The type of methodological activity is sustainable procedures for the implementation of planning, design, selection and application of teaching aids for a specific subject, which determine their development and improvement. To the types of methodological activities performed by teachers of vocational education institutions, N.E. Erganova refers:
Analysis of educational and program documentation, methodological complexes;
Methodical analysis of educational material;
Planning a system of lessons for theoretical and practical training;
Modeling and designing forms of presentation of educational information in the lesson;
Designing the activities of students in the formation of technical concepts and practical skills;
Development of teaching methods for the subject;
Development of types and forms of control of professional knowledge, skills and abilities;
Management and evaluation of students' activities in the classroom;
Reflection of one's own activity in preparation for the lesson and in the analysis of its results.
The main forms of methodological work of a teacher in a professional educational institution are shown in Appendix 1.
There are two complementary forms of methodological work in educational institutions of the vocational education system - collective and individual. Each of them has its well-defined functional purpose and clearly expressed goals.
Collective methodological work, first of all, is expressed in the active participation of members of the teaching staff in the work of the pedagogical council - the highest body of the educational institution. Collective types of methodological activities also include participation in the work of methodological commissions, in instructional and methodological meetings, pedagogical readings, scientific and practical conferences, and workshops.
The Pedagogical Council, according to the Charter of the educational institution, has the right to resolve all issues of the life of the school, but - in relation to methodological activities - these are, first of all, issues related to the formulation of the educational process. The ultimate goal of all the activities of the teachers' council is to increase the growth of pedagogical skills: and improve the effectiveness of pedagogical activities.
The same goals are also devoted to issues considered at the associations of teachers and masters, which are traditionally called methodological commissions. Dealing with particular problems associated with the development of specific activities of masters and teachers, the methodological commission basically covers all areas in its work:
1) study and development of educational and methodological documentation;
2) improving the quality of educational work;
H) improving the pedagogical qualifications of masters and teachers.
The first direction covers:
study of new educational and program documentation and adjustments to the current work program (if necessary);
Discussion of lists of educational and production work by profession;
Discussion of lists of verification and qualification works;
· discussion of educational and didactic support and educational and technological documentation, evaluation criteria for typical work, the size of student norms, etc.;
· discussion of detailed work experience programs, etc.
The second direction includes:
Conducting and analyzing open lessons;
organization of mutual visits to classes by members of the commission;
exchange of experience (reports by experienced masters) of educational work in a group;
collective discussion of certain areas for improving the process of industrial training;
· consideration of passports of complex methodical equipment of specialized and standard educational workshops and classrooms;
analysis of the results of industrial training and the development of measures to improve its quality;
· discussion of the course of preparation and holding of the final final exams, etc.
The third line of activity of the methodological commission pursues the organization of a systematic improvement of the qualifications of its members. This includes the following activities:
· reviews of new editions of pedagogical and methodical literature;
· discussion of specific publications on innovative technologies, ways to improve industrial training, topical problems of the relationship between theory and practice, etc.;
organization of review competitions of training workshops, competitions of professional skills, exhibitions of rationalization proposals of employees and students, reviews of technical creativity in groups, etc.;
· discussion of abstracts and reports prepared for pedagogical readings, conferences of engineering and pedagogical workers, etc.;
listening to reviews of scientific and technical information, etc.
Thus, methodological work in an educational institution is a system of interrelated measures aimed at improving the qualifications and professional skills of teachers and masters of industrial training, including the management of their self-education, self-education, and self-improvement.
Also to the forms of collective methodological work of L.P. Ilyenko refers:
Work on a single methodological theme;
Pedagogical workshop;
Theoretical seminars (reports, messages)
Disputes, discussions;
Methodical weeks;
Competitions of pedagogical skills;
Creative reports;
Business games, role-playing games;
Discussion of advanced pedagogical experience
Thematic teachers' council;
Pedagogical readings;
Exhibitions of advanced pedagogical experience;
Individual work allows the teacher to independently and objectively determine their weaknesses, plan work according to a personal schedule, quickly monitor and correct the learning process. Group forms, not being so mobile, cover a much larger amount of knowledge, introduce best practices in a concentrated form, contribute to uniting teachers in a team, finding optimal solutions to pedagogical problems.
Individual forms include:
Self-education;
Study of documents and materials of professional interest;
Reflection and analysis of own activities;
Accumulation and processing of material on accompanying pedagogy disciplines (sciences): psychology, valueology, teaching methods;
Creating your own folder of achievements (portfolio);
Creation of a methodical piggy bank;
Development of own visual aids;
Work on your own methodological topic that is of interest to the teacher;
Development of own diagnostic materials, monitoring on a specific problem;
Preparation of a speech at the teachers' council on the problem;
Attending classes and extracurricular activities with colleagues;
Personal consultations;
Administration interview;
Individual work with a mentor (mentoring);
Performance of individual tasks under the control and with the support of the head of the methodical association.
The active forms of organization of methodological work include:
1) discussion. The purpose of the discussion is to involve listeners in an active discussion of the problem; identification of contradictions between worldly ideas and science; mastering the skills of applying theoretical knowledge to analyze reality;
2) methodical ring. The goal is to improve the professional knowledge of teachers, to reveal general erudition. The form of conducting is group work (opponents, support groups of opponents and analysis group). For example, a methodical ring on the topic “Activation of the cognitive activity of students in the classroom” involves the competition of the following methodological ideas:
application of game tasks;
use of active forms of learning;
organization of group interaction of students;
· increasing the role of independent work of students in the learning process, etc.;
3) methodical gatherings. The goal is to form the correct point of view on a specific pedagogical problem; creation of a favorable psychological climate in this group of students. The form of the event is a round table;
4) methodical dialogue. The goal is to discuss a specific problem, develop a plan of joint action. The form of the event is a round table. A methodical dialogue is conducted between the leader and students or between groups of students on a specific issue;
5) business game. The goal is to develop certain professional skills, pedagogical technologies;
6) training. The goal is to develop certain professional skills and abilities. Training (eng.) - a special, training mode, training, can be an independent form of methodical work or used as a methodical technique during a seminar;
7) pedagogical KVN. This form of methodical work contributes to the activation of existing theoretical knowledge, practical skills, and the creation of a favorable psychological climate;
8) methodical bridge. The purpose of the methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative technologies for training and education;
9) brainstorming. This is one of the methodological techniques that contributes to the development of practical skills, creativity, the development of the correct point of view on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing the methodology for passing a certain topic, for making decisions on a specific problem;
10) solving pedagogical problems. The goal is to get acquainted with the features of the pedagogical process, its logic, the nature of the activities of the teacher and students, the system of their relationship. The fulfillment of such tasks will help to learn how to single out the essential, the main thing from the variety of phenomena. The mastery of the teacher is manifested in the way he analyzes, explores the pedagogical situation, how he formulates, on the basis of a multifaceted analysis, the goal and objectives of his own activity;
11) methodical festival. This form of methodical work, used by methodologists of the city, district, school leaders, involves a large audience, aims to exchange work experience, introduce new pedagogical ideas and methodological findings. At the festival there is an acquaintance with the best pedagogical experience, with non-standard lessons that go beyond traditions and generally accepted stereotypes. During the festival there is a panorama of methodical findings and ideas.
Thus, methodological work in a vocational education institution in all its variety of types and forms is a system of interrelated measures aimed at improving the qualifications and professional skills of teachers and masters of industrial training, including managing their self-education, self-education, and self-improvement.
Innovative College of Economics Lecturer
Introduction
Methodological work in an educational institution, its structure and forms of organization
Features of the organization of methodological work in the institution
Fundamentals of organizing methodological work in the institution
Forms of organizing methodological work in an educational organization
Organization of work on the problem of educational organization
Organization of work on a single methodological topic
Suggestions for improving the methodological work in the institution
Conclusion
Used Books
IntroductionSignificant changes in the socio-economic structure of Russia require the reform of the education system. The new millennium needs a new modern education system that would meet the requirements of the state and society.
The process of updating vocational education requires not only the reconstruction of the content of education and upbringing, but also the improvement of methodological work in vocational educational institutions that have embarked on the path of innovation.
Focusing on the idea of humanely oriented education, on the formation of the student's personality, recognition of its value and necessity for modern society, we, first of all, must remember that such a personality is formed by the personality of the teacher himself. Therefore, it is necessary to create all conditions for the growth of professional skills of teachers.
Thus, the organization of an effective and efficient structure of innovative methodological work in a professional educational institution is very relevant.
In the new conditions of functioning of the educational system, the need to improve the quality of education has arisen and is being updated. And this problem is connected with the solution of a number of others. The selection and structuring of the new content of vocational education involves the introduction of modern educational programs and technologies. And this, in turn, confronts a professional educational institution with the problem of the need to continuously improve the professional competence of teachers. And it is possible to solve this problem only by creating in an educational institution special pedagogical conditions for selecting the forms and content of methodological work.
In modern conditions, a number of acute contradictions can be traced in the system of methodological work in an educational institution, the resolution of which is considered as the driving force behind its reform. These are contradictions between:
increased requirements for methodological work in the context of updating educational practice and its real state in the practice of an educational institution;
the need to expand the arsenal of forms of methodological work and the lack of diversity of the latter in the real practice of educational institutions.
In the pedagogical literature, the studied issues are reflected in the fundamental research of Guzeev V.V., Kruglikov G.I., Omelyanenko B.L., Shilova M.I., in which the essence of the basic concepts of the theory of vocational training is revealed, ways of further development of the principles content, forms of methodical work.
Shilova M.I. believes that many issues related to the methodological basis, i.e. the most important techniques and methods that need to be mastered for implementation in practice require a new understanding. In pedagogical theory, the technology for implementing the teacher's methodological work has not been adequately studied for specific reasons. The most important of them is the insufficient scientific elaboration of many issues of methodological associations. For example, its content in most pedagogical works is revealed mainly only from the point of view of social and ethical requirements for behavior and the formation of work.
Methodological work in an educational organization, its structure and forms of organization
1.1 Fundamentals of organization of methodological work in the institution
Methodological work in an educational organization is a special set of practical measures based on the achievements of science, advanced pedagogical experience and aimed at a comprehensive increase in the competence and professional skills of each teacher.
This complex is focused, first of all, on increasing the creative potential of the teaching staff as a whole, and, ultimately, on improving the quality and efficiency of the educational process: increasing the level of education, upbringing and development of students.
When choosing a variant of methodological work, the team of the organization is guided by the following system of grounds:
tasks facing the institution, teachers;
the level of the educational process;
the state of the educational and material base;
accumulated positive and negative experience.
At the head of the methodological work is the methodological council, which manages the methodological, experimental and practical activities of the teaching staff and implements the tasks set. The methodological council consists of the director, his deputies, heads of the methodological association.
Methodical work on the basis of an educational institution performs a number of important functions:
thanks to active participation in this type of activity, the teacher retains and consolidates his position in the institution; with age, methodological work contributes to solving the problem of professional preservation, overcoming a possible backlog, a discrepancy between the achieved level and new requirements for the educational process;
training frees a person from false values, makes a professional more flexible and mobile, adapted to external changes, competitive;
on-the-job training contributes to the achievement by the teacher of the desired professional status and recognition in the team, greater self-confidence;
methodological work acts as a stimulus in the professional development of a teacher, promotes self-realization, solving personal professional problems, and allows achieving greater job satisfaction.
