluntary attention 2. Setting the goal of the lesson at the beginning or during the lesson To form children's ideas about what they will learn in the lesson, what they will learn. Pupils independently formulate the topic and task, assumptions about the content of the lesson. Pupils' awareness of the main goal of the lesson in the general system of training sessions on the topic under study. Formulated and fixed goal 3. Actualization of knowledge at the beginning of the lesson or during it as necessary Repeat the concept, rule, algorithm, method of using the algorithm Creating a situation in which there is a need to acquire new knowledge Reproducing the information necessary for the successful assimilation of new material

LESSON STAGE OBJECTIVE RESULT 4. Primary perception and assimilation of new theoretical educational material (rules, concepts, algorithms) To form an idea about ..., a concept, the ability to work with a textbook table of contents A conscious concept, a rule, a pattern, an algorithm ... (expressed in the speech of children ) 5. Application of theoretical provisions in the conditions of performing exercises and solving problems Forming a method of activity Performing exercises according to the model Reproduction by students of methods of action, performing exercises according to the model, applying grammatical rules 6. Independent, creative use of the formed skills and abilities Selection of tasks of increased difficulty or practical tasks Students independently complete tasks in a new way. Ability to apply new knowledge (methods of action) in non-standard situations

LESSON STAGEpDURESULT 7. Dynamic pause ... change of type of activity 8. Summarizing what has been learned and including it in the system of previously learned ZUNs

STAGE LESSON PDURESULT 9. Reflection of activities To form personal responsibility for the results of their work Conversation -What did you learn new? -How? -What are the results? Brief repetition of new content, assessment of personal contribution to the lesson, understanding of homework Self-assessment of personal contribution to the overall result of the activity. Correlation between the goal and the result of the activity. 10. Control over the process and result of educational activities (can be as a separate stage or included in all stages of the lesson) To control the ability of students to use the acquired knowledge, skills ... Oral statements, written work

The main stages (links) of a lesson that reproduces a holistic educational process Observable teaching methods and teachings Subject results Meta-subject results Personal results Organizational process Setting the goal of the lesson at the beginning or in the course of the lesson Updating knowledge at the beginning of the lesson or in the process as necessary of educational material Application of theoretical provisions in the conditions of performing exercises and solving problems Independent, creative use of the formed skills and abilities Dynamic pause

Theme of the lesson Lesson type Expected results Characteristics of students' activities Assessment tools and achievements Calculation and recording of the answer Uch. (2 h.) p. 39 TVET (2 h.) p. name - to control their activities based on the results of the fulfillment of the task R: take into account the action points identified by the teacher in the new. teaching material in cooperation with the teacher; - plan your action in accordance with the task and the conditions for its implementation, including in the internal plan; K: interact (cooperate) with a neighbor on the desk. Educational and cognitive interest in new educational material and methods for solving a new particular problem. - come up with tasks for this ready-made solution and answer; - write down the solution and the answer to the TVET problem (2 hours) p. 63, 4 (1) Uch. pp (additional) Thematic planning in mathematics Grade 1 (to the development of the lesson)