Topic 16. Scientific and practical seminar as an effective form of professional development
Visual and methodological aids
1.Andreev, V.I. Competitionology: training course for creative development competitiveness. - Kazan. Center innovative technologies, 2004. – 468 p.
2.Konarzhevsky, Yu.A. Management and intra-school management / Yu.A. Konarzhevsky. – M.: Center “Pedagogical Search”, 2000. – 224 p.
3. Burns R. Development of self-concept and education. M.: Progress, 1986.
Guided independent work of students
Drawing up a schematic map reflecting the essence and rules of organizing a scientific-practical seminar as an effective form of professional development
Forms of knowledge control
Conversation with undergraduates on the essence and rules of organizing a scientific-practical seminar as an effective form of professional development
Sample survey and analysis of speeches.
Lecture 28. Scientific and practical seminar as an effective form of professional development
Forms of methodological work
There are two groups of forms of methodological work:
· collective (group)
· individual
Collective (group) include:
· active lecture;
· "round table";
· Master Class;
· methodological consultation;
· methodical operative;
· methodological workshop;
· methodical KVN;
· methodical training;
· "brainstorm";
· scientific and practical conferences;
· seminars (didactic, problem-solving, psychological and pedagogical, etc.);
· panorama of pedagogical achievements;
· pedagogical discussion;
· pedagogical readings;
· workshops;
· problem-situational game;
· role-playing game;
· creative dialogue;
· creative report;
· reader and viewer conferences;
· school of excellence;
· fair of methodological ideas;
· festival of pedagogical ideas: kaleidoscope of lessons;
Individual ones include:
· individual consultation;
· accumulation of information on pedagogy, psychology, methodology, subject content;
· mentoring;
· Carrying out monitoring measurements in self-monitoring mode over the learning process and result;
· constant work on a methodological topic representing
· professional interest;
· work on personal creative theme;
· work with a mentor;
· development of own visual aids;
· development of diagnostic procedures, tasks and tests;
· development of your own self-education program;
· reflection and analysis of one’s own activities;
· independent research;
· interview with the administration;
· internship.
An effective form of methodological work are thematic seminars - workshops. Such seminars are usually structured according to the following scheme: a short lecture on the problem, practical processing of the issue, drawing up and discussing thematic plans. Seminar/workshop sessions can be devoted to the study of technical teaching aids and methods of their use, development of the most important and difficult topics, etc.
A significant place in the work of methodological associations is occupied by reviews of literature, pedagogical journals, and the most interesting articles on issues of teaching and upbringing published in periodicals. It is advisable to do such reviews at each meeting of the methodological association. Timely information about new literature provides teachers with significant assistance in self-education and creates favorable conditions for introducing the achievements of pedagogical and psychological science into practice.
Timely result of methodological work within school year or two years is to conduct school pedagogical readings or scientific and practical conferences. They hear the most interesting reports and messages prepared by teachers, class teachers, educators, and accept recommendations on improving educational work and introducing the best teaching experience into practice. Pedagogical exhibitions should be timed to coincide with teaching readings and scientific and practical conferences, illustrating the main points of reports telling about the achievements of the teaching staff and individual teachers.
Methodological work will be truly effective and will have an effective impact on the quality of teaching and education only when its collective forms are organically connected with systematic classes and self-education
The main forms of conducting classes within the framework of the methodological association are seminars and workshops.
Seminar – a form of group classes on a subject or topic, which takes place with the active participation of all teachers.
The seminars cover current issues of the educational process, the content of new technologies, teaching methods and techniques.
This form of classes (meetings) is necessary to familiarize teachers with the latest achievements of science and effective teaching experience.
The characteristic features of the seminar are:
· compulsory work of teachers on self-education;
· collective discussion of its results;
When holding a seminar, the information function is transferred from the head of the methodological association to the participants of the seminar. In the activities of the head of a methodological association, regulatory and organizational functions come first.
The effectiveness of the seminar requires special organizational measures during its preparation and conduct. These organizational measures include:
· allocation of special time for preparation of participants;
· providing participants with a list of references;
· scrupulous selection of questions in terms of quantity and quality for discussion;
· when formulating questions for discussion in methodological association classes, it is necessary to adhere to the following requirements: reliance on the internal logic of the material being studied; problematic; taking into account audience requests.
Workshop – a type of educational activity based on the application of knowledge, skills and abilities in solving practical problems. In the foreground is the development of skills to use theory in practice. However, practical exercises in the future contribute to the acquisition of new theoretical knowledge.
The workshop includes the following steps:
· organizational;
· goal setting;
· updating knowledge;
· briefing;
· activities aimed at work practice;
· summarizing.
Theoretical seminar. This form of classes is necessary to familiarize teachers with modern achievements of pedagogical science and advanced pedagogical experience. It requires speakers (scientists, specialists from educational authorities, heads of educational institutions, teachers) to provide accessible coverage in messages, lectures, reports of current issues of the educational process, the content of modern educational technologies, methods, methods and techniques of teaching.
Such seminars should be planned no more than two or three times a year to avoid overloading teachers.
A type of theoretical seminar is psychological and pedagogical seminar, To which is actively used in educational institutions of the republic. It primarily addresses issues psychological support educational process. And the work of such a seminar is led by a specialist psychologist.
Workshop. This form of work requires very serious preparation, since at such a seminar teachers introduce their colleagues present to the experience of their work (educational, research, search), carried out for a certain time under the guidance of a consulting scientist or a specialist in the education department (department).
The focus of the workshop is not only on theoretical issues of the educational process, but also on practical skills, which is especially valuable for the growth of the professional level of teachers.
Workshops are an effective form of introducing teachers to creative, exploratory, experimental and research activities and improve their general pedagogical culture.
Scientific and practical conference - e It is a form of joint activity of scientists, teachers and students. Its main goal is generalization, familiarization and promotion of the best work experience,
formation of one’s own research position, management skills, recommendations for improving this area of activity of the teaching staff. carrying out experimental work on an educational and pedagogical problem. The defining features of the conference are: a large number of participants; the presence of participants invited from outside (from other schools, gymnasiums, lyceums, universities, scientific institutions); comprehensive coverage of the problem.
The practical part of the conference is carried out in sections and consists of viewing fragments of training sessions “live”, on video, modeling training sessions, demonstrating techniques, methods, tools, and teaching technologies. As a rule, the topics of scientific and practical conferences are determined by the most pressing problems of pedagogy, psychology and are related to the practical activities of the educational institution.
Methodical festival. This form of methodological work involves a large audience of participants and aims to exchange work experience, introduce new pedagogical ideas and methodological findings.
As a rule, the festival is a solemn summing up of the work of the teaching staff.
The festival program consists of various events: open lessons, extracurricular activities, competitions, exhibitions, presentations, invitations to the teacher’s creative laboratory, etc. At the festival, one gets acquainted with the best pedagogical experience, with non-standard lessons, approaches to solving pedagogical problems. During the festival there is a panorama of methodological discoveries and ideas.
The festival ends with honoring teachers who have shown high results in methodological work over the year, as well as summing up the results of the rating assessment of methodological activities and determining the winners.
Methodical bridge is a type of discussion and is held with the participation of teaching teams of other educational institutions, employees of the education department (department), research institutes, IPK, APO, parents of students.
The purpose of this work is to exchange ideas, practical experience, discuss typical difficulties in the implementation of the educational process and identify ways to successfully resolve them.
The result of the work of the methodological bridge can be methodological recommendations for overcoming negative phenomena in advanced training and for improving, perfecting vocational training teachers to overcome difficulties in solving problems of the educational process.
Methodical ring as a group form of work, it is carried out with the aim of improving the professional knowledge of teachers, identifying their pedagogical and general cultural erudition.
There are several options conducting a methodical ring. The most common are: the ring as a type of discussion and the ring as a competition. Ring as a type of discussion is carried out in the case when different views on the same issue or problem are formed in the teaching staff. It is advisable to reduce the number of different views and points of view to a minimum - up to two. Then opponents prepare in advance. Each of them forms the necessary support group, which provides assistance to their leader if necessary.
Leaders take turns “calling into the ring” with their ideas, proposals, and options for solving the problem. As the performance progresses, the audience asks them questions to clarify, clarify, and clarify the opponent’s position.
A specially created analysis group evaluates the level of training of leaders, the quality of protection of a certain version, and sums up the results.
During pauses between the rings, spectators are offered various game tasks, solutions to pedagogical situations, and tasks.
The second option for conducting methodological ring comes down to competition of methodological ideas in implementing the same problem. Creative groups for the defense of methodological ideas are formed in advance.
In this option, as in the previous one, an analysis group (expert group) is created, which evaluates the level of preparedness of the participants and the skill of presenting the material.
The competition of methodological ideas ends with generalizing conclusions.
Training- a form of work aimed at developing certain professional skills.
Target- development of certain professional skills and abilities.
Training(English) - a special training mode, training, can be an independent form of methodological work or used as a methodological technique when conducting a seminar.
When conducting training, pedagogical situations, handouts, and technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.
The basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of the training.
The training can be used both as an independent form of methodological work and as a methodological technique when conducting a seminar.
When conducting training, pedagogical situations, technical teaching aids, and handouts are widely used. It is advisable to conduct training in small groups (from 5 to 10 people).
The basic principles of the training group: confidential and frank communication, mutual respect, sincerity, responsibility in discussions and when discussing the results of the training.
Video training- “training using video recordings of solving pedagogical sketches or extreme situations, which are analyzed from the position of mastery of not only verbal, but also non-verbal communicative methods of influence and interaction.”
The specificity of video training is the combination of the method and video equipment when training teachers.
The method consists in dividing the pedagogical act into individual technical techniques and pedagogical skills, which must be analyzed, corrected, and perceived. The tool in this case is a video recorder, with the help of which the steps and stages of the model are studied in detail pedagogical process, skills and abilities are practiced, feedback is provided.
Video training is an indispensable assistant in the formation of reflective skills in teachers.
Discussion- purposeful exchange of judgments, opinions, ideas, carried out by members of methodological formations with the aim of searching for the truth.
An essential feature of the discussion is the equal dialogue of all its participants. And in order for each teacher to be an active participant in the process of discussing the issue, it is necessary to form small groups of up to 10 people. A positive aspect of the work will be the selection of participants
Carrying out pedagogical readings in educational institutions requires the involvement of all levels of the methodological service in their preparation, since these readings are a kind of summing up the results of the work of methodological substructures. As a rule, pedagogical readings are conducted on a specific topic related directly to the general school methodological topic. They are not random in nature, but reflect the experience of teachers, their achievements, successes, and record the difficulties that had to be overcome on the way to the intended result.
Teachers' presentations are accompanied by video materials, tables, diagrams, graphs, photographs, and student products.