One of the traditional forms of methodological work is work on a single methodological theme. It should be noted that in the conditions of modernization of education, it is necessary to increase the efficiency of this type of activity. This is possible through the development of a professional development program on a single methodological topic for teachers of a particular school. The program should be guided by the positions of humanistic pedagogy, personal-activity approach. It is necessary that most of the classes presented in the program be practice-oriented. A clearly defined goal, program objectives, expected end results, which will be the knowledge and skills acquired by teachers in the process of studying the topic, will increase the productivity of methodological work.
By understanding educational technology as a set of knowledge about the ways and means of implementing a program at different stages of education with a specific end result, we transfer this concept to methodological work with teachers. The general idea of the teacher about educational technologies gives him the opportunity to represent learning and learning activities as interdependent and interdependent. At the same time, the teacher must be prepared for the fact that not only he produces and stimulates mental neoplasms in those who study. Students with their learning activities also contribute to changing some individual aspects of teaching, if they are not effective enough. This fully applies to work with teachers in the system of methodological work.
Forms of organizing methodological work in an educational organization
The whole variety of organizational forms of methodical work in an educational organization can be represented as three interrelated groups of such forms:
general educational forms of methodological work (work on common methodological topics, psychological and pedagogical seminars, workshops, scientific and practical conferences and pedagogical readings, reader and spectator conferences, methodological exhibitions, wall newspapers, bulletins);
group forms of methodical work (methodological associations, creative microgroups of teachers, group mentoring, mutual attendance of classes and extracurricular educational activities);
individual forms of methodical work (internship, individual consultations, interviews, mentorship, work on a personal creative theme, individual self-education).
What are the forms of classes (sessions) of problematic microgroups - methodological associations - departments? Their choice depends on the quantitative composition of these units, on the qualifications of the teachers included in them, on their interest, respectful attitude towards each other, on mutual understanding, etc.
Thus, the following forms of classes (sessions) became the most effective in the practice of methodological work:
theoretical seminars (reports, communications);
workshops (reports, messages with a practical demonstration in the classroom, class hours, extracurricular, extracurricular activities);
disputes, discussions (“round table”, dialogue-argument, debates, forum, symposium, “aquarium technique”, “panel discussion”), etc.;
"business games", role-playing games; imitation lessons; panorama lessons;
lectures by didactic scientists, psychologists, sociologists, defectologists, speech therapists and doctors;
discussion of modern latest methods, technologies, achievements of psychological and pedagogical science;
discussion of individual open, mutually attended lessons, events or their cycle;
discussion of "slices of knowledge", questions for testing and questioning students;
various exhibitions, reports on self-education: reports, abstracts, development of classes, production of didactic and visual aids;
discussion of advanced pedagogical experience and recommendations for its dissemination and implementation;
competitions "Best Teacher", "Teacher of the Year", "Educator of the Year";
readings, scientific and practical conferences;
pedagogical councils, etc.
The mechanism of conducting and the significance of the most effective and rational forms of classes (sessions) of problematic microgroups - methodological associations - departments
Theoretical seminars (reports, messages)
This form of classes (sessions) is necessary to familiarize teachers with the latest achievements of science and advanced pedagogical experience. It requires, first of all, from scientists - curators of departments to easily cover in messages, reports topical issues of the educational process, to disclose the content of new technologies, methods, teaching methods. But highly qualified teachers - members of problematic microgroups - methodological associations - departments, should also be involved in speeches and reports. This requires a lot of preparation: individual conversations, consultations of teachers with specialist scientists to speak to the team.
Variants of questions for consideration at theoretical seminars
Traditional and innovative in the educational process
Technological models of teaching schoolchildren
Methodology for the complete assimilation of knowledge by students
Conducting scientific and theoretical seminars should be planned 2-3 times during the academic year in order to avoid overloading teachers, because in addition to this form of classes (sessions) of problematic microgroups - methodological associations - departments, one should not forget about other forms of work.
Workshops
Workshops require more serious preparation, because. on them, the teacher is introduced to the results of their own search, research work, carried out under the guidance of specialist scientists and tested for several months.
The focus of those present at such seminars is not only theoretical issues of the educational process, but also practical skills, which is especially important and very valuable for the growth of professional skills of teachers and educators.
Possible workshop topics:
Can we hear the painting? (MO of aesthetic education and art education).
Musical games without music (MO of aesthetic education and art education).
The course "Forest and Man" and its importance in the process of teaching students (MO of primary education and natural sciences).
Continuity in the work of elementary teachers and subject teachers in the lessons of natural history, familiarization with the outside world and natural science (MO of primary education and natural sciences).
Continuity in the use of new technologies: integration in teaching students on a communicative-cognitive basis through communication, culture and love (MO of primary education and social disciplines).
General pedagogical and organizational and methodological possibilities of using the game in teaching students in grades 5-11 (MO of social disciplines).
After teachers attend the practical part of seminars - lessons, electives, extracurricular activities - it is very important to skillfully organize discussions, discussions, where everyone can express their thoughts, opinions, evaluate the workshop. Together with scientists-specialists, it is possible to collectively solve specific educational and pedagogical problems that arise in the educational process.
Workshops are an effective form of involving the teaching staff in creative, search, research activities and improve its pedagogical culture.
Psychological and pedagogical workshops
For greater efficiency during such seminars, an atmosphere of informal communication, relaxedness should be created. This practice is especially valuable for improving the professional skills of teachers and educators, because. each participant of such a seminar gets the opportunity to get acquainted with the latest achievements of psychological and pedagogical science, advanced pedagogical experience and express their position.
It is advisable to prepare and conduct psychological and pedagogical seminars on the following topics:
"Psychological and pedagogical research of the student's personality".
"Diagnosis of the level of development of voluntary attention of younger schoolchildren."
“The taxonomy of pedagogical goals and its role in checking the effectiveness of teaching students in new special courses (literature, integrated aesthetic course, local history, ethics and etiquette, teaching the basics of versification, working with business papers, etc.).
At such seminars, the relationship between theory and practice is necessary. So, for example, a psychologist, speaking about the taxonomy of pedagogical goals, first of all characterizes the areas of activity that it covers: cognitive, affective and psychomotor. By talking about this clear classification of goals, the specialist gives teachers the opportunity to get involved in the practical modeling of priority tasks in the process of teaching students and declare the concentration of efforts on the main thing, the assessment and prospects for their future work.
Such dialogues of communication contribute to the development of the creative potential of the teacher, his professionalism.
Disputes, discussions
Various forms of classes (sessions): debate, "round table", dialogue-argument, debate, forum, symposium, "aquarium technique", "panel discussion" - are usually denoted in practice by the general term - "discussion". Often a discussion is called a discussion or exchange of experience, opinions, as well as a discussion-argument, i.e. clash of points of view, positions, etc. Often the discussion is mixed with controversy - upholding already formed views and positions.
Discussion - purposeful exchange of judgments, opinions, ideas, carried out by members of problematic microgroups - method associations - departments in order to search for truth (truths). Its essential feature is the equal dialogue of all participants. It is desirable that the group of participants in such a dialogue be small (up to 10 people), so that everyone will be able to express their point of view and defend it convincingly.
In pedagogical practice, various types of exchange of opinions have spread, which are folded forms of discussion: “round tables”, forums, debates, symposiums, “aquarium technique”, “panel discussion”.
A characteristic feature of folded forms of discussion is the participation in it of two or three or more substantive method associations - departments, so that in the end, the positions and opinions of the participants become the subject of their discussion.
Some forms of discussion
"Panel discussion". 2-3 or more subject method associations - departments can participate in it. However, groups of 6-8 participants should be formed from them, who elect chairmen in advance. The latter discuss the intended problem, after which they jointly come to a certain conclusion, a solution. It is important that all participants of the “panel discussion” are interested in solving the problem under discussion.
Forum. The mechanism of holding is similar to the above, and all participants exchange views.
Symposium. More formalized (compared to the above) discussion; during its course, participants make presentations in which they reveal their point of view on a problem of interest, after which they answer questions from those present.
Debate. A clearly formalized discussion, which is based on pre-planned speeches by participants who have a directly opposite opinion on the issue under discussion.
These forms of discussion are likely to be practiced sporadically or not used at all in the work of methodological associations - departments.
The most relevant and common in the practice of the work of classes (sessions) of problematic microgroups - methodological associations - departments are "round tables".
"Round table". This is a conversation in which up to 10 teachers participate “on an equal footing”, and during it an exchange of views takes place between all participants. The group may include teachers of various specialties: both primary and secondary and senior levels.
Possible topics for roundtable discussions:
Development of logical, critical and creative thinking of students.
Searches along the line of research teaching students.
General pedagogical and organizational and methodological possibilities of using the game in teaching students the arts
Aquarium Technology. It stands out among all forms of discussion in that its content is closely determined by the contradictions, disagreements, and sometimes conflicts of teachers on a particular issue. The mechanism of the "aquarium technique" is as follows:
The problem of discussion is formulated at the request of the teachers by the supervisor or curator of the department.
The participants in the discussion are divided into 2 groups (or maybe 3), which are arranged in a circle in the audience.
The members of each group choose a representative or chairman who will defend its position during the discussion.
All participants get acquainted with the topic under discussion in advance, so they have the opportunity to exchange views before the discussion begins. (You can suggest a topic at the beginning of the discussion, then the members of the “aquarium” should discuss it within 15-20 minutes and develop a common point of view.)
Representatives gather in the center in a circle and get the opportunity to express the opinion of the group, defending its positions. The remaining participants of the “aquarium” cannot express their opinion, but only have the opportunity to transfer notes during the discussion, where they express their views.
Group representatives may take a break to consult with the rest of the group.
The “aquarium” discussion ends after the allotted time has elapsed or after a decision has been made.
After the end of the discussion, representatives of the groups conduct a critical analysis of the course of the discussion, and decisions are already developed by all participants in the "aquarium" debate.
A similar form of discussion can be held at a joint lesson (meeting) of 2-3 method associations - departments.
It is possible to propose to hold discussions of "aquarium techniques" on the following topics:
"Types of Innovative Approaches to Learning".
"The interactive nature of learning".
"Integration as a means and goal of student learning"
Criteria-Oriented Learning.
"Business" games, role-playing games, simulation games; panorama lesson
The game as a socio-cultural form of communication is devoted to a lot of philosophical, cultural, psychological, and pedagogical research.
In pedagogy, any games (“business”, role-playing, etc.) are associated with certain rules (conditions) for the players. In essence, a game is a competition between two or three groups (or more), which is aimed at achieving a specific goal or solving a specific problem. During the game, teachers master the real experience that they could get during the lesson, learn to actively solve difficult problems, and not be outside observers. In addition, the use of a game form of classes (sessions) of problematic microgroups - method associations - departments helps teachers learn how to save, “compress” time for practicing certain concepts, skills, and abilities in the learning process. And most importantly, they contribute to the activation of self-education of teachers in their work on the development of professional qualities necessary for teaching and educating the student's personality.
business games.
