Certification teaching staff is carried out in 3 stages: 1) preliminary, 1) written qualification examination, 3) making a decision on compliance with the position.

Within the framework of this material, we will consider only stage 2 in terms of preparing a lesson summary as a form qualification test, as it is directly related to the specifics of the site. Link to full text document is presented at the beginning of the article.

Preparing a Lesson Summary as a Form of Proficiency Test

There are 2 options for conducting a written qualification test in order to confirm compliance with the position held (at the choice of the certified teacher):

1. preparation of a summary of the lesson (class) on the subject that he teaches in current year;
2. solution of pedagogical situations.

Purpose of the written proficiency test: Evaluation of the level of formation of professional pedagogical competencies, on the basis of which a judgment is made on the compliance of the teacher with the position held.

The task of the teacher in the course of writing a lesson summary - to demonstrate mastery of the material on the subject being taught and enough level the formation of pedagogical competencies, allowing him to effectively solve pedagogical tasks when implementing the curriculum.

Document navigation:

General requirements for writing an abstract

1. The teacher is asked in advance to determine the subject and the program within which the written work will be carried out.
2. When conducting a written qualification test, the teacher is offered an instruction containing the purpose of the work, the topic of the lesson, on which a summary should be drawn up, and evaluation criteria. If necessary, the teacher has the right to exclude a number of topics presented in the program, and for subjective reasons, not desirable for him (no more than five).
3. The time given to the certified teacher for writing the outline of the lesson is 1.5 - 2 hours.
4. Lesson outline should be related to learning new topic(new educational material).
5. The abstract involves reflecting the main stages of the lesson: organizational moment, questioning students on the material given at home, explaining new material, consolidating educational material, homework. When writing a summary, the teacher can skip certain stages or change the structure of the lesson in accordance with his individual vision of its construction.
6. The teacher must know in advance the criteria by which his work will be evaluated.

In the course of writing written work the teacher is invited to reveal the structure and subject content of the lesson, to formulate the goals and objectives of the lesson and its individual stages demonstrate mastery of the methods and techniques of motivation learning activities, organizing the learning activities of students, illustrating this with examples of taking into account the individual characteristics of students and the specific characteristics of the class in which the lesson will be held. The main stages of the lesson and their content are presented in the proposed scheme for writing a lesson summary ().

Lesson outline

Table 1.

Evaluation of written work by an expert

Evaluation of written work by an expert is carried out in accordance with the criteria presented in.

Criteria for evaluating the written work of a teacher

Table 2.

Note: the level of proficiency in educational material is assessed in accordance with the criteria presented in the framework of competence in the field of the information basis of pedagogical activity.

The expert makes a judgment about the level of development of each of the competencies within each of the stages of the lesson. Expert opinions are entered in the tabular scheme for evaluating the written work of the teacher, presented below ().

Scheme for assessing the written work of the teacher

Table 3

During qualitative assessment the expert analyzes the summary presented by the teacher, considering in turn each of the stages of the lesson.

As part of the analysis of each stage of the lesson, the expert makes a judgment about the satisfactory or unsatisfactory level of development of certain basic pedagogical competencies. He enters the corresponding judgments in the table (), denoting them with a “+” sign in case of a positive assessment or a “-” sign in case of a negative one. The expert makes judgments only about those competencies that can be assessed in one or another part of the lesson. Not each of the stages of the lesson allows you to assess all competencies, so some of the cells in the table may remain blank. The expert makes his assessments on the basis of the criteria for evaluating the written work presented in .

Processing of results (formula and data interpretation)

Based on the results of the assessment, all positive ratings separately for each of the basic pedagogical competencies and for each of their stages of the lesson. The amount received is divided by total grades for the relevant competence or for the stage of the lesson.

If the final score is >=0.5, one can judge the satisfactory level of development of the corresponding indicator. If this score<0,5, уровень развития соответствующего показателя является неудовлетворительным.

The main ones are assessments that reflect the level of development of basic pedagogical competencies. On their basis, the final score is calculated, which is the average value according to the assessments of basic pedagogical competencies.

It is calculated using the following formula:

Where: PS- indicator of compliance with the position held

BOD- assessments of basic pedagogical competencies.

The final indicator can vary from 0 to 1 point. It is interpreted like this:

From 0.5 to 1 point- compliance with the position: the teacher demonstrated mastery of the main content of the subject and possession of basic pedagogical competencies.

0 to 0.49 points- inconsistency with the position held: the teacher did not demonstrate knowledge of the subject, insufficiently possesses basic pedagogical competencies.

The final grades for each of the stages of the lesson are auxiliary and serve to prepare a high-quality expert opinion on the certified teacher, to identify the strengths and weaknesses of his activities with a view to the subsequent development of individual advanced training programs.

An example of evaluating a teacher's written work is presented in.

An example of assessing the written work of a teacher

Table 4

Expert opinion

Based on the results of the evaluation of the written work, the expert writes a conclusion in which, based on the criteria presented (Table 2) and the final evaluation table (), he must reflect:

Level of knowledge of educational material: how fully the given topic of the lesson is disclosed.