All speeches are discussed by those present, often in a discussion form, since the optimally defined topic of the readings leaves no one indifferent.
It is desirable that pedagogical readings be planned to summarize the milestone and final results of the teaching staff’s work on a single methodological topic and priority problems of the educational institution.
Public lesson- This traditional form working with teaching staff to improve their professional level.
Modern pedagogical literature quite widely covers the issues of designing, preparing, conducting and analyzing an open lesson, in which a highly professional teacher demonstrates to colleagues the use of the most effective technologies, techniques, methods and techniques in the process of teaching students.
Methodical decade(week) provides for demonstration of the best work experience of individual teachers or methodological units of an educational institution. It is carried out according to a pre-developed plan and is purely practical in nature. The content of the ten-day period should include the educational, methodological and extracurricular activities of teachers.
The work of the ten-day period ends with the publication of an information and methodological bulletin, the release of a newspaper or radio newspaper, and the creation of a video film. The best pedagogical products add to the data bank of teachers' work experience.
Methodical dialogue is conducted with the aim of discussing a specific pedagogical problem and developing a plan of joint action for its implementation.
As a rule, methodological dialogue is conducted between the leader and a group of teachers. Moreover, participants get acquainted with the topic of discussion in advance and prepare previously received theoretical homework.
The driving force of the dialogue is the active participation of teachers in discussing the problem. Also of great importance for the effectiveness of work is the general emotional atmosphere, which allows for the formation of a sense of internal unity among the participants. At the end of the joint work, conclusions are drawn and recommendations for further joint actions of the dialogue participants are determined.
State budgetary educational institution
vocational education city of Sevastopol
“Sevastopol Pedagogical College named after P.K. Menkova"
(GBOU PA "SPK named after P.K. Menkov")
METHODOLOGICAL PIGGY BANK
FORMS OF ORGANIZATION OF METHODOLOGICAL WORK IN DECREE
Supervisor
Shvets Natalya Sergeevna
"___" _____________2018
Student of group DO-14-1z
Nikolaychik Ekaterina
Pavlovna
Sevastopol 2018
Forms of organizing methodological work with the teaching staff
Formdefined as the internal structure, structure, connection and method of interaction of parts and elements of phenomena; it is always in unity with the content, depends on it, but also has relative independence and can therefore influence the content - on its ability for progressive development or ensure it.
The variety of forms of methodological work is determined by the complexity of its goals and the diversity of specific conditions in which preschool educational institutions are located.
Within the framework of various forms, a variety of methods and techniques for working with personnel, which were discussed above, are used. When combining forms and methods of working with personnel into a single system, the manager must take into account their optimal combination with each other. I would like to remind you that the structure of the system for each preschool institution will be different and unique. This uniqueness is explained by the organizational, pedagogical, and moral and psychological conditions in the team that are specific to this institution.
All forms can be represented in the form of two interconnected groups:
Pedagogical advice,
Seminars,
Workshops,
- participation of teachers in methodological associations of the district, MDOU;
Organization of theoretical and scientific-practical conferences;
Consultations,
Creative micro groups,
Open views,
Work on common methodological topics,
Business games,
- master classes,
Brainstormingetc.
Target individual forms methodological work - to provide assistance to a specific teacher in solving those problems that only cause him difficulty or that are the subject of his interests.
Self-education,
Individual consultations,
Interviews,
Conversations,
- mutual visits,
- internship,
- working on a personal creative theme,
- mentoring, etc.
Most effective forms of methodological work on modern stage school development are:
theoretical seminar,
workshop,
scientific-practical conference,
methodical decade,
science days,
methodical festival,
methodical bridge,
methodological mosaic,
discussion,
methodical ring,
business game,
pedagogical KVN,
brainstorm,
training,
video training,
pedagogical readings,
lecture hall,
professional exhibition,
project protection,
thematic pedagogical council,
public lesson
Forms of organizing and holding meetings of the Moscow Region may be as follows:
Lecture
Theoretical seminar
Workshop
Conference
Excursion
Creative discussion
Creative dialogue
Living room
An hour of collective creativity
Methodological festival (based on the results of methodological work for the year)
Business game
Methodical KVN
Fair of methodological ideas
Methodical training
Round table meeting
Group forms of methodological work
Pedagogical Council
Pedagogical Council – is one of the forms of methodological work in preschool educational institutions,permanent collegialself-government body of teaching staff. With its help, the development of preschool educational institutions is managed.
Pedagogical Council as the highest bodymanagement of the entire educational process solves specific problems of a preschool institution. Its activities are determined by the Regulations onpedagogical council of preschool educational institution. It is created in all preschool institutions where there are more than threeteachers. It includes allpedagogicalemployees and part-time workers. Alsopedagogical council- central link inorganizationsof all methodological work, "schoolpedagogical excellence".
According to the methodology, we divideteaching advice on:
traditional
modern
alternative (non-traditional)
Traditional pedagogical advicecharacterized by the predominant use of verbal(verbal) methods, traditional nature of the content. By shape andorganizationstraditional activities of participantsteacher councils are divided into:
teachers' council(classical) based on the report with discussion(performances);
report with co-reports;
meeting with an invitation to a speaker - a specialist.
Forms of activation teachers
Simulation of a specific situation. This method helps you choose correct option from the many offered. There are four types of specific situations. By selecting them taking into account gradual complication, you can achieve the greatest interest and activity of educators. Illustrative situations describe simple cases from practice and immediately provide a solution. Situations – exercises encouragetake some action(make a note plan, fill out a table, etc.)In assessment situations, the problem has already been solved, but fromteachersyou need to analyze it and justify your answer, evaluate it. Situations - problems consider a specific example from practice as an existing problem that needs to be solved;
Discussion of two opposing points of view. The leader offers two points of view on the same problem for discussion.Teachersmust express their attitude towards them and justify it;
Practical skills training. This method is very effective, but it must be thought out in advance, decide which of theteachers can recommend him. It is better to offer a learning element from work experience;
Imitation of a teacher's working day.For teacherscharacteristics of the age group of children are given, goals and tasks that need to be solved are formed, and the task is set: to simulate your working day within a certain time. In conclusion, the leaderorganizesdiscussion of all proposed models;
Solving pedagogicalcrossword puzzles help clarify teachers’ knowledge on a specific topic, develop their horizons, and therefore influence the quality of work with children;
Analysis of children's statements, their behavior, creativity. The leader prepares tape recordings, collections of children’s drawings or crafts, etc. Teachers introduce the material, analyze it, evaluate the children’s skills, development, and education, and formulate several specific proposals to helpteacher, working with them;
Intellectual, business and creatively developing games that allowteachersexchange opinions with your colleagues in a relaxed manner. Game modeling increases interest, causes high activity,improvesskills in resolving realpedagogical problems.
On teachers' councilEducators are offered various questions, during the discussion of which a dialogue-discussion can arise, which has become a true sign of our time. However, not everyone masters the art of collective discussion of issues in the form of dialogue or argument.
Non-traditional pedagogical advice
Teachers' Council– a business game is a training form in which participants are assigned certain roles. A business game teaches you to analyze and solve complex problems of human relationships, in the study of which not only the correct decision is important, but also the behavior of the participants themselves, the structure of relationships, tone, facial expressions, intonation.
One of the forms business games – "brain attack". It can be used to summarize the work of a team on any issue or for a certain period.To the organizersyou need to think through the scenario down to the smallest detail, define roles, tasks, and calculate regulations. Participants analyze the questions posed, develop goals and objectives, draw up programs that will form the basis for the solutionteachers' council.
Business games are a type of activity in artificially created situations aimed at solving a learning problem.
Teachers' Council– a round table requires serious preparedness and interest of each participant. To conduct it, managers need to select important, interesting issues for discussion, think throughorganization. For example, some topics can be given to a group of educators in advance and the relevant literature can be offered to them. Then they will be able to familiarize themselves with different theories, approaches, opinions and think about their point of view.
Situational teachers' councilconsists of considering one or more situations that can be played out by previously prepared participants. You can conduct a discussion of the situation based on the video recorded on the video camera.
Creating a working mood forteachers' councilThe thoughtful placement of its participants also contributes. For example, depending on the purposecouncil of teacherstheir workplaces can be arranged as follows:
frontal position(chairman versus those present)necessary whenmeetingis informative;
"round table" useful for equal collective discussion of pressing issues;
"triangle" allows you to highlight the leading role of the manager and include everyone in the discussion of the problem;
work in small groups , i.e. 3-4 people at separate tables(solution pedagogical situations) ;
To conduct a discussion, it is possible to provide for a frontal arrangement of groups - participants defending their positions.
Whatever form it takesteachers' council, decisions are made necessarily. They are recorded in protocols. Their number depends on the agenda, therefore, if there are five items on it, then there should be at least five decisions. But several decisions can be made on one issue. Together they will help solve the problem that has arisen.
The wording of decisions must be specific, indicating those responsible and the deadline for implementation. In other words, such that they can be verified.
Teachers' Councilin a preschool educational institution should not be a formal event with a traditional agenda and a traditional decision.Teachers' Councilshould be a source of innovation, it should take place in a comfortable environment of cooperation and co-creation. However, it requires painstaking and very serious preparation. It is very important to find the correct and most effective technology for preparing and conducting a particular topic.teachers' council. It is necessary to think through specific tasks forteachers and creative groups, draw up a survey questionnaire in advance, exclude situations whenteachercan sit back and remain silent. Problem whenorganization of the teachers' council - organize this event like thisto make it interestingteacherso that at the meetingteacherlearned something new, not only in the form of theoretical knowledge, but also in the form of practicaltips and tricks.
"Evenings of questions and answers"
Each problem to which a group of questions asked by teachers relates is revealed as fully as possible. Teachers must clearly understand the theoretical foundations of the problem, ways to solve it, forms of organization, methods and techniques of work, and more.
Consulting
Of the various forms of methodological work in kindergarten, such a form as consulting teachers has become especially firmly established in practice. Individual and group consultations; consultations on the main areas of work of the entire team, on current problems pedagogy, at the request of educators.At the same time, modern practice of working with teachers often requires the choice of non-standard forms of consultation.
Any consultation requires training and professional competence from the senior educator. The competence that is so necessary for a senior educator to work with teachers is not only the presence of knowledge, which he constantly updates and expands, but also experience and skills that he can use if necessary. Helpful advice or timely consultation corrects the teacher’s work.
The main consultations are planned in the institution's annual work plan, but individual consultations are held as needed. Using different methods when conducting consultations, the senior educator not only sets the task of transferring knowledge to teachers, but also strives to form in them a creative attitude to activity.
Yes, whenproblematic presentation of the material a problem is formed and a way to solve it is shown.