To achieve effectiveness in the process of conducting a "business" game, the roles should be distributed so that it is led by qualified teachers, heads of departments, curators-scientists, deputy director for scientific-experimental, research work. It is necessary to elect a chairman who leads the game, an instructor (although it is not necessary to explain the details of the game in detail, because it should be similar to real, life events, and detailed instructions can minimize the interest of the players), a referee who only monitors the progress of the game and observance of the game rules, the coach (in his role should be a curator scientist who can prompt during the game in order to fully realize its capabilities).
It takes time to prepare such games, but the interest of teachers in them is unusually high. Very often, during the game, participants, as a result of an emotional upsurge, can resort to imitation, dramatization. After the end, the results are summed up (scoring, announcement of game results). However, self-assessment of the actions of the players is also necessary (in a conditional, modeling plan).
It should be completed with an analysis of the game situation, determining its relationship with reality and, most importantly, its significance for the formation of intellectual-cognitive, professional interests of teachers.
Role-playing game(essentially a game-dramatization) is a process in which teachers of problematic microgroups - methodological associations - departments participate, distributing the roles of a teacher, students, deputy director for experimental work, director, methodologist of the district (city, regional) methodological Center etc.
The game should be led by either a scientist-curator, or a deputy director for experimental, research work, or a chairman of a method association, etc.
The mechanism for conducting a role-playing game (dramatization game) is quite simple:
the leader announces the theme of the game;
instructions are given on the course of the game;
the emotional reaction of each of the players is recorded;
the leader sets out facts, information, comparing them with the emotional reactions of the players;
Summing up is carried out on the basis of emotionally experienced by the playing judgments.
The significance of such a game is associated with the activation of attention, experiences, and the thoughts of the participants in the process.
And most importantly, teachers should see what possibilities a didactic game has in combination with emotional reflection.
Imitation games. This form of classes (sessions) of problematic microgroups - method associations - departments requires a creative approach from the leader (it can be a curator-scientist of the department, deputy director for experimental work or a highly qualified teacher).
A well-prepared simulation game (2-3 methods of association or departments can participate) suggests that the topic, goals, objectives and structure are deeply thought out and will help the facilitator to maintain high activity of the participants. The theme of the imitation game can be invented by the host himself or borrowed from any sources. The host must decide in advance what the degree of his frankness with the participants will be, how much he will devote them to his plans. In addition, the facilitator must give clear and simple oral or written instructions to his fellow players, allocate the roles of the participants and set the duration of the game.
It is quite understandable that the participants in the simulation game will evaluate the situations they lost in their own way.
During the game situation, teachers try to imitate the types, techniques, forms of work of professional teachers, and sometimes only one fragment of the lesson.
The handwriting of the work of another teacher is not always possible to successfully imitate.
This is a difficult but solvable task that can be realized as a result of repeated training exercises.
It is more difficult for teachers to play the roles of students, and not the roles of other members of the teaching team. Sometimes students are more mobile in solving certain situations than their teachers.
This fact indicates the need for teachers to participate in various games, especially those that they plan to conduct together with students in the classroom.
It should be noted that the game model of the educational process is based on the inclusion of teachers in the process of game modeling of the studied events, phenomena, on their living a new experience in a game setting. The result of this process should be new technologies, new methodological techniques, types of work that will undoubtedly enrich all participants in the game.
panorama lesson in the classroom (meetings) of problematic microgroups - methodological associations - departments is used less often. This form does not require special training, but relies on the teacher's potential, his competence, and erudition. A lesson-panorama should be held in the classroom of one method association or department. The mechanism for conducting this form of methodological work is as follows:
participants work in groups (2-3 people each) or individually;
teachers themselves determine the topic of the lesson-game or choose it from among the topics proposed by the leader-leader;
participants receive textbooks and curricula from the library;
each group (or each independently working teacher) draws up a lesson plan, clearly planning all its stages and the use of modern (traditional and non-traditional) methods, forms, techniques, types of work at each stage;
players defend their options for developing lessons (defense is held in the presence of all participants);
participants evaluate the panorama lesson in terms of the implementation of the triune didactic goal (educational, developmental, educational) and the rational, effective use of methods, forms, techniques, types of planned work with students;
the curator-scientist, or the chairman of the method association, or the head of the department acts as an arbitrator.
It is very important that the participation of teachers in any game model transforms their position, which balances between the role of an organizer, assistant, accomplice in a common action. The role of this model of classes (sessions) of problematic microgroups is significant - the method of associations of departments in the final retrospective discussion of lost situations, roles, etc.
Undoubtedly, this teaching model will enrich the teacher in the subject-content and socio-psychological aspect. It should only be remembered that when used in the classroom, this form can degenerate into an illustrative or emotionally enlivening addition to the reproductive traditional teaching of students.
Lectures of didactic scientists, psychologists, sociologists, defectologists, speech therapists and doctors.
The organization of lecture halls by didactic scientists, psychologists, sociologists, defectologists, speech therapists, pediatricians, neuropsychiatrists and other specialists is necessary for every pedagogical team.
Specialists plan lecture topics on topical topics for teachers and parents, as well as group and individual daily consultations.
The program and topics of lectures are coordinated with the school administration, with the Scientific and Methodological Coordination Center, the Information and Analytical Center and are offered to the teaching staff of the school.
Discussion of modern latest methods, technologies, achievements of psychological and pedagogical science
The mechanism for discussing the latest modern methods, technologies, achievements of psychological and pedagogical science is the same as in the above paragraph. It is important to note that all responsibility for the implementation of this form of work falls on the scientists-curators of the departments, on the scientific and methodological coordination center and the information and analytical center. But the teaching staff of the institution must defend its right to decide which books and articles to read, which new technologies to master, which innovations and innovations to use in the process of teaching and educating students, which experiments to test. For example, a team of teachers at the primary level of the school uses the technology of teaching students on a communicative-cognitive basis through communication, culture and love, and teachers of the Department of Physics, Mathematics and Informatics of the gymnasium successfully introduce the technology of modular learning for students.
Discussion of individual open, mutually attended lessons, events or their cycle
All forms of methodical work of problematic microgroups - methodological associations, departments are associated with the practical skills of the teacher, and these are either open lessons or extracurricular activities. On them, the teacher demonstrates to colleagues the various forms of lessons tested by him, types, methods of work, which give high final results in the process of teaching students. Sometimes the teacher invites colleagues to the beginning of the experiment, when he only has a hypothesis that needs to be tested, but he himself does not assume, does not see the result, so the expert opinion of those present at the lesson or extracurricular event is very important.
Therefore, an open lesson or an extra-curricular event is not only an open door for everyone who wants to attend these events, but also a demonstration, a demonstration of a new, perhaps small, but pedagogical opening of lessons, they were able to invite their colleagues to them.
Discussion of individual open, mutually attended lessons, various events or their cycle is the subject of serious discussion in the classroom (sessions) of problematic microgroups - methodological associations - departments.
When discussing, it is necessary to take into account the implementation of the following tasks:
The ability to plan and determine educational, educational and developmental goals (development of intelligence, will, emotions, cognitive interests, etc.)
The ability to clearly set tasks, goals for a lesson or event for students.
The ability to choose effective and appropriate forms, methods, types, techniques of working with students.
The ability to achieve maximum efficiency and rationality of the work of students.
The technology of such discussions has been developed for a long time and almost does not change.
Exhibitions and reports on self-education
Reports on self-education of teachers and educators, first of all, require a visual demonstration of the products of the teacher's work (reports, essays, lesson development, creation of author's programs, compilation of test questionnaires, didactic manuals, etc.) and the products of their students' work (exhibitions of the best notebooks, essays , drawings, crafts, etc.). The orientation of the methodological service to self-education, self-development, self-improvement is essential, because the expansion of cultural horizons, the development of reflection, the ability to self-criticism is the key to the successful development of professionalism and the creative potential of the personality of both the teacher and the student.
Scientific and practical conferences, pedagogical readings
These forms of work require the involvement of all links of the methodological service and are a kind of summing up the results of their work. The topics of a scientific-practical conference or pedagogical readings should be related to a single methodological theme of the school and not be random, but reflect the experience of school teachers, their achievements, successes, research work related to overcoming mistakes, shortcomings of professional activity and eventually leading to positive results. Reports should be accompanied by tables, videos, slides, photographs, student work products, etc. The speeches of the speakers are limited by time frames and are necessarily discussed (after the speaker answers the questions), often in a discussion form.
Quite often, the practice of holding conferences and readings is reduced to presentation by speakers of publications from the pedagogical press and works of scientific didacticists. This happens when sufficient work is not done to select practical and illustrative material from the experience of the teacher during the preparation and correction of the reports of the speaking members of the teaching team, when they are not provided with competent methodological assistance. It is appropriate to recall in this case the words of the scientist R. Henry Millor, who wittily remarked: “Failure in preparation is the same as preparation for failure.”
Naturally, in the absence of thorough preparation for these forms of work, the teacher's time will be wasted and in vain, and most importantly, the participants themselves will be disappointed and dissatisfied with very important forms of methodological work.
The success of holding conferences and readings depends on the degree of their preparedness, on the participation of curators-scientists in the training, as well as on the degree of development of the creative potential of the entire teaching staff.
The work of all parts of the methodological service requires visibility. It is recommended to publish 2 times during the academic year (in January and May) a scientific and methodological journal. You can call it "Bulletin of the school, kindergarten, lyceum ..." or "News of the school, kindergarten ...", etc.
All of the above does not mean at all that the divisions of the methodological service should use all of the listed forms in their work plans, but from this range of names you can choose those that are within the power of problematic microgroups - methodological associations - school departments.
Pedagogical Councils
In the organizational structure of methodological work, it is necessary to take into account such a form of work with pedagogical departments as pedagogical councils - this is the highest body of the collective management of the school.
At meetings of teachers' councils, the problems of improving the professional skills of teachers in close connection with the results of the educational process are considered and solved. Under the conditions of work on a new model of methodological service at meetings of teachers' councils, theoretical presentations by scientists and teachers from the practice of their work, the results of their innovative, creative searches are heard.
The forms of holding meetings of teachers' councils are varied, and most often they are of a debatable nature: "round tables", "aquarium technology", "panel discussion", a forum, etc.
Such meetings of teachers' councils increase their effectiveness and credibility, and most importantly, they contribute to the interest and revitalization of the work of the teaching staff.
Creative microgroups of teachers.
This form arose as a result of teachers' creative search for new effective forms of methodological work. Unlike methodological associations, which are formed as a mandatory form of work based on the commonality of the taught subject, are characterized by a constant, fixed composition of participants, the basis for the formation of microgroups of 3-6 people is, first of all, mutual sympathy, personal friendship, psychological compatibility.
Such groups are created in a team on an exclusively voluntary basis, when it is necessary to master some new experience, a new methodology, an idea. Each member of the group first independently studies the experience, development, then presents it to his colleagues, they supplement it, correct it, argue, deepen it, exchange opinions, then implement the idea under study in their practice, go to each other's lessons, events. When the new is mastered, the first skills are acquired, the group breaks up.
Informal associations of teachers.
