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1. Mastering the ability to accept and maintain goals and objectives learning activities, search for means of its implementation. 2. Willingness to listen to the interlocutor and conduct a dialogue; willingness to accept the possibility of existence various points vision and the right of everyone to have their own; Express your opinion and argue your point of view and assessment of events. (from GEF)
Man is identical to himself. The task of the teacher is to help to realize this identity, to discover it, to understand how I develop and educate myself. Awareness of individuality goes through a comparison with oneself: what do I know?, what do I not know?, what did I grow with?. Knowledge is generated about the methods of self-building, goal-setting, reflection of the method: what do I do?, for what?. The individual educational program of students involves: reflection, tests, next step, again reflection, trial, next step.
Red - you strive for leadership, you lack new conquests and victories. Perhaps in this moment you lack vivid emotional impressions. Orange - a sign of excitation of the nervous system. This means that you are ripe for some major changes in your life. Pink - you lack tenderness and lightness. You are probably a little tired of serious work, clear plans, you are drawn to something carefree. Blue - you dream of something romantic, sublime, distant. You want to be as open, truthful and understandable as possible. Dark blue - you need a strong discharge and good rest. Green - symbolizes the need for self-assertion, craving for knowledge or desire career development. Brown - not enough physical rest, you are looking for peace. You need home comfort, warmth and comfort.
MASTER CLASS is conducted by a teacher primary school Mou "Duplyatskaya sosh im. V.A. Kumskov "Altynova Irina Yakovlevna TOPIC: Methods of reflection of students in the classroom in primary school
The purpose of the master class To increase the motivation of teachers to master the reflective activity of students.
What is reflection? Turning back Reflection on the inner state Self-knowledge Self-examination
Classification of reflection techniques: 1. Reflection of mood and emotional state
Reflection of mood and emotional state
Cheerful bear Sad bear Reflection of mood and emotional state
Mood pendulum
2. Reflection of activity
"Ladder of Success"
Tree of Success
3. Content reflection educational material.
Techniques for reflecting on the content of educational material I am ... satisfied with my work in the lesson, not quite satisfied, I am not satisfied, because ...
Today at the lesson I ... learned it was interesting it was difficult my feelings most of all liked ...
Classification of reflection techniques: 3. Reflection of the content of educational material 2. Reflection of activity 1. Reflection of mood and emotional state
COLOR GRAM relevance novelty usefulness interest high mark average rating low grade
Thanks to all!
Preview:
II. OBJECTIVES OF THE MASTER CLASS:
I.For your master class I chose the topic of interest to me for a long time - "Reflection in the lessons in elementary school." The second generation standards pay special attention to the following criteria (File 1).
And according to teachers (file 2).
And now, dear colleagues, I would like to ask you to evaluate your own emotional condition using test strips. Take the strip whose color suits you the most and attach it with a magnet to the board. Now evaluate your condition (file 3). And let's try to assess the state of the entire audience. Which color stripe dominates?
The topic of my master class is “Reflection”, what is my goal today? (answers of master class participants). What about your goal? (answers of master class participants)
III. DISCLOSURE OF THE THEME OF THE MASTER CLASS:
Psychologists especially emphasize that the formation and development of spiritual life is connected, first of all, with reflection.
What is reflection? The word reflexion comes from the Latin reflexio - turning back.
The dictionary of foreign words defines reflection as reflection on one's inner state, self-knowledge.
The Explanatory Dictionary of the Russian Language interprets reflection as introspection.
In modern pedagogy, reflection is understood as introspection of activity and its results.
Reflection is aimed at understanding the path traveled, at collecting into a common piggy bank what has been noticed, considered, understood by everyone. Its goal is not just to leave the lesson with a fixed result, but to build a semantic chain, to compare the methods and methods used by others with their own. Reflection can be carried out not only at the end of the lesson, as is commonly believed, but also at any stage.
Based on the functions of reflection, the following classification is proposed:
- reflection of mood and emotional state
(it is advisable to carry out at the beginning of the lesson in order to establish emotional contact or at the end of the activity)
What can be applied?
This is: face cards; showing thumb up or down;
" sun "- I succeeded,"sun and cloud"- I did not succeed," cloud "- I did not succeed;
« joyful dwarf"- everything is fine, "sad dwarf" - not so good;
« mood pendulum» - displays the mood of the child.
- activity reflection
(this view is acceptable at the verification stage homework, protection design work; it makes it possible to comprehend the ways and methods of working with educational material, to search for the most rational ones; and the application at the end of the lesson will show the activity of each student)
What options?
This is the ladder of success "- the bottom step, the hands of the "little man" are lowered - I did not succeed; the middle step, the “little man” has his arms spread apart - I had problems; the top step, the hands of the “little man” are raised up - I succeeded;
"dress up the tree "- successfully completed the task - hung the ball, there were mistakes - the ball remained near the Christmas tree;
"tree of success" - green leaf - no errors, yellow leaf - 1 error, red leaf - 2-3 errors;
The "Tree of Success" is my favorite version of the reflection in the lesson.
(showing the "tree of success" used in the class)
It is more expedient to use all these options in grades 1-2, because Children love to play, they love everything bright, attracting attention.
But the child must have progress in his development. And in reflective activity there is such progress.
- reflection of the content of educational material
(used to identify the level of awareness of the content of the passed, the reception of an unfinished sentence is effective: I didn't know... - now I know...).
The beginning of the phrase is given, and the student finishes it. The child has the opportunity to choose the phrase that he needs at the moment:
Now, while presenting my material, I look at my notes. Realizing that even a child is unable to remember the above phrases, I found a very simple way out. I collected everything on one sheet, put it in a file, and on each desk there is always a “Lesson Reflection Map”.
(showing the "Lesson Reflection Map" used in class)
IV. CONSOLIDATION OF STUDYED AT THE MASTER CLASS:
The process of reflection should be multifaceted, since the assessment is carried out not only by the personality itself, but also by the people around. Thus, reflection in the lesson is a joint activity of students and teachers, which allows to improve the educational process, focusing on the personality of each student.
And now I offer you creative task. It can be done individually, in pairs or in groups. Come up with your own options for reflection in grades 1-2. And everyone sitting here can evaluate your options with the help of “little men” (they are enclosed in envelopes).
The “little man” has his hands down - I didn’t like your option, the “little man” has his hands spread apart - a good option, the “little man” has his hands raised up - a very interesting option.