Atusing the partial search method educators actively take part in putting forward hypotheses, drawing up activity plans, and independently solving problems. Most often, during consultations, the explanation method is used. This method has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc.
To stimulate the attention of educators and encourage them to follow the logic of presentation, it is useful to formulate questions at the beginning of the consultation. Questions addressed to teachers during the consultation process help them comprehend their experience from the point of view of scientific conclusions, express their thoughts, guesses, and formulate a conclusion. Depending on the level of qualification of teachers, the senior educator determines to what extent it is possible to draw on knowledge from their experience or limit oneself to one’s own explanation.
When exchanging experience between educators, identifying knowledge, analyzing specific situations, it can be usedheuristic conversation method . During the conversation, individual provisions of the reading are revealed in more detail. methodological literature, explanations are given on those issues that are of greater interest to teachers, the fallacy of their opinions and shortcomings of professional experience are revealed, the degree of understanding and assimilation of knowledge is revealed, and orientation towards further self-education is carried out.
However, the effectiveness of heuristic conversation will be achieved if certain conditions are met. It is better to choose a practically significant, topical issue that requires comprehensive consideration as the subject of conversation. It is necessary that educators have a sufficient supply of theoretical knowledge and professional experience. The one who prepares the consultation must draw up a reasonable plan for the conversation, allowing him 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. A heuristic conversation conducted with the aim of transferring new knowledge requires serious preparation and thinking through the entire course of the lesson.
During the consultation it is useddiscussion method.
In form and content the discussion is close toconversation method . It also involves choice important topic, requiring a comprehensive discussion, preparation of questions for educators, introductory and concluding remarks. However, unlike a conversation, a discussion requires a struggle of opinions and the raising of controversial issues. During the discussion, many other additional questions have to be asked, the number and content of which cannot be foreseen in advance. Therefore, the use of discussion as a method requires high professional competence, pedagogical skill, great culture, and tact from the senior educator. The leader of the discussion must have the ability to quickly navigate the situation, capture the train of thought and mood of the participants, and create an atmosphere of trust. Participants in the discussion must have knowledge of theory and a desire to improve their activities. The final speech briefly analyzes the participants' speeches and brings clarity to the solution of fundamental issues.
One can distinguish such a form of methodological work asconsultation-dialogue . Such a consultation is carried out by two teachers who have different points of view on the issue under discussion. When considering topics, they can present their arguments for each thesis, and listeners can choose the point of view that corresponds to their pedagogical views.
Consultation - a paradox , or consultation with planned errors, is aimed at drawing the attention of teachers to the most complex aspects of the problem being presented and increasing their activity. The senior teacher names the number of mistakes (at least ten) that he will make during the consultation process. Listeners are asked to distribute the material on a sheet of paper into two columns: on the left is reliable, on the right is erroneous, which is then analyzed.
Training
The goal is to develop certain professional skills and abilities.
Training (English) - a special training regime, training, can be an independent form of methodological work or used as a methodological technique when conducting a seminar.
When conducting training, pedagogical situations, handouts, and technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.
The basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of the training.
Seminars and workshops
Seminars as a separate form of methodological work play an important role in increasing the scientific and theoretical level of educators and improving their professional competence. Seminars can be prepared and conducted in different ways depending on the content of the topic and the purpose of the lesson.
Before the seminar, teachers are offered special tasks, the completion of which will allow everyone to actively participate in the seminar. In this regard, it often turns out that preparing for a seminar involves reading additional literature, studying primary sources, and taking notes. Teachers learn to critically evaluate what they read and select the information they need. They must understand the essence of the material being studied in order to assimilate and use it in their practical activities. Therefore, during the seminars such forms of organization as open classes or activities, use of video materials and multimedia presentations, analysis of the results of children's activities and products children's creativity and etc.
At workshops, consisting of theoretical (seminar) and practical (workshop) parts, educators generalize and systematize best practices, show in action the necessary techniques and methods of work, which are then analyzed and discussed. This form also involves practicing certain working methods without the participation of children. The choice of the seminar topic is not accidental and is explained by increased quality requirements preschool education, technological effectiveness of educational educational process, an urgent need for mandatory anticipation of results and development prospects. The implementation of modern goals of the pedagogical process determines the use of innovative technologies in the teacher’s activities, which are guaranteed to lead to the achievement of the expected result.
The seminar-briefing is distinguished by the fact that it allows the maximum activation of participants both in the process of preparing for the seminar and in the lesson itself: the group is divided into subgroups in accordance with the number of issues proposed for discussion. In this case, the number of participants in subgroups can be arbitrary. Since the entire subgroup answers the question, and repetitions are not allowed, then, naturally, the participant finds himself in a situation where it is necessary to answer thoroughly and to the point. After each member of the subgroup has spoken, the discussion begins; At the same time, additions, clarifications, and questions to each other are possible.
Seminars and workshops remain the most effective form of methodological work in kindergarten. The annual plan of the preschool institution determines the topic of the seminar and at the beginning of the school year the head draws up a detailed plan for its work. A detailed plan with a clear indication of working hours and well-thought-out tasks will attract the attention of more people who want to take part in its work. At the very first lesson, you can suggest supplementing this plan with specific questions to which educators would like to receive answers.
The leader of the seminar can be the head or senior teacher, or invited specialists. Teachers, specialists, and medical workers can be involved in conducting individual classes. The main goal of workshops is to improve the skills of teachers, so they are usually led by educators who have experience working on this issue. For example, at an ikebana workshop, teachers, under the guidance of a specialist, learn the art of arranging a bouquet. These skills are subsequently used in decorating a group room and in working with children. And during the workshop on making Christmas tree decorations, teachers not only master techniques for working with paper and other materials, but also develop a system for organizing a variety of exciting activities with children in a group room during the New Year holidays, where the main thing is a Christmas tree decorated with crafts from children, parents, and teachers . Teachers come up with surprise moments and select literary material to create a fabulous atmosphere in the group these days.
For the seminar “Peculiarities of organizing and conducting observations in nature in the summer,” educators are given questions in advance to discuss the problem. For example: How often do you observe natural objects during classes (excursions), walks, and in everyday life? What do you consider the main thing in the methodology of organizing and conducting observation? What difficulties do you encounter? What techniques do you use to develop children’s interest in nature and cultivate observation skills? What observations in nature arose on the initiative of children? How do you support, awaken, develop children's inquisitiveness and curiosity? What impact does their interaction with nature have on children's behavior? Do you use elements of environmental education in your work with children? During the workshop, it is possible to discuss different points of view, develop discussions, create problem situations that ultimately allow us to develop common positions in solving the problem. It is important that the results of the seminars are presented in the form of specific and feasible recommendations, and that their implementation is monitored.
The question is increasingly being raised about the need to train parents, especially young mothers, in methods of person-oriented communication with a preschool child. Therefore, organizing a workshop for parents is an important form of work. Various specialists may be involved in conducting such a seminar, who will tell you which toy is preferable to buy for your baby; They will also teach you how to organize the game. You can organize an evening of games for children and adults, in which the leader of the seminar will be an attentive adviser and observer. He will tell parents about his observations and notes at the next lesson and give specific recommendations regarding methods of individual communication with the child.
It seems that such work will be useful for parents, children, and the preschool institution, whose authority in the eyes of parents will only increase. A seminar as a form of methodological work differs from the seminar practiced in higher educational institutions.
The first distinguishing feature is its duration. It can include one or several classes. Sometimes an ongoing workshop is planned for a long period, such as several months or even an academic year. The second important feature is the location where it is held. This could be a teaching room in a kindergarten, a group room, or other places (museum, exhibition hall, public garden, etc.) depending on the goals and objectives that the seminar leader must solve. The third feature is the nature of the didactic tasks that are solved during the seminar classes. This is both educational activities on systematization and improvement of knowledge, and work on the formation of skills. In addition, during the seminar the tasks of disseminating teaching experience are solved.
The fourth sign is the source of information. This is the word (reports and co-reports of the participants), and actions (completing various practical tasks at the seminar), and a visual demonstration on the topic of the seminar, and pedagogical analysis.
Consequently, the seminar is not limited to a specific time frame and is not associated with a permanent location.
Properly organized preparation for it and preliminary information play a big role in the effectiveness of the seminar. The topic of the seminar should be relevant to a specific preschool institution and take into account new scientific information.
If the seminar is long, then it is good to prepare a memo for the participants of the seminar, which indicates the topic, place and order of holding, a list of questions that need to be thought about, and a mandatory list of literature that is useful to get acquainted with in advance. It is important to think through methods and forms of including all seminar participants in an active discussion of the topic. For this, situational tasks are also used, working with punched cards, discussing two opposing points of view, working with regulatory documents, game modeling methods, etc. The seminar leader must clearly think through the tasks for each topic of the lesson and evaluate their implementation. At the end of the seminar, you can arrange an exhibition of the teachers’ works.
Relay race of pedagogical excellence.
A competition between several groups of teachers, where one teacher begins to cover a problem, and the next continue and reveal it together. The last participant sums up and draws conclusions.
Artistic piggy bank.
Depending on the pedagogical objectives, the collection 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 children's attention. The materials from the piggy bank can form the basis of an exhibition.
Open display
Each teacher has his own teaching experience and teaching skills. The work of the educator who achieves the best results is highlighted, his experience is called advanced, he is studied, he is “looked up to.”
“Advanced pedagogical experience is a means of purposefully improving the teaching and educational process, satisfying the current needs of teaching and educational practice!” (Ya.S. Turbovskoy).
Advanced pedagogical experience helps educators explore new approaches to working with children and distinguish them from mass practice. At the same time, it awakens initiative, creativity, and contributes to the improvement of professional skills. Best practice originates in mass practice and is, to some extent, its result.
For any teacher studying best practices, not only the result is important, but also the methods and techniques by which this result is achieved. This allows you to compare your capabilities and make a decision about introducing experience into your work.
Advanced experience is the fastest, most efficient form of resolving contradictions that have arisen in practice, quickly responding to public demands, to the changing situation of education. Advanced experience born in the thick of life is very instrumental and, subject to a number of conditions, successfully takes root in new conditions; it is the most convincing and attractive for practice, because it is presented in a living, concrete form.
Due to this special role of advanced experience, every year, as part of methodological work in kindergartens, open shows are held, at which the best experience in one of the areas of preschool pedagogy is presented.
An open screening makes it possible to establish direct contact with the teacher during a lesson and get answers to your questions. The show helps to penetrate into a kind of creative laboratory of the teacher, to become a witness to the process of pedagogical creativity. The manager organizing an open display can set several goals:
- promotion of experience;
- training teachers in methods and techniques of working with children, etc.