The level of development of basic pedagogical competencies.

The effectiveness of the teacher's work at individual stages of the lesson.

Based on the results of an expert assessment, proposals can be developed for an individual advanced training program aimed at developing the most underrepresented pedagogical competencies.

It is important to note that the decision on the non-compliance with the position held is not irreversible for the teacher. In this case, the employer can provide training, advanced training for such a teacher and re-passing the certification procedure.

Answers to common questions

1. The methodology offers a significant number of criteria for evaluating the lesson summary. How to use them?

These criteria allow for a detailed analysis of the presented abstract from the point of view of the teacher's possession of the relevant subject content and basic competencies. Since the assessment of the lesson outline does not assume a score for each of the elements, the criteria presented can be seen as an important guideline for assessment and recommendations. Recall that the lesson summary is assessed by an expert on a yes/no system. “Yes” - compliance with the position held: the teacher demonstrated mastery of the main content of the subject and possession of basic pedagogical competencies (the ability to set goals and objectives and effectively organize educational and pedagogical activities aimed at achieving them). “No” - inconsistency with the position held: the teacher did not demonstrate knowledge of the subject, does not have basic pedagogical competencies.

As a result of certification, focusing on the criteria presented, the teacher is given recommendations for the development of those aspects that were not presented in the written qualification work.

2. If in the lesson summary the teacher focused all his attention on disclosing the content of the taught subject and practically did not demonstrate possession of basic pedagogical competencies, then what conclusion should the experts make about his suitability for the position held?

A negative decision may be more likely to be made when the teacher has demonstrated an anti-pedagogical position when preparing the lesson summary.

To use the preview of presentations, create a Google account (account) and sign in: https://accounts.google.com

Slides captions:

1. Mastering the ability to accept and maintain the goals and objectives of educational activities, the search for means of its implementation. 2. Willingness to listen to the interlocutor and conduct a dialogue; readiness to recognize the possibility of the existence of different points of view 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, trials, the next step, again reflection, trial, the next step.

Red - you strive for leadership, you lack new conquests and victories. Perhaps at the 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-affirmation, the craving for knowledge or the desire for career growth. Brown - not enough physical rest, you are looking for peace. You need home comfort, warmth and comfort.

MASTER CLASS is conducted by primary school teacher Mou “Duplyatskaya school named after. V.A. Kumskov "Altynova Irina Yakovlevna TOPIC: Methods of reflection of students in the classroom in elementary 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. Reflection of the content of 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

COLORGRAM relevance novelty usefulness interest high rating average rating low rating

Thanks to all!

Preview:

II. OBJECTIVES OF THE MASTER CLASS:

I. For my master class, I chose the topic “Reflection in the lessons in elementary school”, which has long been of interest to me. The second generation standards pay special attention to the following criteria (File 1).

And according to teachers (file 2).

And now, dear colleagues, I will ask you to evaluate your own emotional state with the help of 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:

1. 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; 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.

1. activity reflection

(this view is acceptable at the stage of checking homework, defending design work; it makes it possible to comprehend the ways and methods of working with educational material, finding the most rational; and 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.

1. 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 a 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.

1. Characteristics of the conditions of professional activity

Study load (for the period from the previous certification) by years and classes (age groups)

1. 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 Zagladin N. V., Kozlenko S. I., Zagladina Kh. T. "World history from ancient times to the end of the 19th century." M., "Russian Word", 2009, for a 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, Russkoye Slovo, 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 – the beginning of the XXI century”, Grade 11. 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 in the XX-beginning of the 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 of general education schools at the basic level in 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.

1. 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 in the process of education and upbringing the technology of developing 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 the cognitive activity of students, to 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.The technology of student-centered learning (I.S. Yakimanskaya) contributes toTechnology "Debate" Technology The systematic use of information and communication technologies (ICT), distance learning technologies is 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 written speech. The project method of teaching allows you to activate the independent search activity of students, stimulates cognitive interest, develops research skills. The method of educational cooperation organizes joint activities for the collective solution of 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 the USE format for students 10- 11 classes (I and II half-years).

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."

The main achievement of my pedagogical activity is the 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 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%. 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% (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 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 "Young Patriots" team 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..

I make a personal contribution to improving the quality of education based on improving the methods of education and upbringing, innovation, in the development of new educational technologies and actively disseminate my 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 events dedicated to the 20th anniversary of the Constitution of the Russian Federation in 2013, 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 “Using ICT in history lessons”, “Formation of key competencies in history and social science lessons”, which are posted on my website on the portal of the social network of 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 outside school hours" summarizes the experience and published in the collection of scientific papers "Modern trends in education and science" of the Ministry of Education and Science of the Russian Federation, the electronic journal "Modern Pedagogue" of the Siberian Institute of Continuous 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 is presented at events of various levels: in 2010, a speech at the RMS of teachers of history and social science on the topic "Actual issues of teaching history and social science 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 "The use of 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 outside school hours" (diploma winner).