Created primarily for joint leisure activities, informal communication, these forms of work can be of great help in improving the qualifications and skills of teachers, primarily in raising the general culture of teachers, the culture of communication and speech. Pedagogical theaters, studios, propaganda teams operate in many schools, in which young teachers master the basics of pedagogical technique in the course of preparing and holding various performances and concerts. These forms also serve to unite the teaching staff. Informal associations of teachers by their nature do not tolerate administration, overorganization, so the management of their activities requires special tact.
Features of the organization of methodological work in the institution
2.1 Organization of work on the problem of an educational organization
The problem reveals the essence of the contradictions that exist in the educational system of an educational organization.
Controversy - this is a discrepancy between the desired and the existing result, state (for example, of the educational process).
fixing normative, knowledge, value and other difficulties for teachers, students, managers, which lead to a problem;
the study of various sources, literature, its scientific analysis, which makes it possible to determine the scientific and practical grounds for resolving such problems;
studying the existing experience of working on a similar problem;
typology of problem solving means;
training the teaching staff of managerial reflection, the technique of correcting the subjective state in a problem situation;
building a model of a new type of activity that allows you to remove contradictions and lead to problem solving;
development of the necessary didactic, psychological, pedagogical and other means;
approbation of a new model of activity;
The ability to identify, formulate, isolate the components and determine ways to resolve or solve a problem is an important task for the methodological study of the teaching staff.
Special seminars, organizational and activity games, etc. should be carried out in order to train the team and build abilities before starting work on the problem.
The problem is determined on the basis of an analysis of the methodological work for the previous academic year, for example: "Using didactic tools in the lesson", "Organization of students' activities in the lesson", etc.
Problem work plan section
| Problem name | Work form | Planned result | Work organizers | ||
Approximate topics of problems that educational institutions are working on:
Quality management of the educational system, the educational process in the institution.
Evaluation of the productivity of pedagogical and managerial work.
The culture of pedagogical work of an educator (mastering the methods of NOT, optimization, developmental learning technologies).
Regional component in the content of general secondary education and the educational process.
Mastering the Basic Curriculum of a Secondary School: Achievements, Problems.
A differentiated approach to education and training as one of the means of improving the quality of education.
Improving the educational process based on the principle of humanization in education
Mastering effective pedagogical technologies, introducing new technologies for training and education.
Formation of the optimal curriculum for the school, taking into account the level of development and needs of students.
Development of a diagnostic and monitoring system in order to determine the starting level and further track the development of students.
Work with teaching staff (raising the level of didactic training, creating creative groups).
Formation of a system for diagnosing interests, creative abilities and personality development of a student and teacher as the basis for transferring the educational process into an educational and research one.
Improving the incentive system for creatively working teachers who, with their system of classroom and extracurricular work, maintain a constant cognitive interest in learning.
Correction of programs, change in the forms of organization of educational activities in the direction of unloading students.
Development of criteria for the effectiveness of teachers on innovative pedagogical technologies and a monitoring system for such work.
Organization of work on a single methodological topic
The methodological theme is most often determined for a subject, cyclic methodological association or for each teacher who is part of a particular school methodological structure.
The methodological theme determines the didactic, psychological and pedagogical interest in the field of improving the methodological support of the educational process in the subject.
Most often in pedagogical practice there are methodological topics related to the development of an individual methodology for teaching a particular subject, with the development of innovative pedagogical practice.
Sample topics:
formation of key competencies of the student based on the use of active learning methods;
planning the results of education in the profile class in the subject;
axiological values of the subject content and their integration into the educational process;
technologies for working with text in student-centered educational systems;
technology for organizing research activities in the subject during extracurricular time;
methodology for preparing students for the exam;
interdisciplinary integration within the educational field;
The result of work on a single methodological topic may be recommendations for improving the educational process within a particular subject area or several areas at once.
When planning work on a methodological topic, it is recommended to conduct a survey among teachers in order to better understand the goals of the upcoming work.
Questionnaire for the teacher
1. In what mode does the institution work:
functioning;
Development?
2. What problem is your organization working on?
3. Do you have any difficulties in choosing a methodological topic?
4. Does the work on your chosen methodological topic improve the quality of education?
5. What are the most pressing issues in teaching your subject?
6. What results do you plan to get while working on the methodological topic?
7. What conditions are necessary for your successful work?
8. Whose help do you need? What is the nature of this assistance?
9. Which of your colleagues is also working on this topic?
Forms of organizing methodological work on a single topic
methodological weeks on a single topic;
creation of creative microgroups;
the work of temporary initiative groups in preparation for pedagogical councils, methodological councils, seminars;
self-education;
experimental work;
"round table;
consultations, questioning;
associations of methodological associations both within the school and with other schools on a single topic;
schools of excellence;
scientific and methodological conferences of teachers, students;
creative reports of teachers and students.
Suggestions for improving the methodological work in the institution
In order to systematize the process of accumulation and generalization of the experience of the MO within the institution, organize a creative report of the MO, where the MO will present methodological and didactic materials developed by teachers, introduce them to their achievements, show open lessons, share pedagogical ideas, etc., i.e. summarize their work.
Organize the MO "Primary school-kindergarten" (this is necessary), and ideally a creative group "Educator-teacher-teacher of the university".
When analyzing the work plans of the MO, the following shortcomings are visible:
One feels the isolation of subject-specific IRs, their isolation within the narrow framework of not only the subject, but also specific curricula, subject didactics, and the composition of teachers. And this gives rise to disunity, inconsistency in topics, the lack of interdisciplinary connections.
Therefore, for all forms of methodological work, a single school-wide theme is obligatory, proceeding not from the proposals and wishes of teachers, but from the goals and objectives of the development of the institution and a comprehensive analysis of the results and effectiveness of the educational process at this stage.
Intermediate and final results of methodical work on the chosen problem are not planned.
The results may be:
assessment of the methodological work of each teacher, depending on qualifications or claims to a higher qualification category;
the inclusion of young teachers in solving school-wide methodological and pedagogical problems, to promote their professional growth, to develop their methodological culture;
improving the quality of students' knowledge;
Along with traditional ME, interdisciplinary temporary and permanent associations have not been created to solve the problems of continuity, consistency, integrity in the structure, content and organization of the educational process, or this work has some kind of spontaneous, spasmodic character - this is the work of NMS.
Primary school teachers are not included in any MO. They are generally isolated from everyone. It is unacceptable.
It is necessary to intensify the theoretical and pedagogical general education of the teaching staff in the form of a school-wide permanent seminar to develop common approaches to solving problems, involving employees of the District Educational Institution, teachers of educational institutions, universities in this work.
It is necessary to give a special status to "open" classes and lessons, which are a voluntarily chosen form of presenting the results of pedagogical research.
When planning the administrative control of lessons, mutual visits, it is imperative to formulate specific methodological problems as a subject of analysis.
Conclusion
One of the traditional forms of methodological work is work on a single methodological theme. In the conditions of modernization of education, it is necessary to increase the efficiency of this type of activity. This is possible through the development of a professional development program on a single methodological topic for teachers of a particular educational institution. The program should be guided by the positions of humanistic pedagogy, personal-activity approach. It is necessary that most of the classes presented in the program be practice-oriented. A clearly defined goal, program objectives, expected end results, which will be the knowledge and skills acquired by teachers in the process of studying the topic, will increase the productivity of methodological work.
One of the main trends in the improvement of modern methodological work in the institution is the creation of optimal conditions for the development of the individual and the improvement of the professionalism of each individual teacher based on his individual educational needs. An individual approach to the teacher contributes to the disclosure of the potential of the individual, his abilities, the manifestation of the teacher's creative approach to work. The individualization of adult learning as a pedagogical problem remains relevant, despite its deep and versatile research. When planning methodological work, consideration of the problem of individualization of adult learning based on educational technologies requires careful development. This is due to the fact that there are contradictions between the need to increase the instrumental nature of the implementation of an individual approach in the process of developing the professional competence of teachers and the weak technological readiness of specialists who carry out methodological work in a particular educational institution.
A scientifically identified and formulated problem makes it possible to set scientifically substantiated tasks and determine ways to achieve them.
The methodological service of the institution in the conditions of an already formulated problem determines the goals and objectives, the strategy for working on the problem with the involvement of methodological means.
For all forms of methodological work, a single school-wide theme is obligatory, proceeding not from the proposals and wishes of teachers, but from the goals and objectives of school development and a comprehensive analysis of the results and effectiveness of the educational process at this stage.
Bibliography
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Babansky Yu.K. Optimization of the learning process: General didactic aspect. - M., 1977.
Didactics of modern school / Ed. V.A. Onischuk. - K., 1987.
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Podlasy I.P. Pedagogy. New course: Textbook for students. ped. universities: In 2 books. - M.: Humanit. ed. center VLADOS, 1999. - Book 1: General foundations. Learning process. - 576 p.
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All forms of methodological work can be divided into collective (teacher councils, consultations, seminars, workshops, methodological exhibitions, mutual visits, creative microgroups, schools of pedagogical experience, work on common methodological topics, business games, etc.) and individual (self-education, individual consultations , interviews, internships, mentoring, etc.)2.Group forms of work
Methodical associations - one of the most common forms of collective methodical work. Methodological associations are created in a kindergarten with at least three educators working in the same age groups, teaching the same subject or section of the curriculum. Meetings of the methodological association are usually held once a month in accordance with the general plan and taking into account cyclograms, however, their activities are not limited to these meetings, it is of a daily nature, and this is a great advantage of this form of work. Each meeting of the methodological association includes both a theoretical part - reports, messages, a review of methodological literature, and a practical part - attending classes and discussions, workshops, fulfilling teachers' self-education plans, summing up the final creative and competitive children's works. At the end of the academic year, exhibitions, conferences of teachers, etc. complete the work of methodological associations.
At meetings of methodological associations, individual plans for self-education of teachers are discussed, their reports on the progress of self-educational work are heard.
The work of methodological associations can be carried out in the following areas:
Studying the theory of education and training, mastering their scientific methodology;
Acquaintance with new programs and teaching aids, understanding their features and requirements; study of new complex program topics using additional scientific material;
An in-depth study of the methodology of education and training in the section of the general program of the kindergarten; preliminary study of the methodology of teaching the most complex sections of the program, followed by the practice of conducting open classes prepared by experienced teachers;
The study of the provisions of didactics and the theory of education, the possibility of their practical application;
The study of developmental and pedagogical psychology, psychological and pedagogical characteristics of children of different age groups;
Information about new books on sections of programs, materials and methodological recommendations in the pedagogical press on the content and methodology of educational work in kindergarten;
Systematic study of the state of knowledge, skills and abilities, the level of upbringing, intellectual development of preschoolers;
Additional and differentiated work on the education and development of the personality of a preschooler.
Scientific and practical conferences and pedagogical readings
These forms of methodical work are a kind of summing up
activities of the preschool educational institution team and individual teachers on topical methodological problems, and their main task is to identify and summarize the best pedagogical experience. To increase the effectiveness of the impact, the report should be accompanied by a demonstration of visual aids that characterize this experience.
Reader and audience conferences
This form of work helps to expand the horizons and increase the spiritual needs of teachers, the growth of their general culture, and also help to identify the public opinion of the team on many topical issues of preschool and life. The subject of discussion at readers' conferences may be the most significant works of fiction and journalistic literature or pedagogical books and articles that are of particular interest.