The forms of organizing an open display may be different. For example, before the viewing begins, the leader himself can talk about the teacher’s work system and suggest questions that should be paid special attention to. Sometimes it is advisable to distribute questions, one teacher - to calculate the activity of children, another - a combination of different methods and techniques used by the teacher, rational use benefits, assess whether children are comfortable.
Such preparation for an open lesson will help the leader organize an interesting discussion of what he saw and develop a common opinion of the team. It must be remembered that in the discussion the first word is given to the teacher, demonstrating his work with children. Based on the results of the open review, a decision is made: for example, to introduce this experience into one’s work, submit the notes to the methodological office, or continue to generalize the teacher’s work experience in order to present it at district pedagogical readings.
Thus, when planning methodological work, it is necessary to use all types of generalization of pedagogical experience. In addition, there are various forms of sharing experience: open display, work in pairs, author’s seminars and workshops, conferences, pedagogical readings, weeks of pedagogical excellence, open days, master classes, etc.
Practice shows that the study, generalization and implementation of pedagogical experience is the most important function of methodological work, permeating the content and all its forms and methods. The importance of pedagogical experience is difficult to overestimate; it trains, educates, and develops teachers. Being essentially closely connected with the progressive ideas of pedagogy and psychology, based on the achievements and laws of science, this experience serves as the most reliable conductor of advanced ideas and technologies into the practice of preschool educational institutions.
In the methodological office of a preschool educational institution, it is necessary to have addresses of teaching experience.
"Round table"
This is one of the forms of communication between teachers. When discussing any issues of upbringing and training of preschoolers, circular pedagogical forms of placing participants make it possible to make the team self-governing, puts all participants on an equal footing, and ensures interaction and openness. The role of the round table organizer is to think through and prepare questions for discussion aimed at achieving a specific goal.
“Round table” - is held with the aim of developing a common opinion and position of the participants on the issue under discussion. Usually 1-3 issues of the problem under discussion are thought through.
When holding a Round Table, it is important to pay attention to the design of the room. For example, it is advisable to place tables around the perimeter of the room. The host of the Round Table determines his place so that he can see all the participants. Invited specialists, administration, etc. may also be present here. During the work, each issue of the problem is discussed separately. The floor is given to teachers who have experience working on the problem. The presenter summarizes the results of the discussion of each issue. At the end, he offers a version of the general position, taking into account comments, additions, and amendments.
Business games
Currently, business games have found wide application in methodological work, in the course system of advanced training, in those forms of work with personnel where the goal cannot be achieved in simpler, more familiar ways. It has been repeatedly noted that the use of business games has positive value. The positive thing is that a business game is a strong tool for shaping the personality of a professional; it helps to most activate the participants to achieve the goal.
But increasingly, a business game is used in methodological work as an externally effective form. In other words: the one who conducts it does not rely on psychological-pedagogical or scientific-methodological foundations, and the game “does not work.” Consequently, the very idea of using a business game is discredited. So, what is a business game?
A business game is a method of imitation (imitation, depiction, reflection) of making management decisions in various situations, by playing according to the rules given or developed by the game participants themselves. Business games are often called simulation management games. The very term “game” in various languages corresponds to the concepts of joke, laughter, lightness and indicates the connection of this process with positive emotions. It seems that this explains the appearance of business games in the system of methodological work.
A business game increases interest, causes high activity, and improves the ability to solve real pedagogical problems. In general, games, with their multifaceted analysis of specific situations, allow us to connect theory with practical experience. The essence of business games is that they have features of both learning and work. At the same time, training and work acquire a joint, collective character and contribute to the formation of professional creative thinking.
Most often, business games are used for educational purposes - educational games. Among them are:
Imitation business games are a type of games related to such abstract concepts and topics that cannot be played out in other ways, for example, teachers are required to play with the concept of “development” using micro-sketches. “game”, “education” and “learning”.
Positional business games are a type of games in which the interaction between the participants in the game is structured as a clarification of positions on known, traditional and non-traditional methods, technologies, programs through a clash of views and pedagogical attitudes, a struggle of opinions.
Role-playing business games are a type of games in which the characteristics of the roles and positions of interaction participants regarding a particular issue or problem are determined.
Situational business games are a type of games in which the roles and positions of the participants in the interaction are determined, but the leading component is the situation, that is, intense action in a relatively short time. Situational games are associated with playing out situations - illustrations, exercise situations, assessment situations and problematic pedagogical situations.
Story-based business games are a type of game in which the roles and positions of interaction participants in a specific story are determined.
Organizational and activity business games are the most complex look business games associated with the development of theoretical concepts practical recommendations within the framework of the problem, collective writing of recommendations, methodological developments.
Functional business games are a type of business games that are associated with the work of initiative creative groups in preschool educational institutions that have been operating for a long time.
Practitioners ask the question: “How often can you plan and conduct a business game with the entire team?” It would be wrong to answer it unequivocally. Here it is necessary to take into account the fact how the business game fits into the holistic system of methodological activities for a given academic year. And then it can be used 1-2 times a year. If you have never conducted business games, then it is better to try using one of the game modeling methods to activate teachers when conducting a methodological event. It’s good if you yourself take part in the business game and feel it “from the inside.” And only then start preparing and holding a business game in your team.
Preparing and conducting a business game is a creative process. Therefore, the design of a business game bears the imprint of the author’s personality. Often, taking a model of an already developed business game, you can change its individual elements or completely replace the content without changing the model. However, observations allow us to conclude that games in which the gaming model of the participants’ activity is often poorly developed do not work.
There are theoretically based methods for designing and conducting business games. Knowing them is necessary to avoid mistakes that could ruin your work. If a business game is used for educational purposes, then it must be remembered that it cannot precede seminars, special courses, or practical exercises. It should be carried out at the end of training.
Direct development of business game materials includes the following stages:
- creating a business game project;
- description of the sequence of actions;
- description of the organization of the game;
- drawing up assignments for participants;
- preparation of equipment.
Business game
The goal is to develop certain professional skills and pedagogical technologies.
Play as a form of learning is characterized by great flexibility. During 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.
The form of implementation is collective or group work.
Methodology of organization and conduct:
The process of organizing and conducting the game can be divided into 4 stages.
1. Game construction:
clearly formulate the general goal of the game and specific goals for the participants;
develop general rules games.
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 them to 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 progress of the game, analyze simulated situations, and give an assessment;
The time, conditions and duration of the game are determined.
3. Progress of the game.
4. Summing up, detailed analysis:
overall rating of the game, detailed analysis, implementation of goals and objectives, successful and weak points, their reasons;
players’ self-assessment of the performance of assigned tasks, the degree of personal satisfaction;
characteristics of professional knowledge and skills identified during the game;
analysis and evaluation of the game by experts.
An approximate procedure for conducting a business game:
The leader informs the listeners of the purpose, content, and procedure for conducting the business game. Recommends a careful study of the literature and introduces the issues being brought up for discussion.
The participants of the game are divided into subgroups of 3 - 5 people. Each subgroup elects a leader whose responsibilities include organizing the work of the subgroup. An expert group of 3-5 people is selected from among the game participants.
The leader distributes questions between game subgroups, gives the floor to representatives of game groups on each issue, and organizes discussions on the issue under discussion. To speak, each participant in the game is given up to 5 minutes, during which they should concisely but convincingly highlight the main thing, justify the idea, argue, and “defend” it.
Based on the participants’ presentations and their opinions, the expert group can prepare draft recommendations ( practical advice) on the problem under consideration, discuss and determine the common positions of the members of the teaching staff in practical activities.
The expert commission also reports its decisions on assessing the content of speeches, the activity of participants, and the performance of subgroups in a business game. The criterion for such an assessment can be the number and content of ideas (proposals) put forward, the degree of independence of judgments, and their practical significance.
In conclusion, the leader sums up the game.
Laboratory "Information Technologies"
work of creative groups on problems;
usage information technologies in the educational process;
formation of the civic position of younger schoolchildren.
Fair of pedagogical ideas
activates the methodological work of teachers, since every teacher wants his idea to be recognized as the best. This shows the spirit of competition. Teachers, mostly young, learn to conduct a discussion, defend their point of view, listen critically to themselves and their colleagues.
Development methodological portfolio
allows the teacher to systematize his methodological work over the year, select the most successful methodological techniques and summarize them in the form of methodological developments.
Pedagogical KVN
An excellent opportunity to show your creative abilities, theoretical and practical knowledge in competition, quickly resolve a pedagogical situation, and be able to objectively assess the knowledge of your colleagues. Stimulates the activity of participants in acquiring knowledge, skills and abilities.
This form of methodological work helps to activate existing theoretical knowledge, practical skills, and create a favorable psychological climate in a group of teachers. Two teams, a jury, are formed from the audience, the rest are fans. Teams are first introduced to the topic of KVN and given homework. In addition, they prepare mutual humorous greetings on the topic of this KVN. The leader offers entertaining tasks that require non-standard solutions (including the “Captain Competition”), directly related to the topic being studied.
Progress of the game:
1. Greeting of teams, which takes into account:
compliance of the speech with the given topic;
relevance;
presentation form.
Performance time is 10 minutes.
2. Warm-up (teams prepare three questions on 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. Captains competition.
5. Competition of sages. Two participants per team are selected. They are asked to choose the optimal method for solving this issue.
6. Fan competition: solving pedagogical problems from school practice.
7. Competition "What would this mean?" (situations from school life). Resourcefulness, accuracy of expression of thoughts, and humor are taken into account.
Methodical bridge
A methodological bridge is a type of discussion. Teachers from different schools in the district, city, heads of municipalities, and parents are involved in carrying out this form of methodological work.
The purpose of the methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative teaching and educational technologies.
Brainstorm
This is one of the methodological techniques that contributes to the development of practical skills, creativity, development right point views on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing methods for covering a certain topic, for making decisions on a certain problem.
It is a rational way of collectively generating new ideas to solve practical problems that cannot be solved by traditional methods. In essence, brainstorming is a collective thought process: solving a problem through logical analysis, putting forward a hypothesis, its justification and proof. Teachers are divided into two groups. The first group is “idea generators”, the second is “analysts”. The former should, within a short period of time, offer as many options as possible for solving the problem under discussion. In this case, proposals are not discussed and everything must be recorded in the minutes. “Analysts” carefully consider each idea, choosing the most reasonable ones. Any criticism of ideas is strictly prohibited. The selected proposals are grouped and announced to the team. Then the participants change their roles.
The manager must think through the questions well so that the answers are short and concise. Preference is given to answers-fantasies, answers-insights. Criticism of ideas and their evaluation are prohibited. Duration of brainstorming is 15-30 minutes. This is followed by a discussion of the ideas expressed.