V. REFLECTION MASTER - CLASS:
Two cards are enclosed in your envelopes: green and red.If you liked my master class and youif you use it in your work, show me the green card. Well, if all this didn’t touch you at all, show a red card.
Expert review methodological development of the teacher for compliance with the higher qualification category Methodical development is a manual that reveals the forms, means, teaching methods, elements of modern pedagogical technologies or the technologies themselves about training and education in relation to a specific topic of the lesson, the topic of the curriculum, teaching the course as a whole. Methodological development can be both individual and collective work. It is aimed at the professional and pedagogical improvement of a teacher or master industrial training or the quality of training in educational specialties. Methodical development can be: * development of a specific lesson; * development of a series of lessons; * development of the theme of the program: * development of a private (author's) method of teaching the subject; * development general methodology teaching subjects; * development of new forms, methods or means of training and education; * developments related to changes in the material and technical conditions of teaching the subject. There are quite serious requirements for methodological development. Therefore, before you start writing it, you must: 1. Carefully approach the choice of a development topic. The topic should be relevant, known to the teacher, the teacher should have some experience on this topic. 2. Determine the purpose of methodological development. 3. Carefully study the literature, teaching aids, positive experience on the chosen topic. 4. Make a plan and determine the structure of methodological development. 5. Determine the direction of future work. Getting started on the compilation of methodological development, it is necessary to clearly define its purpose. For example, the goal may be as follows: determining the forms and methods of studying the content of the topic; disclosure of the experience of conducting lessons on the study of a particular topic of the curriculum; description of the activities of the teacher and students; description of the methodology for using modern technical and information media learning; implementation of the connection between theory and practice in the classroom; the use of modern pedagogical technologies or their elements in the classroom, etc. Requirements for methodological development: 1. The content of the methodological development must clearly correspond to the topic and purpose. 2. The content of the methodological development should be such that teachers can obtain information about the most rational organization educational process, efficiency of methods and methodological techniques , forms of presentation of educational material, the use of modern technical and information teaching aids. 3. Author's (private) methods should not repeat the content of textbooks and curricula, describe the phenomena and technical objects being studied, or cover issues set forth in the general pedagogical literature. 4. The material should be systematized, presented as simply and clearly as possible. 5. The language of methodological development should be clear, concise, competent, and convincing. The terminology used should be consistent with the pedagogical thesaurus. 6. Recommended methods, teaching methods, forms and means of teaching should be substantiated by references to their pedagogical experience. 7. Methodological development should take into account the specific material and technical conditions for the implementation of the educational process. 8. Orient the organization of the educational process in the direction of the widespread use of active forms and teaching methods. 9. Methodical development should reveal the question "How to teach". 10. Should contain specific materials that a teacher can use in their work (task cards, UPD samples, lesson plans, instructions for laboratory work, diagram cards, tests, level-by-level tasks, etc.). Structure of methodical development General structure: 1 Annotation. 2. Content. 3. Introduction. 4. The main part. 5. Conclusion. 6. List of used sources. 7. Applications. The annotation (3-4 sentences) briefly indicates what problem the methodological development is devoted to, what questions it reveals, to whom it may be useful. The introduction (1-2 pages) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education. Methodological development of the theme of the program The main part may consist of the following sections: * characteristics of the theme; * planning the study of the topic; * recommendations on the organization and methods of studying the topic. The description of the topic indicates: - Educational goals and objectives of the topic; - Planning the topic and the number of hours allocated for its study; - Knowledge and skills that students need to acquire or improve; - Place and role of the topic in the course; - Communication with the previous or subsequent material, as well as intra-subject and inter-subject communications; - A didactic analysis of the content of the material is given; - The levels of study and assimilation of educational material are distinguished; - It is possible to compare the quality of teaching according to the proposed methodology with the methodology that was used by the teacher before using the one proposed in the methodological development. When planning learning topic it is necessary: 1. To think over the methodology of teaching the topic. 2. Pick up examples, illustrations, outline laboratory and practical classes, tests, excursions, etc. 3. Highlight the main questions that students should firmly master. 4. Analyze the educational possibilities of the educational material and the methodology used. In conclusion (1-2 pages) summarizes the topics problematic issues, which were set by the teacher, starting to draw up methodological development. The structure of the methodological development of the lesson theoretical training. In the main part, the following sections can be distinguished: 1. Methodological substantiation of the topic. 2. Guidelines for the lesson. 3. Lesson plan (with a technological map). 4. Didactic material for the lesson (you can not select as applications). 5. List of literature (sources) for students. 6. List of literature for teachers. Recommended lesson plan: 1. Theme of the program. 2. The topic of the lesson. 3. Type of lesson. 4. Type of lesson. 5. The goal is methodical. 6. The goals of education (training, education, development). 7. Logistics of the lesson. 8. Intersubject and intrasubject communications. Approximate routing lesson: Didactic structure of the lesson Methodological substructure of the lesson Signs of solving didactic problems Teaching methods Form of activity Methodological techniques and their content Teaching tools Ways of organizing activities The type of lesson is determined by the purpose of organizing the lesson, i.e. the purpose of its implementation. Type of lessons of theoretical education (according to Makhmutov M.I.): * Lesson of studying new educational material. * Lesson to improve knowledge, skills and abilities. * Lesson of generalization and systematization of knowledge. * Lesson control of knowledge, skills and abilities. * Combined. Lesson types practical training(according to Makhmutov M.I.): * Lesson on initial formation skills and abilities. * A lesson on improving skills and abilities. * Lesson on the implementation of complex tasks (works). The type of lesson is determined by the form joint activities teacher and students, which dominates the lesson: 1. Lecture. 2. Conversation. 3. Independent work. 4. Practical work. 5. Laboratory work. 6. Conference. 7. Seminar. eight. Test. 9. Test. 10. Business game. 11. Excursion. 12. Mixed (several activities of approximately the same time). The didactic structure of the lesson includes the following didactic tasks: 1. Motivation and stimulation of students' activities, target setting, activation necessary knowledge. 2. Formation of new concepts and methods of action. 3. Application of concepts and methods of action. It is most effective when all three didactic tasks are solved in the lesson, but it can be different (depending on the goals and type of lesson). Didactic methods (according to Lerner I.Ya.) 1. Information-receptive. 2. Reproductive. 3. Problematic: problem statement; heuristic; research. The form of activity depends on the applied method and methodological techniques. For example: conversation independent work, working with a book, watching a video, etc. Ways of organizing the activities of a teacher and students (according to Molchan LL): 1. Frontal. 2. Individual. 3. Paired. 4. Collective. The goals of education are divided into the goals of learning (the formation of knowledge, skills and abilities), education (the formation of views, beliefs, personality traits) and development (the development of interests, thinking, speech, will, etc.). The methodological goal for each lesson implies the creation of conditions for the formation of knowledge, skills and abilities; ability development; education of personality traits, etc. If the lesson is open, then methodological goal depends on the purpose of inviting colleagues to this lesson. General requirements for the design of methodological development. 1. The total amount of methodological development should be at least 24 sheets computer text(font - 14). If the methodological development is the development of one lesson, then at least 10 sheets. 2. The volume of the main content - at least half of the entire manuscript. 3. The volume of applications is not limited, but they must correspond to the text (links to them in the text are required). 4. References to the used literature in the text should be given in square brackets. 5. The list of used sources should contain 10-15 titles. If the development is only practical in nature, not requiring theoretical references, then the list of sources used can be omitted. 6. The number and volume of sections is not limited. Approximate scheme of methodological development: 1. Name of the development. 2. Name and form of the event. 3. Explanatory note, which indicates the objectives of the event, the proposed method of conducting, the age of the children for whom the event is designed, the conditions for holding, implementing. 4. Equipment, design ( technical means, text options, title and authors musical works used in the script). 5. Methodological advice for the preparatory period correct distribution orders). 6. Scenario plan, course of the event. 7. Scenario of the event, where all compositional plot parts, links to authors and names of sources with page indications are observed. 8. Methodological advice to the organizers and directors (where it is better to hold the event, design options, ways to create an emotional mood, warnings against mistakes). 9. Methodological advice for the period of the immediate aftereffect (how to sum up, what to do to consolidate the result, etc.). 10. List of references. 11. Author of the development, position, place of work.