Round table
When discussing any issues of upbringing and education of preschoolers, the circular placement of participants makes it possible to make them self-governing, put everyone on an equal footing, and ensure interaction. The organizer of the round table considers questions for discussion.
Pedagogical advice
The Pedagogical Council is a permanent collegial body of self-government of pedagogical workers. With its help, the development of preschool educational institutions is managed.
The pedagogical council, as the highest governing body for the entire educational process, solves the specific tasks of a preschool institution. Its activities are determined by the Regulations on the Pedagogical Council of the preschool educational institution.
The topics of the teachers' councils are indicated in the annual plan of the preschool educational institution. If necessary, additions and clarifications are made to it.
The main issue on the agenda is the results of the work of teachers: the level of development of pupils, their state of health, the development of forms of joint work of teachers and parents.
The main goal of the pedagogical council is to unite the efforts of the preschool educational institution staff to improve the level of the educational process, to use the achievements of pedagogical science and best practices in practice.
The modern pedagogical council is polyfunctional (functions - lat., duty, range of activities, appointments).
Functions of the pedagogical council:
Determines the directions of educational activities of the preschool educational institution;
Selects and approves educational programs for use in preschool educational institutions;
Discusses the content, forms and methods of the educational process, planning the educational activities of the preschool educational institution;
Considers issues of advanced training and retraining of personnel;
Identifies, generalizes, disseminates, implements pedagogical experience;
Listens to the reports of the head on the creation of conditions for the implementation of educational programs.
Meetings of the council of teachers are competent if at least half of its members are present. A decision taken within the competence of the Council of Teachers and not contrary to the law is mandatory.
Pedagogical councils are divided into types:
installation, or analytical planning - is held before the start of the school year at the end of August and is dedicated to analyzing the results of the previous year, adopting a plan and focusing on solving upcoming problems;
the thematic teachers' council with intermediate results is dedicated to one of the annual tasks of the teaching staff;
final, or final - organizational - is held at the end of the academic year, it sums up the results of the year.
Meetings of the pedagogical council are convened, as a rule, once every two months in accordance with the work plan of the preschool educational institution.
Teachers' councils are also distinguished by the forms of organization:
Traditional - this is a teachers' council with a detailed agenda, held with strict observance of the regulations on each issue and with the adoption of decisions on them;
Teachers' Council using separate methods of activating teachers;
An unconventional teachers' council in the form of a business game, a conference, etc. Its preparation requires writing a script, dividing participants into teams and assigning roles.
The traditional structure of the teachers' council may include separate methods of activating teachers: collective viewing of classes and other events; use of video materials; display and analysis of the results of the educational process of the activities of preschoolers.
In the practice of preschool educational institutions, both in the preparation and in the conduct of teachers' councils, the following can be usedmethods and forms of activation of teachers:
imitation of a specific situation;
training in practical skills;
imitation of the working day of the educator;
solving pedagogical crossword puzzles;
brain attack;
design;
work with instructive and directive documents;
analysis of children's statements, their behavior, creativity;
intellectual, business and creatively developing games.
In recent decades, there has been widespread
distribution of non-traditional pedagogical advice. Consider some forms of their organization and conduct:
teachers' council - business game;
teachers' council - conference;
teachers' council - a round table;
teachers' council - discussion;
teachers' council - dispute;
teachers' council - scientific and practical conference.
When preparing a pedagogical council, it is necessary to plan the preliminary work correctly. Preliminary work is carried out, as a rule, in three directions. This is:
self-training of the head of the kindergarten, the senior teacher and, especially, the chairman of the teachers' council;
team training;
public preparation (if parents, teachers, public organizations, etc. are invited).
During the preparation of the teachers' council, a task is given to the teaching staff (specifically) to prepare for the teachers' council, an exhibition is organized in the pedagogical office "Preparing for the teachers' council" (literature, catalogs of manuals, technical means, mandatory recommendations on the topic, for individual ages, developed by the senior educator, materials from experience work of teachers, etc.).
In whatever form the teachers' council is held, decisions are made without fail.
The materials submitted for consideration are filed to the protocol: certificates, reports, projects, etc., which are drawn up as an application, put into folders, and stored for 5 years.
Seminars and seminars - workshops
Seminars and seminars - workshops are held for a deeper and systematic study of the problems of pedagogy, psychology, methodology.
Teachers acquaint colleagues with the results of their own research work on theoretical and practical issues, carried out under the guidance of specialists - scientists for a long time.
Consist of two parts:
Theoretical material (discussion of the problem, discussion, solution of questions) is supported by practical examples, showing individual techniques and ways of working.
During the seminar, the professional skills of teachers in a certain type of activity are improved, creativity and imagination are developed.
Practical (open classes, events).
Every year, in the annual work of the kindergarten, a seminar and a workshop are necessarily planned, which remain the most effective form of advanced training for educators. At the beginning of the academic year, a detailed seminar plan is drawn up, which may include one or more classes. The seminar can be permanent and temporary (for example, during the academic year, a study of a new program or technology is organized).
The seminar may consist of several sessions, which combine discussions of theoretical issues, practical problems, familiarization with the latest literature and best practices.
Seminar - workshop differs in that it includes practical tasks, observations of the work of colleagues with subsequent discussion.
For the workshop, educators are offered questions for discussion in advance. During the seminar-workshop, an opportunity is provided for discussing different points of view, discussions, creating problem situations, which eventually allow developing a unified position on the issue under consideration. The results of the seminar are formalized in the form of specific and realistic recommendations, and their implementation was under the control of the leader.
An important issue is the location of the seminar. It can be a methodical office of a kindergarten, a group room, a museum, an exhibition hall, a square, etc. depending on the tasks that the participants of this event must solve.
If the seminar is designed for several sessions, it is necessary to prepare a memo for its participants. It should indicate the topic, place and order of each lesson, a list of questions, a list of literature, which is useful to read in advance. It is important to consider ways to include all workshop participants in the discussion of the topic. For this, punched cards can be used, opposing points of view are considered, work is underway with regulatory documents, game modeling methods are used, etc. Based on the results of the seminar, an exhibition of teachers' works can be arranged.
Consultations for teachers
Group consultations are held on the main areas of work of the entire team, topical problems of pedagogy and psychology, and requests from educators. The main consultations are planned for a year. Preparation for the consultation involves:
Drawing up a plan for presenting the material;
Thinking through advice and recommendations on each issue;
Selection of methodological literature and described pedagogical experience.
It is possible to use questions to educators for collective discussion; various tasks during the consultation. Various methods of consultation should be used. With a problematic presentation of the material, a task is formed and a way to solve it is shown. When using the search method, educators actively take part in putting forward hypotheses, drawing up an action plan, and finding ways to solve the problem. Most often, when conducting consultations, the explanation method is most often used, which has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc.
In order to stimulate the attention of educators and encourage them to follow the logic of the presentation, at the beginning of the consultation it is useful to formulate questions that will help teachers comprehend their experience, express their thoughts, and formulate conclusions.
When exchanging experience between educators, a heuristic conversation can be used, during which certain provisions of the studied methodological literature are revealed in more detail, explanations are given on issues that are more of interest to teachers, errors in judgments, the degree of understanding and assimilation of new information are revealed. However, the effectiveness of this method will be achieved under certain conditions. The subject of the conversation is better to choose a practically significant, topical issue that requires comprehensive consideration. It is necessary that educators have a sufficient stock of theoretical knowledge and professionalism. The one who prepares the consultation should draw up a reasonable plan that allows you to clearly imagine what new knowledge the educators will receive and what conclusions they will come to. When organizing a heuristic conversation, it is advisable to alternate the statements of experienced and novice educators.
The form and content of the discussion is close to the conversation. It also involves the choice of an important topic that requires a comprehensive discussion, the preparation of questions for educators, an introductory and closing speech.
However, unlike a conversation, a discussion requires a struggle of opinions, the posing of controversial issues. In the course of the discussion, many other additional questions must be asked, the number and content of which cannot be foreseen in advance. Therefore, the use of this method requires sufficient competence, pedagogical skills, high culture, and tact from the senior educator. The leader of the discussion needs to have the ability to quickly navigate the situation, capture the train of thought and mood of the participants, and create an atmosphere of trust. In conclusion, the speeches of the participants are briefly analyzed and the fundamental issues are clarified.
business games
Many problems of educational work in kindergarten can be solved by conducting business games with teachers. A business game helps both a beginner and an experienced teacher to master one or another technology of working with preschoolers. This method is valuable because it teaches the practical implementation of ethical professional norms and rules of conduct; it is a creative, free activity, which captivates its participants. Business games are often called simulation management games.
Preparing and conducting a business game is a creative process.
Direct development of business game materials includes the following steps:
Creation of a business game project;
Description of the sequence of actions;
Organization of the game;
Preparation of tasks for participants;
Equipment preparation.
When starting to develop a business game model, it is necessary to clearly formulate its goals: consolidating the acquired knowledge, developing the necessary skills; learning experience; formation of creative thinking; teaching a culture of relationships; improving the skills of making collective decisions, etc. In each game, their roles are allocated and the required number of players is determined. Roles can be professional and interpersonal, the performance of which contributes to the creation of problem situations ("leader", "conformist", "conservative", etc.).
Preparing a business game is not only thinking through goals, constructing a model, but also choosing technical, visual and other means of providing classes. The scenario should take into account where, when, by whom and what means will be used, what symbols, schedules need to be prepared.
It is important to consider how best to arrange the participants in the game, taking into account the requirements of the pedagogical technique of communication, to choose your optimal organization of the allotted space, in which the goal of communication is achieved clearly and freely.
Work with instructive and directive documents
The educator is offered to familiarize himself with this or that document in advance, apply it to his activities and, having singled out one of the areas, think over a work plan to eliminate the shortcomings. Everyone performs this task independently, and different approaches to solving the same problem are discussed at the teachers' council.
Creative microgroups
Creative microgroups arose as a result of the search for new, more effective forms of methodical work; are created voluntarily when it is necessary to master best practices, a new methodology or develop a promising idea; several teachers are united, taking into account psychological compatibility, creative interests. There can be one or two leaders in the group who take care of organizational issues.
Each member of the group independently studies the issue assigned to him, prepares brief information. Then everyone exchanges opinions, argues, offers options, implements their work into practice. Mutual attendance of classes, discussion of the best techniques and methods are organized. If necessary, a joint study of additional literature is carried out. Particular attention is paid to search and research activities. Joint creative development of new things occurs 3-4 times faster than in other ways. As soon as the goal is achieved, the group breaks up. The entire staff of the kindergarten gets acquainted with the results.
Pedagogy Week
During the teaching week, teachers demonstrate their practical skills in front of colleagues, followed by a discussion of what they have watched.
Open demonstration of the teacher's work
An important form of work with teachers is an open demonstration. It can be conducted by the senior educator himself, but if it is conducted by the group educator, they together prepare a summary and all the necessary manuals.
The educational open show is conducted by educators who have a good level of professional training, which is as follows:
The purpose of this event is determined, to teach educators the organization and conduct of children's experimentation;
The form and venue are chosen;
Together with the teacher, conditions, methods and techniques are thought out, a summary is drawn up;
Based on the selected content, preliminary work with children is planned, but the lesson itself is not “rehearsed”.