Methodological festival
This form of methodological work, used by methodologists of the city, district, and school leaders, assumes a large audience, aims to exchange work experience, introduce new pedagogical ideas and methodological findings.
At the festival, students get acquainted with the best teaching experience, with non-standard lessons that go beyond traditions and generally accepted stereotypes.
During the festival there is a panorama of methodological discoveries and ideas.
Festival participants submit applications for lessons, methodological ideas, and techniques in advance.
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, and the system of their relationships. Completing such tasks will help you learn to identify the essential and most important from the variety of phenomena.
The teacher’s skill is manifested in how he analyzes and explores the pedagogical situation, and how he formulates, on the basis of a multifaceted analysis, the goal and objectives of his own activities.
It is advisable to take pedagogical tasks from school practice. They should introduce certain methodological techniques of the best teachers and warn against the most common mistakes.
When starting to solve a problem, it is necessary to carefully understand its conditions, evaluate the position of each actor, imagine the possible consequences of each proposed step.
The proposed tasks should reflect effective forms and methods of organizing and conducting educational work.
Work on a single methodological topic
With the correct choice of a single methodological topic for the entire preschool institution, this form makes all other forms of work to improve the skills of educators integral. If a single topic is truly capable of captivating and captivating all teachers, then it also acts as a factor in uniting a team of like-minded people. There are a number of requirements that must be taken into account when choosing a single theme. This topic should be relevant and truly important for a preschool institution, taking into account the level of activity it has achieved, the interests and requests of teachers. There must be a close connection of a single topic with specific scientific and pedagogical research and recommendations, with pedagogical experience accumulated by the work of other institutions. These requirements exclude the invention of what has already been created and allow you to introduce and develop everything advanced in your team. The above does not exclude such an approach when the team itself carries out experimental work and creates the necessary methodological developments. Practice shows the advisability of defining a topic for the future, breaking down a major topic by year.
A single methodological theme should run like a red thread through all forms of methodological work and be combined with the themes of self-education for educators.
Literary or pedagogical newspaper
Some preschool educational institutions use an interesting form of work that brings together employees. Purpose: to show the development of creative abilities of adults, as well as children and parents. Teachers write articles, stories, compose poems, and are evaluated personal qualities, professional qualities required in working with children - writing, mastery of speech skills - imagery of statements, etc.
Creative micro groups
An important form of methodological work with preschool teachers. It involves the implementation of such an approach to the implementation of methodological work in an educational institution, which allows teachers to be involved in experimental and research activities.
They arose as a result of the search for new effective forms of methodological work. Such groups are created on a purely voluntary basis when it is necessary to learn some new best practices, a new technique or develop an idea. Several teachers are united in a group on the basis of mutual sympathy, personal friendship or psychological compatibility. There may be one or two leaders in the group who seem to lead and take on organizational issues.
The work of the creative group is based on the following algorithm:
Identification of problems and justification of the relevance of their solution to identify the practice of the educational institution, diagnostic and analytical stage;
Development of an extensive program of experimental work or research activities, prognostic stage;
Organizational stage, creating conditions for the implementation of the program;
Implementation of the program, practical stage, adjustment of the used methods and technologies, control “cuts”;
Registration and description of the results of experimental or research work, generalizing stage;
Dissemination of teaching experience, introduction of innovations into the activities of an educational institution.
The logical conclusion and result of the work of the creative group are creative reports from teachers who talk about the results of the program of experimental, research and scientific-methodological work, share their experience, talk about problems arising in the practice of an educational institution, and propose to introduce innovations.
Each member of the group first independently studies the experience and development, then everyone exchanges opinions, argues, and offers their own options. It is important that all this is implemented in everyone’s work practice. Group members attend each other's classes, discuss them, and highlight the best methods and techniques. If any gap is discovered in the understanding of the teacher’s knowledge or skills, then a joint study of additional literature takes place. Joint creative development of new things goes 3-4 times faster. As soon as the goal is achieved, the group disbands.
In a creative microgroup there is informal communication, the main attention here is paid to search and research activities, the results of which are subsequently shared with the entire staff of the institution.
Collective viewing of the educational process
The task of collective viewing is to show the most effective conditions, forms or methods and techniques of working with children and their parents. Special meaning is given to the implementation of methodological principles that determine the optimal impact of upbringing and teaching factors (formation of motivation in children, change of activities, dynamic perception, development of higher mental functions, productive processing of information, repetition educational material, ensuring the transfer of methods of activity, game form, etc.). At the same time, the collective show concerns not only the conduct of classes with children, but also the organization of free types of children's activities and routine moments.
Collective screenings are organized once every 3 months, in the first and second half of the day, so that all teachers can attend them. At the same time, each of them receives a questionnaire for observation with a set of phrases-statements and phrases-questions in a constructive form. (These phrases do not make it possible to use the discussion situation to aggravate the conflict and clarify relationships. For example, a senior educator may recommend that teachers use the following formulations : “I liked the fact that...”, “It’s good that you”, “It would be good if you...”, “It would probably be more effective if...”, “Where else do you use..?”) During the collective viewing process, teachers make notes on these questionnaires.
After the viewing, a discussion is organized: first, the teacher talks about the goals and objectives that he used during the demonstration of the educational process, then the audience is asked questions, and he answers them. At the same time, he is encouraged to explain the reasons for choosing this or that behavior during the organization of collective viewing, and to reflect on his own activities and the activities of the children. The senior teacher continues this line, thanks the teacher for the work done, analyzes its advantages (and not disadvantages), and highlights those forms and methods that, in his opinion, could be used in the work of the entire teaching staff.
Creative living room
A form of organizing interaction between teachers in accordance with their interests and preferences. An atmosphere of free, relaxed communication is created.
The review is a competition.
A method for testing professional knowledge, abilities, skills, and pedagogical erudition. Demonstration and evaluation creative achievements teachers. Assumes the ability to evaluate results by comparing one's abilities with others.
Bank of ideas.
A type of brainstorming is"Bank of Ideas".Educators are introduced to the problem statement and asked to give their solution in writing. The deadline for opening the “bank” is set (at the next teachers’ council, final meeting). The “bank” is opened in the presence of the team, ideas are read out and discussed, the most rational ones are adopted as decisions of the teachers’ council.
Consilium.
We should not forget that the competence of the pedagogical council includes discussing the problems of the development of individual children. At a meeting, people often talk about the group as a whole, forgetting about individual characteristics certain children. In practice, situations arise when it is necessary to attract the attention of the administration, psychologist, speech therapist, parents to the problems of upbringing and development of a particular child (for example, a gifted child, a child lagging behind in his development, etc.). For this purpose, you can hold a small pedagogical council in the formconsultation.This form of work will contribute to the development of strategies and tactics for working with a specific child based on in-depth study and collective analysis of his development. Bearing in mind that the pedagogical council is a tribune of best practices, it is periodically possible to hold it in the formauction, presentation. At such a meeting, it is appropriate to present new educational programs, technologies, methodological and didactic aids, game materials, etc.
Music salon .
One of the forms of aesthetic communication between teachers, children and parents, the preservation of the best folk traditions and customs. Technique for creating a favorable microclimate in a team.
Thematic exhibitions.
Presentation of visual materials: drawings, products, literature. They contribute to the enrichment of knowledge and are a meaningful form of exchange of experience among teachers.
Single methodological day
It is carried out for all teaching staff and serves, to a certain extent, as an intermediate summation of the results of methodological work. The topics of unified methodological days are brought to the attention of educators in advance. On the eve of the unified methodological day, a special thematic pedagogical bulletin is issued, as necessary, and exhibitions of methodological developments, creative works of educators and children, and new psychological and pedagogical literature are organized.
The content of the work of a single methodological day includes: holding open classes, their detailed analysis and discussion, review of new methodological literature, summing up the results of the methodological day in the form of a round table meeting or a press conference with speeches by individual educators on the results of work on methodological topics, speeches by the head, senior teacher with a general assessment and analysis of the implementation of a single methodological day.
Methodological association of educators.
The content of the work of methodological associations is diverse. They consider issues of improving the level of educational work and the quality of children’s knowledge, organizing the exchange of experience, introducing advanced pedagogical experience and achievements of pedagogical science, discussing innovative directions in working with children preschool age, plan ways to improve the quality of the main areas of children's development. In methodological associations, experimental options for working educational programs are discussed, and the results of work on them are considered. Members of methodological associations develop and test training and monitoring computer programs, evaluate their effectiveness and efficiency. The content of the associations’ work includes planning the monitoring and discussing the results.
The work of the methodological association is carried out according to a special plan, which provides general characteristics pedagogical activities of educators in this area, the quality of students. The plan forms goals and objectives for the new academic year, determines the main organizational and pedagogical activities (forming a group, examination of didactic material, approval of forms and timing of monitoring, etc.), determines the topics and timing of scientific and methodological reports and open events.
Individual forms of methodological work
Observation of the educational process with children the largest place is allocated in the work plan of the senior educator. His presence in the group should not be an event, but a normal working atmosphere of the preschool institution. An indicator of the systematic nature of this aspect of the leader’s activity is an invitation to teachers to attend this or that lesson, this or that routine moment. Each observation should end with a conversation with the teacher, which is held at the end of the teacher’s working day.
Self-education
The system of continuous professional development for each preschool teacher involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. Systematic improvement of the psychological and pedagogical skills of the teacher and senior teacher is carried out through advanced training courses every five years. During the inter-course period of active teaching activity, there is a constant process of restructuring knowledge, i.e. there is a progressive development of the subject himself. This is why self-education between courses is necessary. It performs the following functions: expands and deepens the knowledge acquired in previous course training; contributes to the understanding of best practices at a higher theoretical level, improves professional skills.
In kindergarten, the senior teacher must create conditions for self-education of teachers.
Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each specific teacher. As a process of acquiring knowledge, it is closely related to self-education and is considered integral part. In the process of self-education, a person develops the ability to independently organize his activities to acquire new knowledge.
Why does a teacher need to constantly work on himself, replenish and expand his knowledge? Pedagogy, like all sciences, does not stand still, but is constantly developing and improving. Volume scientific knowledge is increasing every year. Scientists say that the knowledge that humanity has doubles every ten years. This obliges every specialist, regardless of the education received, to engage in self-education.
Korney Chukovsky wrote: “Only that knowledge is durable and valuable that you have acquired yourself, prompted by your own passion. All knowledge must be a discovery that you have made yourself.”
The head of a preschool educational institution organizes work in such a way that self-education of each teacher becomes his need. Self-education is the first step to improving professional skills. In the methodological office, the necessary conditions are created for this: the library fund is constantly updated and replenished with reference and methodological literature, and teachers’ work experiences.