Date and year of birth | 06.03.1969 | |||
Place of work (OO) | MBOU "Muromtsevsky Lyceum" | |||
Position, date of appointment | History teacher at MBOU "Muromtsev Lyceum" since 2002 | |||
First | ||||
Date of assignment of the qualification category | 26.02.2009 | |||
Education | ||||
The level of education | Higher professional | |||
Educational institution (graduated, studying) | Kyrgyz State University them. 50th anniversary of the USSR, KSU named after the 50th anniversary of the USSR | |||
Specialty / direction and profile according to the diploma | Story | |||
diploma qualification | Lecturer in History and Social Studies | |||
Year of graduation | 1991 | |||
Work experience | ||||
Total work experience (full years) | ||||
Experience pedagogical work | ||||
Length of service in this position | ||||
Continuous Professional Development | ||||
formal education (certificates, certificates of advanced training, diplomas of advanced education, retraining received in the last 5 years) | ||||
Place of passage | year | Number of hours | Document type | PC Theme |
Federal State Educational Institution of Higher Professional Education “Omsk State University named after F.M.Dostoevsky, Omsk | 2011 | certificate | Teaching children with handicapped using Internet technologies. |
|
Non-formal education (certificates, participation in the HQS, INKO, GMS, MO)) | ||||
Form of education | year | Document type | Subject | |
Tutor Seminar Olympic movement BOU DPO "IROOO" | 2010 | Reference | Analysis of the results of the regional stage of the All-Russian Olympiad for schoolchildren 2009/2010 academic year. | |
Seminar BOU DPO "IROOO" (offsite) | 2013 | Reference | Development of a video lesson in preparation for certification for the first and highest qualification categories. | |
informal education (participation in competitions, conferences, own master classes, internship sites, schools, laboratories, etc.) | ||||
Activity Form | year | subject | ||
2010 | Topical issues of teaching history and social science in educational institutions. | |||
Speech at the International SPC "The role of an educational institution in the continuous development professional competence teacher, OmSPU. | 2010 | The use of ICT in history lessons. | ||
Open Classroom hour on the school level. | 2011 | Young Voter's Day. | ||
Master class on regional level. | 2011 | |||
Performance at municipal stage V Regional pedagogical readings dedicated to the year of the child. | 2011 | Formation key competencies in the lessons of history and social studies. | ||
Speech at the RMO by teachers of history and social studies. | 2011 | USE and criteria for assessing the level of preparation of graduates in history and social science. | ||
Participation in regional competition"My Open Lesson" | 2011 | The development of parliamentarism in Russia. | ||
Open lessons at the school level. | 2012 | 2012 is the year of the history of the Russian Federation. | ||
Speech at the RMO by teachers of history and social studies. | 2012 | Organization of scientific research activities students. | ||
Speech at the RMO by teachers of history and social studies. | 2013 | Preparing students for olympiads in history and social science. | ||
Performance at municipal pedagogical readings. | 2013 | |||
Participation in the International NPC " Modern tendencies in education and science". | 2013 | Working with gifted children in the lessons of history and social studies and in after hours. | ||
Open lesson at the school level. | 2013 | Russian Constitution. | ||
Availability of a professional development program | Yes |
1. Characteristics of the conditions of professional activity
Teaching load (for the period from the previous certification) by years and grades ( age groups)
Academic year | Number of hours | Thing | Class |
2009-2010 | |||
Story | 6 a,b |
||
Story | 10 a (physical and mathematical) |
||
Social studies (including economics and law) | |||
Economy | |||
Story | |||
Social science | |||
Right | |||
Economy | |||
Story | 11a,b |
||
Social studies (including economics and law) | |||
2010-2011 | |||
Story | 10 a (physical and mathematical) |
||
Social studies (including economics and law) | |||
Story | 10 b (social and humanitarian) |
||
Social science | |||
Right | |||
Economy | |||
Story | 11 a (physical and mathematical) |
||
Economy | |||
Story | |||
Social science | |||
Right | |||
Economy | |||
2011-2012 | 31,5 | ||
Story | 10 a (physical and mathematical) |
||
Social studies (including economics and law) | |||
Economy | |||
Story | 10 b (social and humanitarian) |
||
Social science | |||
Right | |||
Economy | |||
Elective course "Basics business communication» | |||
Story | 11 a (physical and mathematical) |
||
Social studies (including economics and law) | |||
Story | 11 b (social and humanitarian) |
||
Social science | |||
Right | |||
Economy | |||
Story | 8 b (distance learning of a child with disabilities) |
||
Social studies (including economics and law) | |||
Story | |||
2012-2013 | 32,5 | ||
Story | |||
Social science | |||
Right | |||
Economy | |||
Elective course “History of Russia in Persons. X-XVII centuries.» | |||
Elective course "Fundamentals of business communication" | |||
Story | 10 b (physical and mathematical) |
||
Social studies (including economics and law) | |||
Elective course "Fundamentals of business communication" | |||
Story | 11 a (physical and mathematical) |
||
Social studies (including economics and law) | |||
Economy | |||
Story | 11 b (social and humanitarian) |
||
Social science | |||
Right | |||
Economy | |||
Elective course "Studying the Constitution" | |||
Story | 10 b (distance learning for a child with disabilities) |
||
Social studies (including economics and law) | |||
Story | 9 b (distance learning of a child with disabilities) |
||
Social studies (including economics and law) | |||
Story | 11 a (distance learning of a child with disabilities) |
||
2013-2014 | |||
Story | 10 a (socio-economic) |
||
Social science | |||
Right | |||
Economy | |||
Elective course "Fundamentals of business communication" | |||
Story | 11 a (socio-economic) |
||
Social science | |||
Right | |||
Economy | |||
Elective course "Heroes and Outcasts of the Revolution" | |||
Elective course "Studying the Constitution" | |||
Story | 11 b (physical and mathematical) |
||
Social studies (including economics and law) | |||
Elective course "Fundamentals of business communication" | |||
Story | 10 a (distance learning of a child with disabilities) |
||
Social studies (including economics and law) | |||
Story | 11 b (distance learning of a child with disabilities) |
||
Social studies (including economics and law) |
- Information about ongoing programs
Story.