The senior educator thinks out tasks for those who will watch the open show. After all, they should not be passive observers, they came to learn, so it’s good if the task is thought out, for example, “appreciate the activity and interest of children, what methods the teacher used for this, etc. It is important to consider questions for discussion at the end of the open screening. Its discussion usually involves advising those present. In conclusion, each of them is invited to decide on the conduct of similar work with the children of their group.
Given that an open display can create some inconvenience for children and the teacher (due to the presence of strangers during the educational process), video recordings are increasingly being practiced, although it must be remembered that they do not always reflect the full picture of the educational process.
Master Class
An open show can be organized in the form of a master class.
Its main difference from the training show is in the target settings. With a teaching display, the main goal is to teach all teachers a specific method, technique or a new form of organizing work with children. The main goal, which is set by the senior educator when organizing a master class, is to acquaint with pedagogical experience, the system of work, author's findings, all that helped the educator achieve high results. Usually the master class consists of two parts:
Demonstration of work with children;
Working with teachers to translate teaching experience. Pedagogical excellence implies pedagogical abilities, general culture, competence, broad education, psychological literacy and methodological preparedness. All these components of mastery are manifested during the master classes. It is important not only to skillfully show the work with children, but also to discuss the results obtained with colleagues, to tell them by what methods and techniques they were achieved. In his story, the teacher-master relies on methodological, scientific literature, which he studied and used in his work.
Work on a single methodological theme
With the right choice, a single methodological theme can really captivate teachers. There are a number of requirements that must be taken into account when choosing a single topic: relevance for a preschool organization, taking into account the achieved level of activity, interests and requests of teachers, close connection with specific scientific and pedagogical research and recommendations, pedagogical experience of other institutions. Such an approach is also not excluded, when the team itself conducts experimental work and creates methodological developments. Practice shows the feasibility of defining a topic for the future, broken down by years. A single methodological theme should run like a red thread through all forms of methodological work and be combined with the topics of self-education of educators.
Contests
The active involvement of teachers in creative activities and the increase of their creative potential is facilitated by such a form of methodological work as competitions - an interesting, creative competition, the next step to the top, the key to success.
Usually competitions are planned in accordance with the annual objectives of the institution and are organized for children and teachers.
The algorithm for preparing and holding the competition involves:
Choice and clear formulation of the topic;
Development of the regulation on the competition (goal, objectives, timing, place and conditions of the competition);
Determination of the composition of the jury, incentive prizes (diplomas, thanks, diplomas, souvenirs, etc.);
Summing up the results of the competition.
The competition promotes self-realization, professional growth of the teacher, gives impetus to further creative development; creates conditions for advanced training of preschool workers.
Methodical exhibitions, bulletins, wall newspapers
Methodological work involves the visual embodiment of its content in specific forms. In this regard, in accordance with the unified methodological theme of the preschool educational institution and the topics of pedagogical readings, methodological exhibitions are organized. Methodological bulletins with information for all preschool teachers about valuable methodological techniques and findings have become widespread.
School of Excellence. Group mentoring
This form of methodical work is practiced in a preschool educational institution if one or more teachers work in their team - masters of the pedagogical profession, whose best practices should be transferred to other teachers. The members of the DOE team get acquainted with the activities and activities of the mentor, his work plans and other methodological documents, invite him to their classes. Mentoring is a very important direction in the work of experienced teachers, which requires appropriate moral stimulation from the staff of the preschool institution.
3. Individual forms of work with teachers
Self-education of a teacher
Self-education helps to adapt to the changing social and political environment and fit into the context of what is happening.
Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each particular teacher. As a process of mastering knowledge, it is closely related to self-education and is considered an integral part of it: a person develops the ability to independently organize his activities to acquire knowledge.
In order to keep up with the times, the teacher must constantly improve his knowledge, master the progressive pedagogical technologies of education and training, and thereby provide an opportunity for his development.
Topics for self-education can be selected taking into account the individual experience and professional skills of each educator. The topic is always related to the predicted result (what we want to change) and is aimed at achieving qualitatively new results of work.
In the organization, the sequence of actions and the gradual solution of tasks are important.
Forms of self-education are diverse:
Work in libraries with books, periodicals;
Participation in scientific and practical conferences, seminars;
Maintaining your own file on the problem under study, etc.
The result of the efforts of the teacher is the improvement of work with children, the growth of his professional skills.
Creative reports on self-education, when each teacher has a plan of work, the terms and forms of the report are determined (master class, exhibition of manuals, entertainment, etc.).
Individual mentoring
This form is widely used by the head of the preschool educational institution, as well as by the most experienced teachers in working with young people, teachers who have difficulty in solving pedagogical problems. A good knowledge of opportunities, strengths and weaknesses plays a big role in such work. Difficulties, personal qualities of the teacher, as well as the ability of managers and mentors to analyze the course and results of teachers' activities, formulate specific recommendations and advice to teachers. Assistance to specific teachers can take on a daily, sometimes active nature, but a more promising approach is preferable - this is the creation of a long-term "creative teacher cultivation program". The presence of such programs is a sign of a high level of methodological work.
4. Non-traditional forms of methodical work
Design - stimulates the activity of all teachers, a way to test professional knowledge, pedagogical erudition.
In modern society, design is increasingly used in traditional areas and types of human activity. Why is this method good? What is its value? The name itself speaks for itself. Design method (project, make assumptions, plan). Such project activities are necessary to solve a variety of problems.
Briefing
A meeting at which the position on one of the topical issues is briefly stated. It can be conducted by a leader or a specialist who prepares in advance to answer questions on a specific topic and allows educators to be maximally activated.
Two teams are created: one asks questions, the other answers; the organizer asks questions, teachers answer.
Pedagogical fight
Pedagogical combat is used in the same way as an integral part of a consultation, seminar or teachers' council. This takes no more than 10 minutes. The participants are divided into two groups. The leader prepares questions in advance, each of which is addressed to both groups at once. 1 minute is given to think over the question, after which the answers are listened to and evaluated in turn according to a 5-point system, taking into account:
Speed in preparing a response;
Its correctness, brevity and originality;
Ability to justify.
The group of winners is determined by the highest number of points.
Brain attack
In relation to the conditions of a kindergarten, one can consider a short-term one-time association of a group of teachers that arises in order to master a specific methodological idea or technique, or to find a new solution to an educational and methodological problem that has arisen. To implement this method, three conditions are necessary: the maximum concentration of participants' attention on the chosen problem, the shortest possible time for its solution, and the active participation of all teachers. These conditions can be achieved in different ways. "Dive into the problem" can be achieved through the media, in particular television.
Relay race of pedagogical skill
Competitions between several groups of teachers, where one teacher begins to cover the problem, and the next continue and together reveal it. The last participant sums up, draws conclusions.
art piggy bank
The piggy bank, depending on the pedagogical tasks, may include reproductions of works of fine art, photographs, drawings of objects, animals, natural phenomena, diagrams, signs (any necessary information). A good way to attract the attention of children. The materials of the piggy bank can form the basis of the exhibition.
KVN
A great opportunity to show your creative abilities, theoretical and practical knowledge in the competition, quickly resolve the pedagogical situation, be able to objectively assess the knowledge of your colleagues. Stimulates the activity of participants in the acquisition and demonstration of knowledge, skills and abilities.
Musical lounge - one of the forms of aesthetic development, spiritual communication of teachers, children and parents, preservation of the best traditions and customs. Reception of the formation of a favorable microclimate in the team.
Thematic exhibitions. Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.
Solving pedagogical crosswords in
Solving pedagogical crossword puzzles helps to expand the knowledge of educators on a specific topic, develops their horizons, and therefore affects the quality of work with children. Crossword puzzles can be used both in group and individual methodological events.
Review - competition
A way to test professional knowledge, skills, pedagogical erudition. Demonstration and evaluation of creative achievements of teachers. Involves the ability to evaluate results by comparing one's abilities with others.
Literary newspaper
An interesting form of work that unites employees. The goal is to show the creative possibilities of teachers, children and parents. All participants write articles, stories, compose poems, make drawings.
Thematic exhibitions
Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.
Thus, organically combining collective and individual forms of methodical work, it is possible to promote the formation of creative activity and improve the professional skills of each teacher.
Tasks of the Methodological Service:
We know that in modern conditions of education reformand the introduction of GEF DOthe status of the teacher, his educational functions are radically changing, and the requirements for his professional and pedagogical competence, for the level of his professionalism, change accordingly.
With Today, a teacher is in demand who is creative, competent, capable of developing skills to mobilize his personal potential in the modern system of education and development of a preschooler, because to Every child needs attention and care.
In connection with the increase in requirements for the quality of preschool education, the nature of which depends on the professional maturity of each employee.
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Report
Deputy Head for VMR DS No. 186 "Vazovets"
Makhankova A.Kh.
"Forms of methodical work with teachers"
The methodological service of a kindergarten is a link between the activities of the kindergarten teaching staff, the state education system, psychological and pedagogical science, and advanced pedagogical experience. It contributes to the formation, development and implementation of the professional creative potential of teachers.
Tasks of the Methodological Service:
1. Management of the educational process of preschool educational institutions
2. Providing theoretical, psychological, methodological support for educators
3. Creation of conditions for the improvement of professional competence, the growth of pedagogical skills and the development of the creative potential of the teacher
4. Carrying out monitoring studies aimed at identifying the quality of work and determining further prospects for the development of preschool educational institutions.
We know that in modern conditions of reforming education and the introduction of the Federal State Educational Standard, the status of a teacher, his educational functions are radically changing, and the requirements for his professional and pedagogical competence, for the level of his professionalism, change accordingly.
Today, a teacher is in demand who is creative, competent, capable of developing skills to mobilize his personal potential in the modern system of upbringing and development of a preschooler, because every child requires attention and care.
In connection with the increasing requirements for the quality of preschool education, themethodical work with personnel,the nature of which depends on the professional maturity of each employee.
My task, as the deputy head for educational and methodological work, is to promote the continuous professional growth of teachers.
In theoretical and practical teachers, the forms of work with teachers are classified:
Passive forms (traditional)the work of the methodological service is focused to a large extent on reproductive mental activity and provides support for the zone of actual development of teachers. In them, the main place is given to reports, speeches, which have lost their significance today due to their low efficiency and insufficient feedback.
Active forms (innovative)stimulate the search, creative research activity of teachers and are focused on the zone of proximal development of teachers.
All forms of methodical work are determined by the annual work plan of the kindergarten, based on the tasks set for the academic year.
The main criterion of the methodological process itself is consistency - compliance with the goals, objectives and content.
In our teaching staff, we use active forms of work, which are characterized by the involvement of teachers in activities and dialogue, which involves a free exchange of opinions. They are divided into:
Individual
Subgroup
Frontal
to the most effective forms of methodical work, we attributed:
- workshop
Purpose: professional development of teachers
In this form, all teachers participate, who prepare various tasks, during which pedagogical abilities, thinking, and communication skills develop. For example, in order to train teachers in effective techniques aimed at discussing moral lessons with children from the works they read, a workshop was held where each teacher had the opportunity to reveal the most successful technique (in their opinion) and learn others that colleagues use.