Methodological journals are not just studied and systematized by year, but are used to compile thematic catalogs and help the teacher who has chosen the topic of self-education to get acquainted with the different views of scientists and practitioners on the problem. A library catalog is a list of books available in a library and located in a specific system.
For each book, a special card is created, on which the author’s surname, his initials, the title of the book, the year and place of publication are written down. On the reverse side you can write a short summary or list the main issues covered in the book. Thematic card indexes include books, journal articles, and individual book chapters. The senior educator compiles catalogs and recommendations to help those engaged in self-education, studies the impact of self-education on changes in the educational process. However, it is very important that the organization of self-education is not reduced to the formal maintenance of additional reporting documentation (plans, extracts, notes).
This is a voluntary desire of the teacher. In the methodological office, only the topic on which the teacher is working, and the form and deadline of the report are recorded. In this case, the form of the report can be as follows: speaking at a pedagogical council or conducting methodological work with colleagues (consultation, seminar, etc.). This could be a demonstration of working with children, in which the teacher uses the acquired knowledge in the course of self-education.
To summarize what has been said, we emphasize that the forms of self-education are diverse:
- work in libraries with periodicals, monographs, catalogues;
- participation in scientific and practical seminars, conferences, trainings;
- obtaining consultations from specialists, practical centers, departments of psychology and pedagogy of higher educational institutions;
- work with a bank of diagnostic and correctional development programs in regional methodological centers, etc.
The result of these and other types of teacher work is the process of reflection on the experience gained and, on its basis, the construction of new experience.
Conversation
Conversation - Othe bottom of the most frequently used individual forms of methodological work in working with teachers. The purpose of the conversation is to clarify the teacher’s positions and views on the process of raising and educating children, identifying the teacher’s level of self-esteem, developing pedagogical reflection, expressing wishes, recommendations aimed at improving the observed aspects of teaching activity.
Mentoring
With the introduction of the Federal State Educational Standard into the education system, the requirements for the personal and professional qualities of a teacher are increasing. It is he, a modern teacher, a bearer of modern social changes, who faces the primary task of educating a competent, creative personality capable of productive life in new social conditions. It is good if, next to experienced innovative teachers, young specialists appear who want to devote themselves entirely to pedagogy. It is important to support young teachers, since successful teaching activity depends not only on his professional training and personal qualities, but also on what team he will join, what working conditions will be created for him, and what methodological assistance will be provided.
Mentoring is the creation of an appropriate support system for a young specialist, which contributes to the process of his formation and his adaptation to professional activity. We are talking about mentoring as one of the forms of methodological work with young teachers. It is the mentor who is responsible for the implementation of informational, organizational, training and other functions, and provides conditions for adaptation and continuous professional education of the novice teacher.
However, the issue of providing teaching staff not only for new preschool institutions, but also for existing ones is only becoming more acute. Graduates of pedagogical universities are increasingly less likely to work in their specialty. And therefore, their appearance in the team is a joy for both the leader and the teachers. Often, specialists who have a pedagogical education, but not a special one, and without work experience come to kindergartens.
Young teachers coming to educational institutions are faced with problems of adaptation in a new team, the problem of “ignorance” of regulatory documents: which documents are mandatory and which are advisory, etc. They experience difficulties in organizing educational activities, writing various types of plans, notes, reflecting on children’s and their own activities, and there are difficulties in competently applying knowledge in practical activities.
A special feature of the work of young beginning teachers is that from the first day of work they have the same duties and bear the same responsibilities as teachers with many years of work experience, and parents, administration and work colleagues expect the same impeccable professionalism from them.
Many young educators are afraid of their own inability to interact with students and their parents; They are afraid of criticism from the administration and experienced colleagues, they are constantly worried that they will not be able to do something, will forget, or miss something. Such a teacher is incapable of creativity, much less innovation. To prevent this from happening, young educators need to be purposefully helped, create the necessary organizational, scientific, methodological and motivational conditions for their professional growth and easier adaptation in the team.
The relevance of the problem of methodological support for young teachers, providing direct assistance in organizing educational activities in our preschool educational institution in accordance with modern requirements, is currently of paramount importance.
In preschool education, there are two categories of young teachers:
Young specialists – graduates of universities and colleges.
Beginning teachers are specialists with a pedagogical education, but without work experience, with less than 3 years of experience. This group also includes teachers who have returned from maternity leave, as well as those who have a pedagogical education, but only from school.
A special role in organizing methodological work in preschool educational institutions is played by targeted activities to support young teachers. Working with them is significantly different from organizing work with teachers who have been successfully working in kindergarten for a long time.
Purposementoring is to assist a young specialist in mastering a profession and quickly mastering the full scope of work responsibilities by familiarizing himself with the methods and techniques of work existing in the institution, and the transfer of personal experience, principles of corporate culture and professional ethics by mentors.
Main goals:
Adaptation of young specialists to working conditions;
Creating conditions for the development of a qualified and competent employee;
Providing moral and psychological support to young professionals in overcoming professional difficulties that arise when performing work duties.
Expected Resultfrom mentoring:
Easy adaptation of a young teacher in a preschool environment;
Increasing the level of knowledge of beginning educators in matters of development, education and training of preschool children, interaction between parents and teachers of preschool educational institutions;
Creating an individual style in work;
Development of creative abilities in independent teaching activities;
Formation of professional skills, accumulation of experience, search for the best methods and techniques for working with children;
The need for continuous self-education;
Mastery of modern pedagogical techniques and technologies, communicative culture;
Reducing the percentage of staff turnover and motivation to establish long-term employment relationships with the employer.
Professional adaptation of a beginning teacher in the process of his entry into educational environment will be successful if:
Professional adaptation of a teacher is carried out in continuous connection with the process of his personal and professional development, and is determined by the methodological work of the institution;
In the organisation pedagogical work there is maximum consideration of personal characteristics and the level of professional training, active support for the personal and professional growth of the teacher;
- material and technical support of the educational process meets modern requirements and helps the teacher implement innovative approaches.
According to the tradition existing in the institution, teachers in groups are selected on the basis of competent professional support, which allows creating tandems of experienced and novice teachers. Various forms of work with a young specialist contribute to the development of his cognitive interest in the profession, the development of techniques for working with children and their parents, and have positive influence to the growth of his professional significance.
Those forms and methods are selected that will ultimately contribute to the further professional development of the young specialist.
On-the-job training;
- participation in the work of methodological associations (preschool educational institutions, district, city);
- self-education, including self-study educational program;
- training in advanced training courses;
- open classes for colleagues;
- solution and analysis of pedagogical situations;
- training in drawing up detailed plans - lesson notes, etc.
Over the course of many years of work in a preschool institution, a certain system has developed for the formation of mentoring traditions, with the support of which the young teacher gradually begins to introduce existing theoretical knowledge and skills into the practice of working with children and their parents. Masters the art of communication, can find an approach to any parent, and through him learn more about the child, and generally establish a trusting relationship with children, and subsequently win the love of children and the respect of their parents.
This system of work is based on three stages:
1st stage– adaptive.
Determining the responsibilities and powers of a young specialist; identifying deficiencies in his skills and abilities; development of an adaptation program.
2nd stage– main (design).
Development and implementation of an adaptation program; adjusting the professional skills of a young teacher; building his own self-improvement program.
3rd stage– control and evaluation.
Checking the level of professional competence of a young teacher; determining the degree of his readiness to perform his functional duties.
Each trainee is assigned a mentor.
Candidates for mentors are considered and approved by order of the head, indicating the mentoring period and are regulated by the following local documents:
Regulations on mentoring;
Work plan with a young specialist;
Individual plan for the educational route of a young teacher.
The mentor can be an experienced teacher with high professional and moral qualities, knowledge in the field of teaching and educational methods. The psychological compatibility of the mentor and the trainee is also very important.
The entire system of methodological work with young specialists is divided into three stages: diagnostic, implementation, analytical.
At the first stage, the personality of the young teacher is studied, acquaintance with his personal and professional qualities, which include: teacher education, theoretical training(knowledge of the basics of general and developmental psychology, pedagogy, methods of education and training of preschoolers), experience of practical work with children, the expected result of pedagogical activity, identification of positive and negative character traits. Diagnostics are carried out in the form of questionnaires, testing, interviews and observation of the organization of the educational process in the group.
Author's methods are used:
to determine pedagogical stress resistance and work efficiency of a trainee teacher;
to determine the compatibility of teachers for personnel selection for the group;
to identify personality typology.
The results of the diagnosis are entered into the individual plan for the educational route of the young teacher. Thus, the diagnostic stage allows us to determine the strategy and tactics of activity in relation to the work of a young specialist. For each young specialist, the mentor develops an individual plan, which displays the content of the activity, timing and reporting form in accordance with annual tasks.
The second stage is implementation, which includes assistance in professional improvement and correction of difficulties that also affect knowledge, skills and personal components.
Based on the results of the diagnostic stage, we select and apply various forms and methods of working with young specialists that help improve their professional competence.
- study of regulatory documents of the Ministry of Education and Science of the Russian Federation, local acts of educational institutions;- preparation of calendar and thematic planning;
- diagnostics of skills and abilities of a young specialist.
Development of an individual plan professional development
- pedagogical self-education;
- participation in events at various levels;
- classes of a young teacher.
during a year
Emotional stress resistance of a young teacher. Communication function in class
- workshop on solving and analyzing pedagogical situations;
- analysis of different styles of pedagogical communication
during a year
How to conduct an effective lesson. Secrets of mastery
- demonstration of work experience of a mentor and other colleagues;
- preparation of plans - lesson notes;
- conducting and analyzing classes by a young teacher
during a year
Image of a teacher.
- consideration of issues of pedagogical ethics, rhetoric, culture, etc.
Certification. Qualification Requirements
- study of regulatory documents on certification of teaching staff;
- compiling a portfolio of achievements of a young teacher
Teacher self-education
- selection of a methodological topic;
- planning work on a thematic topic for the year
Diagnostics of pupils
- studying the methodology for conducting monitoring, diagnostic examinations
Pedagogical situation.
- advice and recommendations from a mentor
during a year
A collection of interesting activities.
- development of classes by the youngest specialist
during a year
Generalization of teaching experience
- technology for describing experience
Methodological exhibition of the achievements of a young teacher.
- systematization of professional developments
Organization of the work of the “School for Young Educators”
Stands out as an independent unit or as a type of structure of a kindergarten of excellence. Beginning educators are united under the guidance of one experienced educator or senior educator. The work is carried out according to a special plan, which includes a discussion of such issues as techniques and methods for setting lesson goals, features of planning the teacher’s work, taking into account the level of education of the team and much more. Classes at the “School of Young Educators” involve the implementation of practical tasks related to the development of options for technological maps of activities with children and parents of students, using information and communication technologies. Communication between young educators under the guidance of experienced teachers contributes to the development of professional stability and creative self-realization of the personality of a novice teacher.