Grade 10 (basic level). Programs of V. I. Buganov, P. N. Zyryanov A. N. Sakharov “History of Russia from ancient times to 1917”, Moscow “Vako”, 2009; program Zagladina N. V., Kozlenko S. I., Zagladina H. T. « All peaceful history from ancient times to the end of the 19th century. M., " Russian word”, 2009, for the parallel study of subjects. UMK: N. V. Zagladin “All peaceful history. History of Russia and the world until the end of the 19th century. Grade 10”, publishing house “Russian Word”, 2007. A. N. Sakharov “History of Russia from ancient times to the end of the 16th century. Grade 10” and A. N. Sakharov, A. N. Bokhanov “History of Russia in the 17th-19th centuries. Grade 10”, Moscow publishing house, “Russian Word”, 2007 (recommended by the Ministry of Education of the Russian Federation for teaching at school).
Grade 11 (basic level). Author's program Kozlenko S. I., Zagladina I. V., Zagladina X. T. “History of Russia. XX- beginning of XXI century, 11th grade. M., “Russian Word”, 2010 and the program of Zagladin N.V., Kozlenko S.I., Zagladina H.T. “World History. History of Russia and the world from ancient times to the present day, 11th grade. M., "Russian Word", 2009 for parallel study of subjects.
UMK: N. V. Zagladin “All peaceful history. History of Russia and the world in the 20th century. 1st class. Publishing house "Russian Word", 2005 (approved by the Ministry of Education of the Russian Federation); N. V. Zagladin, S. I. Kozlenko, S. T. Minakov, Yu. A. Petrov “History of Russia XX-beginning XXI century”, M., “Russian word”, 2009
Social science. A basic level of.
The program of L. N. Bogolyubov, L. F. Ivanova, A. Yu. Lazebnikova "Man and society. 10-11 grades". Publisher: Moscow "Enlightenment", 2010.
UMK: L. N. Bogolyubov. "Social science", 10th grade. Publisher: Moscow "Prosveshchenie", 2009 (recommended by the Ministry of Education and Science of the Russian Federation).
L. N. Bogolyubov, N. I. Gorodetskaya, A. I. Matveev. "Social science", 11th grade. Publisher: Moscow "Prosveshchenie", 2009 (recommended by the Ministry of Education and Science of the Russian Federation).
Social science. profile level.
Program of L. N. Bogolyubov, L. F. Ivanova, A. Yu. Lazebnikova “Social Science. 10-11 grades, profile level (210 hours)”. Publishing house Moscow "Enlightenment", 2010.
WMC: L. N. Bogolyubov, A. Yu. Lazebnikova “Social science. 10. Profile level. Publishing house Moscow "Enlightenment", 2010 (recommended by the Ministry of Education and Science of the Russian Federation).
L. N. Bogolyubov, A. Yu. Lazebnikova, K. G. Kholodkovsky. “Social science.11. profile level. Publishing house Moscow "Enlightenment", 2010 (recommended by the Ministry of Education and Science of the Russian Federation).
Right. profile level.
The program of A. I. Matveev “Law. 10-11 class. Publishing house M., "Enlightenment", 2010.
WMC: L. N. Bogolyubov, E. A. Lukasheva, A. I. Matveev “Law. Grade 10". profile level. Publishing house Moscow "Enlightenment", 2008 (recommended by the Ministry of Education of the Russian Federation for teaching at school).
L. N. Bogolyubov, T. E. Abova, A. I. Matveev “Law. Grade 11". Publishing house Moscow "Enlightenment", 2009 (recommended by the Ministry of Education of the Russian Federation for teaching at school).
Economy. A basic level of.
The program of V. S. Avtonomov and L. B. Azimov for grades 10, 11 general education schools on the basic level on economics. Publishing house "Vita-Press", Moscow, 2008.
UMK: V. S. Avtonomov “Introduction to Economics. 10-11 grades. Publishing house "Vita-Press", Moscow, 2011.
Elective course. We study the Constitution. The author is the compiler S. N. Stepanko. Volgograd, 2007.
Elective course. S. F. Sizikova. Fundamentals of business communication. Moscow, 2006.
Elective course. History of Russia in faces. Compiled by N. I. Chebotareva. Volgograd, 2007.
- Video Lesson Information
I certify informational materials:
Director __________________________________ (signature transcript)
Preview:
To the Attestation Commission
Omsk region
Romakhova Alla Gennadievna
History and social studies teachers
MBOU "Muromtsevsky Lyceum"
Muromtsevsky municipal district
Omsk region
STATEMENT.
I ask you to certify me in 2014 for the highest qualification category as a teacher of history and social studies.
Currently, I have the first qualification category for the position of a teacher, its validity period is until February 26, 2014.