The experience of pedagogical activity in the application of the method of thematic testing in preparing students for the final certification in the USE format, the developed educational and thematic planning of the basic and profile levels in history, social science, law and economics is used by the teacher of history and social studies of the MKOU "Petropavlovsk secondary school" Rakhno A.V.The experience of pedagogical activity in the application of problematic technology, ICT, methods of project activity, research teaching methods in the classroom is used by teachers of the Muromtsevsky Lyceum MBOU: Ivanova T. M., a teacher of history and social studies, Koksheneva N. V., a teacher of physics. The administration of the MBOU "Muromtsev Lyceum" has repeatedly attended open lessons, extra-curricular activities prepared at a high level within the framework of 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 for 11 years.

I have the following awards: Honorary Diploma of the Ministry of Education of the Omsk Region in 2009, Letter of Appreciation from the 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.

I ask you to carry out certification at a meeting of the certification commission without my presence.

I am familiar with the procedure for attestation of teaching staff of state and municipal educational institutions.

In accordance with the Federal Law of 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)- Expansion of pedagogical knowledge in order to improve the methods of teaching and education

(Deepening knowledge on different methods; Mastering the achievements of pedagogical science, advanced pedagogical practice; Raising the general cultural level of the teacher).

2.2 Ways to achieve - courses advanced training, methodological seminars, pedagogical communication: attending colleagues' lessons, participation in the work of the WMO, RMO, SMO, work with your own website on the portal of the social network of educators http://website/romahova-alla-gennadevna, study of legal documents, Conducting open lessons and extracurricular activities, Mastering new teaching materials, Studying and implementing modern pedagogical technologies in 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 classroom and extracurricular activities, teach goal-setting, reflection, prepare students for olympiads, design and research activities, prepare for exams in the USE format, this contributes to specialized training and elective courses, training and socialization of students with disabilities through the implementation of distance learning.

3.1Priority areas of self-developmentprofessional communication and practice; (systematic training; individual work).Professional communication– because it helps to discuss pressing problems, 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 to solve them.

3.2 My self-development is determined by problems 1)identification and development of abilities, support and implementation of giftedness of students. (The teaching staff of our lyceum has been working since 2010 as part 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 in specialized subjects, training 6 at the law faculty of Omsk State University, 2 at the history department, 5 at the economics, 4 at the pedagogical institute of history.

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 a communicative culture and skills of public speaking, dialogue. Technology syncwine is useful as a tool for synthesizing complex information, as a cutoff for assessing the conceptual and vocabulary of 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, MACOS operating system 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 : expansion of distance learning opportunities during low temperatures, illness of students, family education, counseling students in preparation for the exam - this contributes to the continuity of education, improving the quality, and success of students.

5.1 Yes, in law and economics

5.2 history-10kl allowance Zaitseva N.V. to the textbook "General history from the ancient times to the end of the 19th century" in 2 parts and BN Serova, A R Lagno

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, multimedia library of the virtual school of Cyril and Methodius: CDs "Lessons of World History", including "Ancient World", "Middle Ages ”, “New History”, “Recent Times” and “Lessons of National History” - “Until the 19th century” and “XX-XX centuries”, “Tutor of Cyril and Methodius” in history; handouts, multi-level tests

General - base-lesson development 10-11 cl T P Begeneeva, Teaching skills 10-11 cl 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 by Alexei 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 is the goal of the 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 the senior classes of a 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. The rapid development of new technologies has led to a sharp increase in the need of society for people who have non-standard thinking, who bring new content to industrial and social life, who are able to set and solve new problems. Creative and intellectual abilities are 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 contributes to the establishment of particularly trusting relationships and communication between the teacher and students, as well as students among themselves, instills a sense of collectivism in children, allows students to be taught to reason and find errors in the reasoning of their classmates, form stable cognitive interests, and intensify their activity.
• 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 a task for independent completion, specially selected for him in accordance with his training and learning opportunities. Such tasks can be working with a textbook, solving problems, examples; writing essays, reports; making all kinds of observations

6.2 Evaluation of intermediate results (internal) - oral, written work, (KIM, thematic tests, essays, contour maps, work with a 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 the realization of effective methods of activity, 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

Expert evaluation of the methodological development of a teacher for compliance with the highest qualification category . 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. 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 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. 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 teaching aids; 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 methodological development should be such that teachers can obtain information about the most rational organization of the educational process, the effectiveness of methods and methodological techniques, the 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 a study topic, you must: 1. Think over the method 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 the conclusion (1-2 pages), the results are summarized on those problematic issues that were raised by the teacher, starting to draw up a methodological development. The structure of the methodological development of the theoretical teaching lesson. 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 technological map of the 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. Types of lessons of practical training (according to Makhmutov M.I.): * A lesson on the initial formation of 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 of joint activity of the teacher and students, which dominates the lesson: 1. Lecture. 2. Conversation. 3. Independent work. 4. Practical work. 5. Laboratory work. 6. Conference. 7. Seminar. 8. Control work. 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. Motivating and stimulating the activity of students, target setting, activation of the 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: 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 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 the methodological goal depends on the goal of inviting colleagues to this lesson. General requirements to the design of methodological development. 1. 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. 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, 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 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 assignments). 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.