A study of the work experience of educators indicates that one of the reasons for the insufficient manifestation of pedagogical creativity and initiative is the sharp transition from the active theoretical activity of future educators during the training period to purely practical activity in the first years of work at the MADU.
During this period, it is important not only to preserve the theoretical special and psychological-pedagogical training of the teacher, but to develop and deepen it through direct application in practice. “The School for Young Educators” is able to solve this important problem.
Internship
An internship is a specially organized mutualactivities to transfer knowledge and experience to an intern in order to improve their qualifications in a specific profile.
Internships were carried out on the basis of the order of the RAO,educational program “Professional Developmentmastery of preschool groups of rural general educationinstitutions", Regulations on internships and plans for jointactivities educational institutions. Headinternships in each educational institution were assignedsenior teacher whose responsibilities included:
organization of theoretical and practical events;
monitoring the results of mentors’ activities.
A novelty in the organization of internship work isdrawing up an individual educational route by a teacher- mentor and internship supervisor based onprofessional needs and requests of each trainee.
The content of the individual educational routeincluded:
observations and analysis of classes;
studying the organization of the educational process;
studying plans, programs for organizing educationaleducational process;
participation of teachers in meetings of pedagogical councils,methodological activities;
organization of workshops and seminars;
studying methodological literature on internship topics, etc.
Internships were conducted in the following areas:
physical education and health;
intellectual and cognitive;
social and personal;
artistic and aesthetic.
Throughout the internship period, mentors andtrainees actively collaborated using direct and remotecontacts. This communication grew into a business and friendly relationship that continues to this day.
The internship required the mentors to have in-depth knowledge, skills in transferring their professional experience and skills,additional responsibility. Workload has increasedmentors. Mentors of preschool educational institutions of the city showed professional competence, pedagogicalskill, great culture of communication, tact, createdatmosphere of trust. In turn, the trainees showed patience,diligence, we gladly adopted the knowledge and experience of mentors, which they now apply in their work. Internship as a formadvanced training provides a personal approach andmeeting the needs of teachers to improve knowledge,theory, practice of organization and management of educationaleducational process.
At the end of the internship, each intern providedthe following documents:
- internship log;
- analysis of attendance at classes and other open events;
- five own developments on the internship topic;
- creative work, presented at methodological eventskindergarten, where the village teachers underwent internships.
Based on the results of the work, internship supervisors and mentorsmade up analytical reports. All documents provided by the trainees were reviewed and assessed.
To monitor the results of work, mentors went totrainees and analyzed their teaching activities, as well asattracted to show the results of the work in the form of openactivities on children of this institution. The performance of the work was monitored using incoming and control diagnostics, which revealed the level of knowledge and professional skills before and after the internship.
This form of individual methodological work, such asinternship helped to generate high activity among teachers -trainees, improve their skills in solving pedagogical problems, and connect theory with practical experience. Big role inFlexible visiting hours played a role in job performancevarious methodological activities during the internship.
Thus, as a result of the internship in 2008, 2009, the teaching experience of 22 village teachers was studied and generalized. Internship as one of the forms of methodological work to improvequalifications contributed to improvementprofessional excellence, the development of creative initiative in teachers, the practice of providing suchhelping teachers has proven to be viable. Internship asa new form of improving professional skillsteachers meets modern requirements and has a positive impact on the quality of education in preschool groups at schools.
Methods of methodological work are ordered ways of working to achieve goals.
Form is the internal organization of content, the design of segments, cycles methodological process, reflecting the system of its components and stable connections.
According to the forms, methodological work is divided into group and individual.
Group forms include: participation of teachers in methodological associations of the city, district, and educational institutions; organization of theoretical and scientific-practical conferences; teachers' councils.
Individual ones include individual consultations, conversations, mentoring, mutual visits, and self-education.
It is necessary to learn the art of conversation, its universal nature is based on the fact that in any conversation the participants must skillfully adapt to each other, regardless of what is being discussed.
In order to do right choice for your team of forms and methods, you must be guided by:
- - goals and objectives of the subsidiary;
- - quantitative and qualitative composition of the team;
- - comparative effectiveness of forms and methods of work;
- - features of the educational process;
- - material, moral and psychological conditions in the team;
- - real opportunities;
- - best practices and scientific recommendations.
The most effective forms of organizing methodological work are:
- - teachers' council;
- - seminars, workshops;
- - open views are effective;
- - medical and pedagogical meetings;
- - consultations;
- - work of the creative group.
External advanced training occurs:
- - by attending advanced training courses;
- - training in educational institutions;
- - participation in the work of methodological associations of the region.
Internal professional development occurs through various forms of methodological work with teachers in preschool educational institutions:
- - participation in the work of the council of teachers;
- - training at seminars and workshops;
- - consulting, etc.
Let's take a closer look at teacher councils.
Pedagogical Council - a permanent collegial body of self-government for teaching staff. With its help, the development of preschool educational institutions is managed.
The pedagogical council, as the highest governing body of the entire educational process, solves the specific problems of a preschool institution. Its activities are determined by the Regulations on the Pedagogical Council of the Preschool Educational Institution. It is created in all preschool institutions where there are more than three teachers. It includes all teaching staff and part-time teachers. Also, the pedagogical council is the central link in the organization of all methodological work, the “school of pedagogical excellence.”
Subjects teachers' councils are indicated in the annual plan of the preschool educational institution. If necessary, additions and clarifications are made to it.
The main goal of the pedagogical council - to unite the efforts of the preschool educational institution team to improve the level of the educational process, use the achievements of pedagogical science and best practices in practice.
Functions of the pedagogical council:
- · determines the directions of educational activities of preschool educational institutions;
- · selects and approves educational programs for
- · use in preschool educational institutions;
- · discusses issues of content, forms and methods of the educational process, planning educational activities of preschool educational institutions;
- · considers issues of advanced training and retraining of personnel;
- · identifies, generalizes, disseminates, implements pedagogical experience;
- · considers issues of organizing additional services for parents;
- · listens to reports from the manager on the creation of conditions for
- · implementation of educational programs.
Meetings of the Council of Teachers are valid if at least half of its members are present. A decision made within the competence of the Council of Teachers and not contrary to the law is binding.
Types of pedagogical advice:
- · installation- is held before the start of the school year, at the end of August, and is devoted to analyzing the results of the previous year, adopting a plan and focusing on solving upcoming problems;
- · thematic teaching council with interim results dedicated to one of the annual tasks of the teaching staff;
- · final- held at the end of the academic year, it sums up the results of the year.
Pedagogical councils are divided into types. The academic year is determined by the cycle of pedagogical councils. The most common structure of the annual cycle is formed from four components: an orientation teacher council, two thematic ones and one more final one. Meetings of the pedagogical council are convened, as a rule, once every two months in accordance with the plan preschool work.
With such a structure, pedagogical councils cannot cover all the problems of preschool educational institutions in one academic year. There is a need to plan topics for a longer period. The content of pedagogical advice should become a system-forming factor for the implementation developed in Preschool educational programs development.
Teachers' councils are also distinguished by forms of organization :
- · traditional- this is a teachers’ council with a detailed agenda, held with strict adherence to the regulations on each issue and making decisions on them;
- · teachers' council with using separate activation methods teachers;
- · unconventional teachers' council(for example, in the form of a business game, conference, etc.). Its preparation requires writing a script, dividing participants into teams and assigning roles.
- · However, it must be remembered that the result of the work of any teachers’ council should be the adoption of decisions to improve the work of the team.
Traditional pedagogical councils are distinguished by the predominant use of verbal methods, the traditional nature of the content, and the authoritarian style of communication between the administration and teachers.
According to the form and organization of the participants’ activities teacher councils are divided:
- · to the teachers' council (classic) based on a report with discussion (speeches);
- · report with co-reports;
- · meeting with the invitation of a specialist speaker.
Along with this, the teachers' council may not have a main report, which is replaced by a series of messages united by one topic.
The report can be structured as follows:
Introduction - indicate the relevance, essence of the problem, at least in one sentence. Defining the goal, i.e. a reflection of the most essential thing that determines the presentation of a report.
Main part - presentation of facts, events, provisions in a logical and chronological sequence.
Conclusion in the shape of:
- · conclusions, if required, i.e. if the goal is persuasion;
- · recommendations, if required, i.e. if a certain plan of action is defended;
- · summary - summary the essence of the report if it is complex and long.
The traditional structure of the teachers' council may include individual 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 preschool children.
In the practice of preschool educational institutions, both in preparation and during teacher councils, the following methods and forms of activation of teachers can be used:
- · imitation of a specific situation . This method helps you choose the right option from the many offered. There are four types of specific situations. By selecting them taking into account gradual complication, you can achieve the greatest interest and activity of educators. Illustrative situations describe simple cases from practice and immediately provide a solution. Situations-exercises encourage you to take certain actions (make a note plan, fill out a table, etc.). In assessment situations, the problem has already been solved, but teachers are required to analyze it and justify their answer, evaluate it. Problem situations view a specific case study as an existing problem that needs to be solved;
- · discussion of two opposing points of view . The senior teacher offers two points of view on the same problem for discussion. Teachers must express their attitude towards them and justify it;
- · practical skills training . This method is very effective, but you need to think it through in advance and decide which teacher you can recommend it to. It is better to offer a learning element from work experience;
- · imitation of a teacher's working day . Teachers are given a description of the age group of children, the goals and objectives that need to be solved are formulated, and the task is set: to simulate their working day within a certain time. In conclusion, the leader organizes a discussion of all the proposed models;
- · solving pedagogical crossword puzzles helps clarify teachers’ knowledge on a specific topic, develops their horizons, and therefore influences the quality of work with children;
- · working with instructive and directive documents . Educators are asked in advance to get acquainted with this or that document, apply it to their activities and, highlighting one of the areas, think through a work plan to eliminate shortcomings. Everyone completes this task independently, and at the teachers’ council different approaches to solving the same problem are discussed;
- · analysis of children's statements, their behavior, creativity . The senior teacher prepares tape recordings, collections of children's drawings or crafts, etc. Teachers get acquainted with the material, analyze it, evaluate the skills, development, and education of children, formulate several specific proposals to help the teacher working with them;
- · intellectual, business and creatively developing games , which allow teachers to exchange opinions with their colleagues in a relaxed manner.
Game simulation increases interest, causes high activity, improves skills in solving real pedagogical problems.
At teacher councils, teachers are offered various questions, during the discussion of which a dialogue-discussion can arise, which has become a true sign of our time. However, not everyone masters the art of collective discussion of issues in the form of dialogue or argument.