I consider the following results of work that meet the requirements for the highest qualification category (clause 31 of the Procedure) to be the basis for certification for the specified qualification category:
Possession of modern educational technologies and methods and effectively apply them in practical professional activities. I use development technology in the process of education and upbringing critical thinking which forms in schoolchildren through interactive inclusion in the educational process a culture of working with information, skillssolve problems, formulate conclusions, evaluate their activities, make decisions. I use problem-based learning(I.Ya. Lerner, M.I. Skatkin),The use of ICT technologies allows: to activate cognitive activity students, improve knowledge control, to form the skills of a truly research activity; provide access to various help systems, electronic libraries, other information resources.The technology of student-centered learning (I.S. Yakimanskaya) contributes toTechnology "Debate" Technology Systematic use of information and communication technologies (ICT), technologies distance learning– an effective solution to the problem of education and socialization of children with disabilities.Research teaching methods purposefully form all components of a student's research culture: mental skills and abilities, work with a book and other sources of information; skills and abilities related to the culture of oral and writing. The project method of teaching allows you to activate independent search activity students, stimulates cognitive interest, develops research skills. The method of educational cooperation organizes joint activities for collective decision problems and encourages active dialogue. These pedagogical technologies and methods, in my opinion, allow the student not to accumulate the amount of knowledge or the amount of information, but develop the ability to manage this information: to search, to assimilate in the best way, to find meaning in it, to apply it in life.
As part of the technologies and methods being implemented, I have developed and useddidactic materials created with the help of ICT. These are presentations, thematic multi-level tests, quizzes, intellectual and educational games and the development of lessons on the topics: “The coat of arms of Russia. Plasticine Crow", "2012 - the year of history in Russia", "Development of parliamentarism in Russia", "Young voter's day", "The Constitution of Russia", "The era of Peter the Great", "The changing face of the world: the experience of understanding", "Russia in in search of prospects (1917-1927)”, “ Civil law», « ancient era in the history of mankind”, “New political thinking”, workshop “Lawmaking and law enforcement”, as well as control and measuring materials in USE format for students in grades 10-11 (I and II half-year).
For quality control educational process according to the level educational achievements students, in the conditions of using ICT tools, I use the mobile class resource and the multimedia library of the virtual school of Cyril and Methodius available at the Lyceum: CDs “Lessons world history", including " Ancient world", "Middle Ages", " new history», « Newest time” and “Lessons Patriotic history"-" Until the XIX century "and" XIX-XX centuries "," Tutor of Cyril and Methodius "on history; electronic tutors "Economics and Law" and "Let's pass the exam."
My main achievement pedagogical activity is an positive dynamics the quality of education. Every year, 100% of students successfully master educational programs. The quality of the knowledge gained over the period from 2010 to 2013 tends to increase: in the 10th grade in history from 65% to 81%, in social science from 60% to 85%, in law from 71% to 95%, in economics from 64% to 95% ; in 11th grade in history from 73% to 89%, in social studies from 86% to 92%, in law from 78% to 93%, in economics from 83% to 95%. The quality of the knowledge gained by the students is confirmed by final certification in the USE format. For the specified period GPA USE results in social studies increased from 64 to 67.2 points, in history - from 63 to 73.5 points, which is higher than the average result for the region.
There is an increase in the number of students in grades 10-11 taking Active participation and showing high results in the All-Russian Olympiad for schoolchildren of all levels from 2010 to 2013. At the school level: in history from 9% to 12%, in social studies from 12% to 15%, in law from 11% to 15%. On the municipal level: in history from 6% to 9%, in social studies from 8% to 12%, in law from 8% to 10% of people. At the regional level: in history from 2% to 4%, in social studies from 2% (of which 1 prize-winner) to 4% (of which 1 prize-winner), in law from 2% to 6% (of which 1 prize-winner).
Over the past period, my students have been engaged in research in the field of the socio-economic situation of the region, the political activity of the population, the expediency specialized training for lyceum students. The results of their research were presented at all levels by the NPK "Poisk" and became participants and laureates of the regional stage, they also took part in the regional student NPK "Social and Economic Development of Russia" (Tara), the regional conference of educational and research projects of students and talented youth of the Omsk Irtysh region "Generation of the Future". The team "Young Patriots" participated in the Regional Telecommunications Project "Bridges of Memory", students actively participated in the municipal competition computer presentations and video materials as part of the Year of Russian History..
I make a personal contribution to improving the quality of education through the improvement of teaching and upbringing methods, innovation activities, in the development of new educational technologies and actively distribute own experience in the field of improving the quality of education and upbringing:
Over the past two years, I have mastered and apply the technology of distance learning for children with disabilities;
The dissemination of pedagogical experience was presented in 2011 at a master class at the regional level with the presence of deputies of the Legislative Assembly of the Omsk region on the topic "Development of parliamentarism in Russia", at the school level - an open class hour for grades 10-11 "Day of the Young Voter";
As part of the subject week dedicated to the Year of History in Russia, in 2012, open lessons were held in grades 10 and 11 at the school level;
As part of school activities dedicated to the 20th anniversary of the Constitution of the Russian Federation in 2013, the pedagogical experience is presented at an open lesson on the topic “The Constitution of Russia”;
As part of self-education on the topic “Organizing work with children to develop their giftedness”, she presented her work experience in the reports “Use of ICT in history lessons”, “Formation of key competencies in history and social studies lessons”, which are posted on my website on the portal social network educators http://site/ romahova-alla-gennadevna, created with the aim of disseminating their own pedagogical experience via the Internet. The article "Working with gifted children in the lessons of history and social studies and after school hours" summarizes the experience of work and is published in the collection scientific papers"Modern trends in education and science" of the Ministry of Education and Science of the Russian Federation, electronic journal"Modern Educator" Siberian Institute continuing additional education;
As part of the exchange of pedagogical experience, television reports were prepared by the Omsk branch of the STRC in the village of Muromtsevo on the role of distance learning for children with disabilities in their education and upbringing and work with gifted children;
Pedagogical experience presented at events different levels: in 2010, a speech at the RMS of teachers of history and social studies on the topic "Actual issues of teaching history and social studies in educational institutions", at the International Scientific and Practical Complex in OmSPU "The role of an educational institution in the continuous development of the professional competence of a teacher" with a report "Using ICT in history lessons" ; at the RMO of teachers of history and social studies, presentations from work experience: in 2011 on the topic “USE and criteria for assessing the level of preparation of graduates in history and social science”, in 2012 - “Organization of research activities of students”, in 2013 - “Preparation of students to Olympiads in History and Social Science”;at the municipal stage of the V Regional pedagogical readings dedicated to the year of the child in 2011 - "Formation of key competencies in the lessons of history and social science", in 2013 generalization of experience at municipal pedagogical readings, correspondence International scientific and practical conference (Tambov) "Modern trends in education and science" on the topic of self-education "Working with gifted children in the lessons of history and social science and after school hours" (diploma winner).