- business game- it is a form of development improvement, perception of the best experience, self-assertion as a teacher in many pedagogical situations.
Purpose: development of certain professional skills, pedagogical technologies.
Form of carrying out: collective or group work.
For example, the business game “We are experts” is carried out by subgroups, this contributes to the activity of teachers, everyone can play the role of an expert, whose tasks are to analyze, evaluate, and give their recommendations. Openness and sincerity of answers, allows you to see the interest of everyone in the issue under discussion, develops the creative initiative of teachers.
- pedagogical KVN
Purpose: activation of existing theoretical knowledge, practical skills, creation of a favorable psychological climate in a group of teachers.
Form of carrying out: collective or group work.
Teachers agree on the composition of teams, do homework. For example, KVN “Raising Patriots” prepare pedagogical situations for discussion with colleagues. They agree on the name of the team, jointly choose the jury.
- Exhibition
Target : studying and summarizing the experience of teachers in innovative activities, increasing the prestige of the teaching profession.
Form of conducting: individual, subgroup, frontal
Exhibitions are divided into scheduled and unscheduled.
Question. What do you think, in what cases are scheduled exhibitions held and where are they located?
unscheduled exhibitions?
Answers.
Planned - according to the annual work plan on the topic of the teachers' council, familiarization with the latest scientific literature, the work of the creative group, self-education of teachers, work with inexperienced teachers, presentation of the work of a creatively working teacher, etc.
Unscheduled - based on the results of operational control, familiarization with regulatory documentation (ring log)
- project defense
Purpose: stimulating interest and motivation for self-education, increasing the level of activity and independence; development of skills of analysis and reflection of their activities, development of the desire for cooperation, empathy.
Form of carrying out: frontal
The value of this approach is that it provides feedback, an open exchange of opinions, and forms a positive relationship between employees. For example, “How to celebrate Maslenitsa”, “April 1 or Bird Day?”
The core of these forms of work with personnel are collective discussions, reasoning, argumentation of conclusions, competition of minds and talents.
taskto teach teachers to formulate their thoughts independently, we implement through:
Creating conditions for the creative activity of each teacher through overcoming shyness and indecision
The introduction of the rule that every thought has the right to exist, criticism must be constructive and, along with denial, it is necessary to offer solutions.
- Open viewseducational, gaming activities.
Form of conducting: subgroup, frontal
Question. What do you think, when organizing open viewings, what tasks does the methodological service solve in working with inexperienced and experienced teachers?
- Pedagogical advice- is a permanent
a collegial body that considers various aspects of the activities of the kindergarten. The pedagogical council can be traditional, using separate activation methods, i.e. during the teachers' council, teachers are invited to solve a crossword puzzle or a situational problem, as well as non-traditional ones in the form of a business game or a round table.
In our work, we also use non-traditional forms of "School of Professional Excellence", "Blitz Tournament", "Auction of Ideas", etc. an indispensable component of which is the reflexive activity of teachers.
A prerequisite for these forms is to improve the skills of teachers, replenish their theoretical and practical knowledge, which is carried out using interactive forms and methods.the focus of which is the activation of teachers, the development of their creative thinking, finding a non-standard way out of a problem situation.
Question. When preparing for the pedagogical council, we adhere to the stages, they are presented on the slide. Analyze them and name the missed steps:
Planning the theme of the teachers' council according to the task
- selection of diagnostic tools according to the areas: teachers, children, parents, environment
Notification about the upcoming teachers' council, the beginning of control
The choice of participants in the theoretical and practical part of the teachers' council
Preparation of control results
Choosing a form for the practical part
Preparing a draft decision
You correctly named the missing stages of work in preparation for the teachers' council.
Today, our kindergarten continues to prepare for the teachers' council No. 3 "Prosperous socialization of preschool children", this topic is especially important for us, because. DS conducts in-depth work on the social and personal direction of development of pupils, and we are also participants in the laboratory "Socialization of children of preschool age", on the topic "Socialization of children of preschool age by means of fiction".
We chose the form of video training for the pedagogical council, in order tostimulating the cognitive activity of teachers, through viewing video recordings of classes on a given topic using various technologies and forms of work, followed by analysis and development of recommendations for their use.
Now we will start the tour from the methodological room, where an exhibition of scientific literature and the results of innovative activities in working with fiction (lapbooks) is framed, a folder is presented on the generalized experience of working with DS
Preview:
Active forms of organizing methodological work
business game
Target - development of certain professional skills, pedagogical technologies.
The game as a form of learning is characterized by great flexibility. In the course of it, you can solve problems of varying complexity. It activates the creative initiative of teachers, ensures a high level of assimilation of theoretical knowledge and the development of professional skills.
Conduct form
The process of organizing and conducting the game can be divided into 4 stages.
1. Game design:
- clearly formulate the general goal of the game and private goals for the participants;
- develop common rules of the game.
2. Organizational preparation of a specific game with the implementation of a specific didactic goal:
- the leader explains to the participants the meaning of the game, introduces the general program and rules, distributes roles and sets specific tasks for their performers that must be solved by them;
- experts are appointed who observe the course of the game, analyze the simulated situations, and give an assessment;
- the time, conditions and duration of the game are determined.
3. Game progress.
4. Summing up, its detailed analysis:
- general assessment of the game, detailed analysis, implementation of goals and objectives, good and weak sides, their reasons;
- players' self-assessment of the performance of assigned tasks, the degree of personal satisfaction;
- characterization of professional knowledge and skills revealed during the game;
- analysis and evaluation of the game by experts.
In conclusion, the leader summarizes the results of the game.
training
Target - development of certain professional skills and abilities.
Conduct form- collective or group work.
training (English) - a special, training mode, training, can be an independent form of methodical work or used as a methodical technique during a seminar.
During the training, pedagogical situations, handouts, technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.
The main principles in the work of the training group: trusting and frank communication, responsibility in discussions and when discussing the results of the training.
Pedagogical KVN
Target:
Conduct form- teamwork.
Game progress:
1. Greeting teams, which takes into account: compliance of the performance with a given topic; relevance; presentation form, performance time - 10 minutes.
2. Warm up. Time to think about the question - 1 minute.
3. Homework: checking the preparation of a business game on a given topic.
4. Competition of captains.
5. Competition of wise men. Two members per team are selected. They are asked to choose the best way to solve this issue.
6. Competition of fans: solving pedagogical problems from work practice.
7. Competition "What would it mean?" (situations from the life of ds ). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.
methodical bridge
Target: exchange of advanced pedagogical experience, dissemination of innovative technologies of education and upbringing.
Conduct form- teamwork.
The methodical bridge is a kind of discussion.
Brainstorm
Target: to promote the development of practical skills, creativity, and the development of a correct point of view on certain issues of pedagogical theory and practice among teachers.
Conduct form- collective or group work.
This technique is convenient to use when discussing the methodology for passing a certain topic, for making decisions on a specific problem.
The leader should think through the questions well so that the answers are short and concise. Preference is given to answers-fantasies, answers-insights. It is forbidden to criticize ideas, evaluate them. The duration of the brainstorming session is 15-30 minutes. This is followed by a discussion of the ideas expressed.
Fair of Pedagogical Ideas
Target: contribute to the activation of the methodological work of teachers.
Each teacher wants his idea to be recognized as the best, thus, the spirit of competition is manifested. Teachers, mostly young, learn to lead a discussion, defend their point of view, listen critically to themselves and their colleagues.
Development of a methodological portfolio
Target : to help teachers systematize their methodological work for the year, to choose the most successful methodological techniques and summarize them in the form of methodological developments.
"Round table"
Target : development of a common opinion, the position of the participants on the problem under discussion. Usually 1-3 questions of the problem under discussion are thought out.
The host of the "Round Table" determines his place so that he can see all the participants. Invited experts, administration, etc. can also be here. In the course of work, each issue of the problem is discussed separately. The floor is given to teachers who have experience working on the problem. The facilitator summarizes the results of the discussion of each issue. At the end, he offers a variant of the general position, taking into account the comments, additions, and amendments.
"Evenings of questions and answers"
Target: to promote the development of teachers' ability to formulate the theoretical foundations of the problem, find ways to solve it, select forms of organization, methods and methods of work.
"Business game"
Target : live modeling of the educational process, the formation of specific practical skills of teachers, faster adaptation to updating the content, the formation of their interest and culture of self-development; development of certain professional skills, pedagogical technologies.
Games are effective if teachers have sufficient knowledge of the problem that is reflected in the game. The business game involves a lot of preliminary work, in which teachers receive the necessary knowledge through various forms, methods and means: visual agitation, thematic exhibitions, consultations, conversations, discussions. If such preliminary work has not been carried out, then it is advisable to plan a business game as part of the event allotted for.
Business games are of the following types:
Simulation, where copying is carried out with subsequent analysis.
Managerial, in which specific managerial functions are reproduced);
Research related to research work, where methods in specific areas are studied through a game form;
Organizational and active. Participants in these games simulate the early unknown content of an activity on a particular topic.
Training games. These are exercises that reinforce certain skills;
Projective games, in which one's own project is drawn up, an algorithm for any actions, an activity plan, and the proposed project is defended.An example of projective gamesthere may be a topic: “How to hold a final teachers’ council?” (or a parent meeting, or a practical seminar, etc.).
When organizing and conducting a business game, the role of the game leader is different - before the game he is an instructor, during the game he is a consultant, at the last stage he is the leader of the discussion.
Discussion
Target: involvement of listeners in an active discussion of the problem; identification of contradictions between practices and science; mastering the skills of applying theoretical knowledge to analyze reality.
Form: collective discussion of theoretical issues.
The method of its organization:
- determination of the purpose and content of the problem under discussion, forecast of the results;
- determination of the key issues on which the discussion will be organized (random, secondary issues are not submitted for discussion);
- planning;
- preliminary acquaintance of teachers with the main provisions of the topic under discussion
Methodology:
- familiarization of teachers with the problem, situational task.
- Questions are presented to teachers sequentially in accordance with the plan.
- a discussion of opposing points of view on the essence of the problem under consideration is organized.
- conclusion, summing up the results of the discussion.
In conclusion, the facilitator notes the activity or passivity of the audience, evaluates the answers of teachers, if necessary, reasonably refutes incorrect judgments, supplements incomplete answers, draws a general conclusion based on the results of the discussion, thanks the teachers for participating in the discussion.
The leader must:
- It is good to know the problem, the topic of discussion.
- Examine the position and arguments of opponents.
- Do not allow the conversation to deviate from the subject of discussion, the substitution of concepts.
"Methodical ring".
Target: improvement of professional knowledge of teachers, identification of general erudition.
The form: group work (opponents, support groups of opponents, analysis group are determined).
Methodology for organizing and conducting:
1 option - a methodical ring as a kind of discussion in the presence of two opposing views on the same issue.
For example, in the methodical ring on the topic “A school without discipline is like a mill without water” (Ya.A. Komensky), the question is proposed for discussion: “How do I achieve discipline in the classroom - by switching the attention of children to another type of activity or by disciplinary measures?”
Two opponents are preparing in advance. Each of them has a support group that helps their leader in case of need.