The experience of pedagogical activity in the application of the thematic testing method in preparing students for the final certification in the USE format, developed educational and thematic planning basic and profile levels in history, social studies, law and economics is used by the teacher of history and social studies of the MKOU "Petropavlovsk secondary school" Rakhno A.V.Experience in teaching activities in the application of training sessions problem technology, ICT, receptions project activities, research teaching methods are used by teachers of the MBOU "Muromtsevsky Lyceum": Ivanova T. M., a teacher of history and social studies, Koksheneva N. V., a teacher of physics. The administration of the MBOU "Muromtsevsky Lyceum" has repeatedly attended open lessons, extracurricular activities prepared at high level through school and regional events.
I provide the following information about myself:
Date of birth 03/06/1969
Higher education, graduated from the Kyrgyz State University. 50th anniversary of the USSR, majoring in history, qualification teacher of history and social science.
Total work experience 13 years.
Pedagogical experience (specialty) 13 years,
in this position for 13 years; in this institution 11 years.
I have the following awards: Honorary Diploma of the Ministry of Education of the Omsk Region in 2009, Thank You Letter Legislative Assembly of the Omsk region in 2011.
Information on advanced training: certificate of advanced training in the Federal State Educational Institution of Higher Professional Education "Omsk State University named after. F. M. Dostoevsky" under the program "Education of children with disabilities using Internet technologies", 2011.
Trade union membership (yes, no): no.
Attestation at the meeting attestation commission please proceed without my presence.
With certification procedure teaching staff state and municipal educational institutions familiarized.
In accordance with federal law dated July 27, 2006 No. 152-FZ "On Personal Data" I agree to the processing of personal data provided by me in the application.
The application is accompanied by an attestation file (portfolio) for __ l. in 1 copy.
Date___________ Signature ___________
Phone house. 8 950 788 56 76, sl. 21-686
Preview:
2.1 Purpose educational activities (acquisition of knowledge through self-study) - Extension pedagogical knowledge in order to improve the methods of training and education
(Deepening knowledge on different methods; Mastering the achievements of pedagogical science, advanced teaching practice; Raising the general cultural level of the teacher).
2.2 Ways to achieve - courses advanced training, methodical seminars, pedagogical communication: attending the lessons of colleagues, participation in the work of the WMO, RMS, SMO, work with your own website on the portal of the social network of educators http://website/romahova-alla-gennadevna, study legal documents, holding open lessons and extracurricular activities, Mastering new teaching materials, Study and implementation of modern pedagogical technologies into practice, Generalization of experience in areas, Reflection, analysis of one's own pedagogical activity.
In the future - the study of the standards of the second generation of the Federal State Educational Standard for high school.
2.3 To achieve high results, I motivate students in class and extracurricular activities, I teach goal-setting, reflection, prepare students for olympiads, design and research activities, prepare for exams in the USE format, profile education contributes to this and elective courses, training and socialization of students with disabilities through the implementation of distance learning.
3.1Priority areas of self-development professional communication and practice; (systematic training; individual work).Professional communication- it helps to discuss pressing problems to exchange and enrich experience,
practice- because it is an opportunity to implement and verify the correctness of the chosen pedagogical technologies, an opportunity to see the result of your activities, identify problems and find the right way their decisions.
3.2 My self-development is determined by problems 1)identification and development of abilities, support and implementation of giftedness of students. ( Teaching staff our lyceum since 2010 has been working within the framework of the activities of the regional INCO "School as a center for creativity and development of gifted children");
2) the problem of education and socialization of children with disabilities; 3) the problem of socialization of students, profile training
3.3 My success is measured by student achievement: positive dynamics of the quality of education. Every year, 100% of students successfully master educational programs. The quality of the knowledge gained over the period from 2010 to 2013 tends to increase: in the 10th grade in history from up to 81%, in social science from up to 85%, in law from up to 95%, in economics from up to 95%; in the 11th grade in history from up to 89%, in social studies from up to 92%, in law from up to 78%, in economics from up to 83%. Students confirm the quality of the knowledge gained at the final certification in the USE format. During this period, the average score of the USE results in social studies increased from 64 to 67.2 points, in history - from 63 to 73.5 points, which is higher than the average result for the region.
There has been an increase in the number of students in grades 10-11 who actively participate and show high results in the All-Russian Olympiad for schoolchildren of all levels from 2010 to 2013. At the school level: in history from 9% to 12%, in social studies from 12% to 15%, in law from 11% to 15%. At the municipal level: in history from 6% to 9%, in social studies from 8% to 12%, in law from 8% to 10% of people. At the regional level: in history from 2% to 4%, in social studies from 2% to 4% (of which 1 winner), in law from 2% to 6% (of which 1 winner). Over the past period, my students have been engaged in research in the field of the socio-economic situation of the region, the political activity of the population, the expediency of profile education for students in the lyceum. The results of their research were presented at all levels by the NPK "Poisk" and became participants and laureates of the regional stage, they also took part in the regional student NPK "Social and Economic Development of Russia" (Tara), the regional conference of educational and research projects of students and talented youth of the Omsk Irtysh region "Generation of the Future". The team "Young Patriots" participated in the Regional Telecommunications Project "Bridges of Memory", students actively participated in the municipal competition of computer presentations and video materials as part of the Year of Russian History.
Admission of students to universities profile subjects, education 6 at the Faculty of Law of the Omsk State University, 2 at the Faculty of History, 5 at the Faculty of Economics, 4 at the Pedagogical Institute of the History Faculty.
4.1 Pedagogical observation - visiting and analyzing lessons, studying the results of testing and questioning students
A formative experiment (experimental lessons) is a methodological development with a change in the content, sequence of presentation of the material or the use of new teaching aids, ways of presenting the material, then their effectiveness is checked during training.
4.2 Use in the process of education and upbringingcritical thinking development technologywhich forms in schoolchildren through interactive inclusion in the educational process a culture of working with information, skillssolve problems, formulate conclusions, evaluate their activities, make decisions. I applyproblem learning technology(I.Ya. Lerner, M.I. Skatkin),as a form of active learning, it helps to solve problems and problematic tasks built on the content of the program material, and as a form of developmental learning, it contributes to the independent search activity of students with the assimilation of ready-made knowledge.Use of ICT technologiesallows you to: activate the cognitive activity of students, improve the control of knowledge,to form the skills of a truly research activity; provide access to various reference systems, electronic libraries, and other information resources.Technology of student-centered learning (I.S. Yakimanskaya) promotes the maximum development of the child's individual cognitive abilities based on the use of his life experience.Technology "Debate"develops communication culture and skills public speaking, dialogue. Technology cinquain is useful as a tool for synthesizing complex information, as a cut of the evaluation of the conceptual and vocabulary students.Systematic use of information and communication technologies (ICT), distance learning technologies– an effective solution to the problem of education and socialization of children with disabilities.Exploratory teaching methodspurposefully form all components of the student's research culture: mental skills and abilities, work with a book and other sources of information; skills and abilities related to the culture of oral and written speech. design method learning allows you to activate the independent search activity of students, stimulates cognitive interest, develops research skills. These pedagogical technologies, in my opinion, allow the student not to accumulate the amount of knowledge or the amount of information, but develop the ability to manage this information: to search, to assimilate it in the best way, to find meaning in it, to apply it in life.
4.3 The level of ICT proficiency is high: I use a projector, printer, mobile class, operating system MACOS for distance learning. To control the quality of the educational process for assessing the level of educational achievements of students, in the context of using ICT tools, I use the resource of a mobile class and the multimedia library of the virtual school of Cyril and Methodius available at the lyceum: CDs "World History Lessons", including "Ancient World", "Middle century”, “New History”, “Recent Times” and “Lessons of National History” - “Until the 19th century” and “19th-20th centuries”, “Tutor of Cyril and Methodius” in history; electronic tutors "Economics and Law" and "Let's pass the exam."
Tasks : expanding the possibilities of distance learning for a while low temperatures, illnesses of students, family education, advising students in preparation for the exam - this contributes to the continuity of education, improving the quality, success of students.
5.1 Yes, in law and economics
5.2 history-10kl allowance Zaitseva N.V. to the textbook " General history from ancient times to the end of the 19th century "in 2 parts and BN Serov, A R Lagno Lesson developments on the history of Russia from OE to the end of the 19th century
11 class-lesson plans History of studies by NV Zagladina, S. I. Kozlenko “East Ros. 20th-beginning of 21st century”, in 2 hours, author-compiler N Yu Bukhareva; allowance P A Baranova East Ros in tables and diagrams
Didactics- visual aids(maps, atlases, charts, interactive maps, presentation materials with illustrations, photos, stands, posters, a multimedia library of the virtual school of Cyril and Methodius: CDs "Lessons of World History", including "Ancient World", "Middle Ages", "New History", "Modern Time" and " Lessons of Patriotic History" - "Until the 19th century" and "19th-20th centuries", "Tutor of Cyril and Methodius" in history; Handout, multi-level tests
General - base-lesson of development 10-11 cells T P Begeneeva, Lessons in teaching skills 10-11 classes comp. T A Korneva
Lesson profile developed by E N Sorokina 10-11 class presentations, text of the Constitution of the Russian Federation, handouts (tables, diagrams, cards from the back, multi-level tests), manual P A Baranova Society in tables
Economics - Teacher's Book and Universal workbook Alexey Kireev; presentations, the text of the Constitution of the Russian Federation, handouts (tables, charts, cards from the back.
5.3 Features of working with gifted children in the lessons of history and social studies and outside of school hours.Identification and development of abilities, support and realization of giftedness of students - the goal modern school. Since 2010, the teaching staff of our lyceum has been working as part of the activities of the regional INCO "School as a center for creativity and development of gifted children." I work in high school specialized school. During her teaching career, she tried to organize the educational process in such a way that it was productive. By carefully observing the activities of students in the classroom, I came to the conclusion that everyone has a potential that must be realized. It is necessary to engage in the development of intellectual and creative abilities. And above all, because the full disclosure of the student's abilities is important not only for himself, but also for society as a whole. Fast development new technologies has led to a sharp increase in the need of society for people with out of the box thinking, introducing new content into the production and social life able to set and solve new problems. Creative and intellectual ability- the key to progress in any sphere of human life.
6.1 The form of education means the form of organization of work of students under the guidance of a teacher, which can be:
- Frontal (Collective)- This helps to establish trusting relationship and communication between the teacher and students, as well as students among themselves, instills in children a sense of collectivism, allows you to teach schoolchildren to reason and find errors in the reasoning of their classmates, form stable cognitive interests to activate their activities.
- Group - each group receives a specific task (either the same or differentiated) and performs it together under the direct supervision of the group leader or teacher; tasks in the group are performed in such a way that allows to take into account and evaluate the individual contribution of each member of the group; the composition of the group is not permanent, it is selected taking into account that the learning opportunities of each member of the group can be realized with maximum efficiency for the team.
- individual - This form of organization assumes that each student receives for self-fulfillment task, specially selected for him in accordance with his preparation and learning opportunities. Such tasks can be working with a textbook, solving problems, examples; writing essays, reports; making all kinds of observations
6.2 Grade intermediate results(internal) - oral, written work, (KIMs, thematic tests, essays, contour maps, work with the source, projects, reports, messages, abstracts).
Final results -KIMs
6.3
Pedagogical reflection is the process and result of subjects fixing the state of their development, self-development and the reasons for its state: an individual questionnaire, whether it received an answer or not, a group one. Brainstorm
Sincwine. Map-what new have you learned? what did you feel? what are the reasons for this? How would you rate your participation in the class?Reflection in the classroom is a joint activity of the teacher and students, which allows to improve the learning process. Reflection, leading the student to awareness effective ways activities, to their systematization, generalization, to the rejection of erroneous methods, eventually develops him as a person.
Self-control - verification with the sample,check and evaluate the work of a friend,the teacher intentionally makes mistakes on the blackboard,Ask students to evaluate their own work
| 1. /Variable forms of certification of teachers/author's curriculum.docx 2. /Variable forms of certification of teaching staff/master.docx 3. / Variable forms of certification of teachers / methodological development of a teacher.docx 4. / Variable forms of certification of teachers / pilot development.docx 5. /Variable forms of attestation of teachers/pedagogical concept of the teacher.docx 6. /Variable forms of attestation of teachers/pedagogical project.docx 7. /Variable forms of attestation of teachers/tutorial.docx | Law of the Russian Federation "On Education" Expert evaluation of the master class for compliance with the highest qualification category Expert evaluation of the methodological development of the teacher for compliance with the highest qualification category Experimental work program Pedagogical concept (in the middle of the sheet) Expert evaluation of the pedagogical project for compliance with the highest qualification category Problem Expert evaluation of a teaching aid developed by a teacher |
Expert reviewmethodological development of the teacher
for compliance
highest qualification category
Methodological development is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies of teaching and education themselves in relation to a specific topic of the lesson, the topic of the curriculum, teaching the course as a whole.