The analysis group evaluates the level of preparation of opponents, the quality of protection of a certain version, sums up.
To relieve tension in pauses, pedagogical situations, game tasks, etc. are offered.
P option - methodical ring as a competition of methodical ideas in the implementation of the same problem.
Pedagogical KVN.
Target: contribute to the activation of existing theoretical knowledge, practical skills, and the creation of a favorable psychological climate in a group of teachers.
From the composition of the listeners, two teams are formed, the jury, the rest are fans. Teams first get acquainted with the theme of KVN, receive homework. In addition, they are preparing mutual playful greetings on the topic of this KVN. The leader offers entertaining tasks that require non-standard solutions (including the competition of captains) that are directly related to the topic being studied.
Game progress:
1. Team greeting, which takes into account:
- correspondence of speeches to a given topic;
- relevance;
- presentation form;
- performance time - 10 minutes.
- Warm-up (teams prepare three questions each for knowledge of the psychology of the child's personality and interpersonal relationships). Time to think about the question - 1 minute.
- Homework: checking the preparation of a business game on a given topic.
- Captains competition.
- Wise Competition. Two members per team are selected. They are asked to choose the best way to solve this issue.
- Fan competition: solving pedagogical problems from the practice of the institution.
- Competition "What would it mean?" (a situation from the life of a preschool educational institution). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.
Methodical meetings.
Target: contribute to the formation of the correct point of view on a specific pedagogical problem, the creation of a favorable psychological climate in this group of teachers.
Form : round table.
Methodology for organizing and conducting:
- For discussion, questions are proposed that are essential for solving some key tasks of the educational process.
- The topic of discussion is not announced in advance. The skill of the leader lies in the fact that in a relaxed atmosphere to call the audience to a frank conversation on the issue under discussion and lead them to certain conclusions.
Compliance with the goal of the form of advanced training
Target | The form |
Improvement of pedagogical technique | Seminars, workshops, school for a young teacher |
Improvement of pedagogical skills | Pedagogical workshops |
Development of creative abilities | Creative groups |
The formation of the style of pedagogical activity | Club "Professional", master classes, trainings |
Formation of readiness for innovations | School of Teaching Excellence |
Formation of pedagogical culture | Psychological and pedagogical, methodological seminars - workshops |
Design seminars |
|
Creation of an individual, didactic, educational, methodological system | School of pedagogical experience, scientific and methodological seminars |
business game
Target - development of certain professional skills, pedagogical technologies.
The game as a form of learning is characterized by great flexibility. In the course of it, you can solve problems of varying complexity. It activates the creative initiative of teachers, ensures a high level of assimilation of theoretical knowledge and the development of professional skills.
Conduct form - collective or group work.
The process of organizing and conducting the game can be divided into 4 stages.
1. Game design:
clearly formulate the general goal of the game and private goals for the participants;
develop common rules of the game.
2. Organizational preparation of a specific game with the implementation of a specific didactic goal:
the leader explains to the participants the meaning of the game, introduces the general program and rules, distributes roles and sets specific tasks for their performers that must be solved by them;
experts are appointed who observe the course of the game, analyze the simulated situations, and give an assessment;
the time, conditions and duration of the game are determined.
3. Game progress.
4. Summing up, its detailed analysis:
general assessment of the game, detailed analysis, implementation of goals and objectives, good and weak sides, their reasons;
players' self-assessment of the performance of assigned tasks, the degree of personal satisfaction;
characterization of professional knowledge and skills revealed during the game;
analysis and evaluation of the game by experts.
Approximate order of the business game:
The leader informs the audience of the purpose, content, procedure for conducting a business game. Recommends to carefully study the literature, introduces the issues to be discussed.
The participants of the game are divided into subgroups of 3-5 people. In each subgroup, a leader is elected, whose responsibilities include organizing the work of the subgroup. An expert group of 3-5 people is selected from among the participants in the game.
The leader distributes questions between the game subgroups, gives the floor to representatives of the game groups on each issue, organizes discussions on the problem under discussion. For a speech, each participant in the game is given up to 5 minutes, during which it is necessary to briefly, but reasonably, highlight the main thing, substantiate the idea, argue, "defend" it.
The expert group, based on the speeches of the participants and their opinion, can prepare draft recommendations (practical advice) on the problem under consideration, discuss and determine the common positions of the members of the teaching team in practical activities.
The expert commission also reports its decisions on evaluating the content of speeches, the activity of participants, the effectiveness of subgroups in a business game. The criterion for such an assessment can be the number and content of the put forward ideas (suggestions), the degree of independence of judgments, their practical significance.
In conclusion, the leader summarizes the results of the game.
training
Target - development of certain professional skills and abilities.
training (eng.) - a special, training mode, training, can be an independent form of methodical work or used as a methodical technique during a seminar.
During the training, pedagogical situations, handouts, technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.
The main principles in the work of the training group: trusting and frank communication, responsibility in discussions and when discussing the results of the training.
Pedagogical KVN
This form of methodical work contributes to the activation of existing theoretical knowledge, practical skills and abilities, the creation of a favorable psychological climate in a group of teachers. Two teams, a jury, are formed from the trainees, the rest are fans. Teams first get acquainted with the theme of KVN, receive homework. In addition, they prepare mutual playful greetings on the topic of this KVN. The leader offers entertaining tasks that require non-standard solutions (including the "Captains Competition"), directly related to the topic being studied.
Game progress:
1. Greeting teams, which takes into account:
correspondence of the speech to a given topic;
relevance;
presentation form.
Performance time is 10 minutes.
2. Warm-up (teams prepare three questions each for knowledge of the psychology of the student's personality and interpersonal relationships). The time to think about the question is 1 minute.
3. Homework: checking the preparation of a business game on a given topic.
4. Competition of captains.
5. Competition of wise men. Two members per team are selected. They are asked to choose the best way to solve this issue.
6. Competition of fans: solving pedagogical problems from the practice of the school.
7. Competition "What would it mean?" (situations from the life of the school). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.
methodical bridge
The methodical bridge is a kind of discussion. Teachers from different schools of the district, city, heads of the Moscow Region, parents are involved in this form of methodical work.
The purpose of the methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative technologies of education and upbringing.
Brainstorm
This is one of the methodological techniques that contributes to the development of practical skills, creativity, the development of the correct point of view on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing the methodology for passing a certain topic, for making decisions on a specific problem.
The leader should think through the questions well so that the answers are short and concise. Preference is given to answers-fantasies, answers-insights. It is forbidden to criticize ideas, evaluate them. The duration of the brainstorming session is 15-30 minutes. This is followed by a discussion of the ideas expressed.
Solving pedagogical problems
Target - get acquainted with the features of the pedagogical process, its logic, the nature of the activities of the teacher and students, the system of their relationship. The fulfillment of such tasks will help to learn how to single out the essential, the main thing from the variety of phenomena.
The mastery of the teacher is manifested in the way he analyzes, explores the pedagogical situation, how he formulates, on the basis of a multilateral analysis, the goal and objectives of his own activity.
Pedagogical tasks should be taken from school practice. They should acquaint the best teachers with individual methodological methods of work, and warn against the most common mistakes.
When starting to solve a problem, it is necessary to carefully understand its condition, evaluate the position of each actor, and imagine the possible consequences of each proposed step.
The proposed tasks should reflect effective forms and methods of organizing and conducting educational work.
Methodical festival
This form of methodical work, used by methodologists of the city, district, school leaders, involves a large audience, aims to exchange work experience, introduce new pedagogical ideas and methodological findings.
At the festival there is an acquaintance with the best pedagogical experience, with non-standard lessons that go beyond traditions and generally accepted stereotypes.
During the festival there is a panorama of methodical findings and ideas.
Participants of the festival submit an application for a lesson, methodological ideas, techniques in advance.
Active forms of organizing methodological work
Discussion
Target - involvement of listeners in active discussion of the problem; identification of contradictions between worldly ideas and science; mastering the skills of applying theoretical knowledge to analyze reality.
The form of the event is a collective discussion of theoretical issues.
Organization methodology:
Determining the purpose and content of the problem under discussion, forecasting the results.
Identification of the key issues on which the discussion will be organized
(Random, secondary questions are not submitted for discussion).
Planning.
Preliminary acquaintance of the teaching staff with the main provisions of the topic under discussion.
Methodology:
Familiarization of students with the problem, situational task.
Questions are presented to listeners sequentially in accordance with the plan.
Organization of the discussion of different points of view on the merits of the problem under consideration.
Conclusion of the discussion.
In the final speech, the presenter notes the activity or passivity of the audience, evaluates the answers of the listeners, if necessary, reasonably refutes incorrect judgments, supplements incomplete answers, draws a general conclusion based on the results of the discussion, thanks the listeners for participating in the discussion.
The leader must:
know the subject, the topic of discussion well;
study the position and arguments of opponents;
not to allow the conversation to go away from the subject of discussion, the substitution of concepts.
Methodical ring
Target - improving the professional knowledge of teachers, identifying general erudition.
Conduct form - group work (opponents, support groups of opponents and analysis group).
Methodology for organizing and conducting:
Option 1 - a methodical ring as a kind of discussion in the presence of two opposing views on the issue.
For example, in the methodical ring on the topic "A school without discipline is like a mill without water" (Y. A. Komensky), the question is proposed for discussion: "How do I achieve discipline in the lesson - by switching students' attention to another type of activity or by disciplinary measures?".
Two opponents are preparing in advance. Each opponent has a support group that helps its leader if necessary.
The analysis group evaluates the level of preparation of opponents, the quality of protection of a certain version, sums up.
To relieve tension in pauses, pedagogical situations, game tasks, etc. are offered.
Option II - methodical ring as a competition of methodological ideas in the implementation of the same problem.
For example, a methodical ring on the topic "Activation of the cognitive activity of students in the classroom" involves the competition of the following methodological ideas:
application of game tasks;
use of active forms of education;
organization of group interaction of students;
increasing the role of students' independent work in the learning process, etc.
Creative groups for the defense of methodological ideas are created in advance.
The course of the methodical ring (the order in which ideas are defended) is determined by a draw.
The analysis team assesses the level of preparation of the participants.
The competition of methodological ideas ends with a general conclusion.
Methodical gatherings
Target - the formation of the correct point of view on a specific pedagogical problem; creation of a favorable psychological climate in this group of students.
Conduct form - round table.
Methodology for organizing and conducting: For discussion, questions are proposed that are essential for solving some key tasks of the educational process.
The topic of discussion is not announced in advance. The skill of the leader lies in the fact that in a relaxed atmosphere to call the audience to a frank conversation on the issue under discussion and lead them to certain conclusions.
Methodical dialogue
Target - discussion of a specific problem, development of a plan of joint action.
The form of the event is a round table.
Methodology for organizing and conducting:
Listeners get acquainted with the topic of discussion in advance, receive theoretical homework.
A methodical dialogue is conducted between the leader and students or between groups of students on a specific issue.
The driving force of the dialogue is the culture of communication and the activity of the listeners. Of great importance is the overall emotional atmosphere, which allows you to evoke a sense of inner unity.
In conclusion, a conclusion is made on the topic, a decision is made on further joint actions.