Methodological development can be both individual and collective work. It is aimed at the professional and pedagogical improvement of a teacher or a master of industrial training or the quality of training in educational specialties.
Methodological development can be:
development of a specific lesson;
development of a series of lessons;
development of the theme of the program:
development of a private (author's) method of teaching the subject;
development of a common methodology for teaching subjects;
development of new forms, methods or means of training and education;
developments related to changes in the material and technical conditions of teaching the subject.
Carefully approach the choice of development topic. The topic should be relevant, known to the teacher, the teacher should have some experience on this topic.
Determine the purpose of methodological development.
Carefully study the literature, teaching aids, positive experience on the chosen topic.
Make a plan and determine the structure of methodological development.
Determine areas for future work.
Requirements for methodological development:
4. The material should be systematized, presented as simply and clearly as possible.
5. The language of methodological development should be clear, concise, competent, and convincing. The terminology used should be consistent with the pedagogical thesaurus.
7. Methodological development should take into account the specific material and technical conditions for the implementation of the educational process.
8. Orient the organization of the educational process in the direction of the widespread use of active forms and teaching methods.
9. Methodical development should reveal the question "How to teach".
10. Should contain specific materials that a teacher can use in their work (task cards, UPD samples, lesson plans, instructions for laboratory work, diagram cards, tests, level-by-level tasks, etc.).
The structure of methodological development
General structure:
1 Abstract.
3. Introduction.
4. The main part.
5. Conclusion.
6. List of used sources.
7. Applications.
The annotation (3-4 sentences) briefly indicates what problem the methodological development is devoted to, what questions it reveals, to whom it may be useful.
The introduction (1-2 pages) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education.
Methodical development of the theme of the program
The main part may consist of the following sections:
topic description;
planning the study of the topic;
recommendations on the organization and methods of studying the topic.
Educational goals and objectives of the topic;
Planning the topic and the number of hours allotted for its study;
Knowledge and skills that students need to acquire or improve;
Place and role of the topic in the course;
Communication with the previous or subsequent material, as well as intra-subject and inter-subject communications;
A didactic analysis of the content of the material is given;
Levels of study and assimilation of educational material are distinguished;
It is possible to compare the quality of teaching according to the proposed methodology with the methodology that was used by the teacher before using the one proposed in the methodological development.
When planning a learning topic,:
1. Think over the methodology of teaching the topic.
2. Pick up examples, illustrations, outline laboratory and practical classes, tests, excursions, etc.
3. Highlight the main questions that students should firmly master.
4. Analyze the educational possibilities of the educational material and the methodology used.
AT imprisonment(1-2 pages) summarizes the problematic issues that were raised by the teacher, starting to draw up methodological development.
The structure of the methodological development of a theoretical teaching lesson.
The main section contains the following sections:
Methodological substantiation of the topic.
Methodological recommendations for the lesson.
Lesson plan (with technological map).
Didactic material for the lesson (you can not select as applications).
List of literature (sources) for students.
List of literature for teachers.
1. The theme of the program.
2. The topic of the lesson.
3. Type of lesson.
4. Type of lesson.
5. The goal is methodical.
6. The goals of education (training, education, development).
7. Logistics of the lesson.
8. Intersubject and intrasubject communications.
Approximate technological map of the lesson:
The type of lesson is determined by the purpose of organizing the lesson, i.e. the purpose of its implementation.
Type of theoretical training lessons (according to M.I. Makhmutov):
Lesson learning new educational material.
A lesson in improving knowledge, skills and abilities.
Lesson of generalization and systematization of knowledge.
Lesson control of knowledge, skills and abilities.
Combined.
Lesson on the initial formation of skills and abilities.
A lesson in improving skills and abilities.
Lesson on the implementation of complex tasks (works).
Lecture.
Conversation.
Independent work.
Practical work.
Laboratory work.
Conference.
Seminar.
Test.
Offset.
Business game.
Excursion.
Mixed (several activities of approximately the same time).
Motivation and stimulation of students' activities, target setting, activation of the necessary knowledge.
Formation of new concepts and methods of action.
Application of concepts and methods of action.
Didactic methods (according to Lerner I.Ya.)
1. Information-receptive.
2. Reproductive.
3. Problematic: problematic presentation; heuristic; research.
The form of activity depends on the applied method and methodological techniques. For example: conversation, independent work, work with a book, watching a video, etc.
Ways of organizing the activities of the teacher and students (according to Molchan L.L.):
1. Frontal.
2. Individual.
3. Paired.
4. Collective.
The goals of education are divided into the goals of learning (the formation of knowledge, skills and abilities), education (the formation of views, beliefs, personality traits) and development (the development of interests, thinking, speech, will, etc.).
The methodological goal for each lesson implies the creation of conditions for the formation of knowledge, skills and abilities; ability development; education of personality traits, etc. If the lesson is open, then the methodological goal depends on the goal of inviting colleagues to this lesson.
General requirements for the design of methodological development.
The total amount of methodological development should be at least 24 sheets of computer text (font - 14). If the methodological development is the development of one lesson, then at least 10 sheets.
The volume of the main content is at least half of the entire manuscript.
The volume of applications is not limited, but they must correspond to the text (links to them in the text are required).
References to the used literature in the text should be given in square brackets.
The list of sources used should contain 10-15 titles. If the development is only practical in nature, not requiring theoretical references, then the list of sources used can be omitted.
The number and volume of sections is not limited.
1. The name of the development.
2. Name and form of the event.
3. Explanatory note, which indicates the objectives of the event, the proposed method of conducting, the age of the children for whom the event is designed, the conditions for conducting, implementing.
4. Equipment, design (technical means, text options, title and authors of musical works used in the script).
5. Methodological advice for the preparatory period
(correct distribution of orders).
6. Scenario plan, course of the event.
7. Scenario of the event, where all compositional plot parts, links to authors and names of sources with page indications are observed.
8. Methodological advice to the organizers and directors (where it is better to hold the event, design options, ways to create an emotional mood, warnings against mistakes).
9. Methodological advice for the period of the immediate aftereffect (how to sum up, what to do to consolidate the result, etc.).