Dialogue - this is a conversation between two or more people, a free exchange of opinions, often complementing the characteristics of various aspects of the problem under discussion. In this case, a dispute usually does not arise, since each participant in the conversation expresses his or her point of view.
Discussion - discussion of any controversial issue, revealing the truth and making the right decision by everyone who wants to express their own point of view.
Features of the discussion:
- · involves constructive interaction,
- · search for group agreement in the form of a common opinion or consolidated decision.
Rules for discussion
- · The truth does not belong to you, just as it does not belong to anyone.
- · When discussing topic A, do not start a discussion on topic B.
- · The debate is not a socialist competition; there can be no winners in it.
- · You cannot turn a remark into a report.
- · Everyone has the right to their opinion.
- · If you cannot express your arguments in 3 minutes, then there is something wrong with them.
- · Ideas are criticized, not people.
Organizing a discussion - it’s not an easy matter. Particular attention should be paid to creating a favorable psychological environment. The first step is to seat the participants in a circle. The main thing is to create an atmosphere of goodwill and interested attention to everyone. The object of discussion can be a truly ambiguous problem, in relation to which each participant freely expresses his opinion, no matter how unpopular and unexpected it may be. The success or failure of a discussion is determined by the formulation of the problem and questions. What should you be guided by? The questions must be controversial, i.e. ones that can be answered with both “no” and “yes”. The level of preparedness of the discussion participants should also be taken into account: are they able to independently formulate the optimal solution to the problem?
Discussants need to be prepared for the fact that conceptual conflict and differences of opinion will not be resolved quickly. At the same time, the long-term activity of opponents should be considered a successful outcome of the discussion.
In recent decades, they have become widespread non-traditional teaching advice .
Let's consider some forms of their organization and implementation.
Signs and conditions for the pedagogical council - business game
- · the presence of a problem and goal that the teaching (game) team must solve;
- · imitation of a real situation, the presence of game roles and the assignment of game participants to them (most often social roles are played: teachers, children, parents, preschool administration, authorities, etc.);
- · real difference in interests, opinions, points of view of the participants themselves;
- · compliance with game rules and conditions;
- · presence of game incentives: competition
- · in social activity, expert assessment of personal and collective contributions, public assessment of the result of gaming activities.
Teachers' council - business game - a training form in which participants are assigned certain roles. A business game teaches you to analyze and solve complex problems of human relationships, in the study of which not only the correct decision is important, but also the behavior of the participants themselves, the structure of relationships, tone, facial expressions, intonation.
One form of business game is brainstorming. It can be used to summarize the work of a team on a particular problem or for a certain period. The main place in such a teachers' council is occupied by group activities. Organizers need to think through the scenario down to the smallest detail, define roles, tasks, and calculate regulations. Participants analyze the issues raised, develop goals and objectives, and draw up programs that will form the basis for the decisions of the teachers’ council.
Business games are a type of activity in artificially created situations aimed at solving a learning problem.
Teachers' council-conference can be practiced in large preschool educational institutions (10 groups or more) to activate the final pedagogical councils.
Conference in the scientific world - this is a form of presenting to the public any results, results of experience. At conferences, orally or in writing (poster presentations, publication of abstracts), authors make applications for primacy and exchange information.
The pedagogical council-conference combines the qualities of both the pedagogical council and the scientific conference. A pedagogical council of this form is held in the form of a series of short (up to 10-15 minutes) reports containing the results of the creative, educational, scientific and methodological work of teachers and the head.
The topics of teacher council conferences can be devoted to both the results of the work of the institution as a whole, and a separate general pedagogical problem, of a scientific and practical nature. Their peculiarity is mandatory incentives and awards (at the end of the year), design and release of materials summarizing teaching experience, taking into account and implementing teachers’ suggestions and recommendations in the plans for the next academic year.
If the topic of the teachers' council-conference touches on a separate pedagogical problem, then the teachers' council may consist of several parts, for example, a main message and a dialogue organized by a senior teacher with a group of specialists (music director, psychologist, physical education teacher, speech therapist). Their answers to the questions asked will encourage other participants to develop the topic by expressing their opinions. In conclusion, relevant recommendations are adopted.
Teachers' Council - round table requires serious preparedness and interest of each participant. To conduct it, managers need to select important, interesting issues for discussion and think through the organization. For example, some topics can be given to a group of educators in advance and the relevant literature can be offered to them. Then they will be able to familiarize themselves with different theories, approaches, opinions and think about their point of view.
Situational teachers' council consists of considering one or more situations that can be played out by previously prepared participants. You can conduct a discussion of the situation based on the video recorded on the video camera.
Teachers' council-discussion requires that teachers divide into subgroups in advance and propose their concepts of the problem being discussed. During the discussion, a plan to solve the problem is jointly thought out.
Teachers' council-dispute - a type of teacher council-discussion.
Dispute (from Latin disputable - to reason, to argue) involves a dispute, a clash of different, sometimes opposing points of view. It requires the parties to have conviction, a clear and definite view of the subject of the dispute, and the ability to defend their arguments. Such a teacher council is a collective reflection on a given topic or problem.
Laws of dispute
- · Dispute - free exchange of opinions.
- · Everyone is active at the debate. In a dispute, everyone is equal.
- · Everyone speaks out and criticizes any position,
- · with which I do not agree.
- · Say what you mean and mean what you say.
- · The main thing in a dispute is facts, logic, and the ability to prove.
The subject of the dispute should be a problem that causes conflicting judgments and is solved in different ways. The dispute does not exclude, but presupposes the depth and comprehensiveness of the disclosure of the problem. Where there is no subject of dispute, but only speeches that complement or clarify certain arguments, there is no dispute, this is, at best, a conversation.
The formulation of the topic should be acute, problematic, awaken the thoughts of teachers, contain a question that is solved differently in practice and in the literature, causing different opinions.
A variant of the pedagogical council-dispute is the solution of pedagogical situations. The leader or senior teacher selects a bank of complex pedagogical situations on the problem and offers it to the team. The form of presentation can be varied: targeted, by drawing lots, divided into groups. The administration of the preschool educational institution can play the role of jury, presenter, consultant, opponent, etc.
Pedagogical Council - scientific and practical conference can be prepared and carried out by combining the efforts of several preschool educational institutions based on an institution that has the status of an experimental site. When preparing it, open days for teachers should be organized in advance. It is important to set the agenda so that each institution participates on an equal basis in demonstrating its experience, discussing problems and proposals for developing solutions. Decisions at such a teachers' council can be made both general for everyone and for each team separately, taking into account its specifics.
Pedagogical council in the form of a collective creative activity ( hereinafter - KTD) - all members of the teaching staff participate in the planning, implementation and analysis of activities that have the nature of collective creativity.
The main goal of KTD is to create conditions for the self-realization of each teacher, the manifestation and development of all his abilities and capabilities. Therefore, CTD is based on creative, creative activity. A system of collective relations - cooperation, mutual assistance - develops in the process of creative activity, which includes several stages:
- · search for ideas and preliminary formulation of tasks;
- · collection-start;
- · elections of the council of affairs (activities);
- · collective planning of activities;
- · work of micro-teams;
- · readiness check;
- · carrying out technical technical work;
- · collective analysis
- · Consequences stage.
In these stages there is a large share of play and entertainment, which are combined with a high level of ideology and purposefulness, which is the main uniqueness of KTD.
Whatever form the teacher council takes, decisions must be made. They are recorded in protocols. Their number depends on the agenda, therefore, if there are five items on it, then there should be at least five decisions. But several decisions can be made on one issue. Together they will help solve the problem that has arisen. The wording of decisions must be specific, indicating those responsible and the deadline for implementation. In other words, such that they can be verified. After all, each new teachers’ council begins with a brief summing up of the implementation of the decisions of the previous one.
Approximate structure of a meeting of the teachers' council:
- · information about those present and absent, determining the competence of the council of teachers;
- · information on the implementation of decisions of the previous meeting and the progress of implementation of decisions with a longer period;
- · introductory speech by the chairman of the council of teachers about the topic, agenda, significance of solving the problem posed for the entire staff of the preschool educational institution;
- · discussion of issues in accordance with the agenda;
- · final speech by the chairman of the council with an analysis of the work done, discussion of the draft decision;
- · adoption of a decision by the council of teachers by voting.
Typically, during the meeting, a draft of the minutes is drawn up, which is then duly executed within five days. The date of the minutes is the date of the meeting. Competent protocol preparation is a kind of art. It is recommended to elect a secretary for at least an academic year. The protocol is signed by the chairman and secretary of the pedagogical council.
We must remember that protocols are mandatory reporting documentation. Therefore, it is necessary to strive to ensure that the secretary clearly records the speeches of the meeting participants, i.e. his notes should reflect an objective picture of how the discussion went, on what issues the discussion unfolded, and how the teachers’ council came to certain decisions. If the participants of the pedagogical council make a report, report, message, presented in writing, then an entry is made in the protocol: “The text of the report (report, message) is attached.” When making decisions requiring voting, it is necessary to note how many votes are “for”, “against”, “abstained”.
Due to the fact that in kindergartens the meetings of the council of teachers are thematic in nature, it is possible to adopt general solutions on the issues stated on the agenda.
At meetings of the pedagogical council are being discussed :
- · issues of educational work with children;
- · use of new achievements in science and pedagogical practice;
- · existing shortcomings, decisions taken to eliminate them;
- · issues of exchange of experience.
The final speech of the chairman of the teachers' council should be brief, specific, and contain constructive proposals. It is not always justified to include secondary issues of a domestic, economic and organizational nature. Such problems need to be discussed at planning meetings. The topics brought to the teachers' council, the nature of their consideration, the behavior of teachers at the teachers' council, as well as their attitude towards it, reveal the professional level of the preschool educational institution's management.
In order for the teachers' council to be a governing body, and its decisions to be effective and conducive to improving work with children, it is necessary to carefully prepare for it.
An important condition when organizing a teachers' council is the relevance of the issues being considered. Teachers are interested only in those that help to practically solve problems that cause difficulties for the majority of team members, as well as new educational technologies, author's developments.
The thoughtful placement of its participants also contributes to creating a working mood at the teachers’ council. For example, depending on the purpose of the council of teachers, their workplaces can be arranged as follows:
frontal arrangement (chairman against those present) is necessary when the meeting is informative;
- · "round table" is useful for equal collective discussion of pressing issues;
- · the “triangle” allows you to highlight the leading role of the manager and include everyone in the discussion of the problem;
- · work in “small groups”, i.e. 3-4 people at separate tables (solving pedagogical situations);
To conduct a discussion, it is possible to provide a frontal arrangement of participating groups defending their positions.
A detailed agenda with issues for discussion should be posted no later than two to three weeks before the teaching council meeting. An exhibition is set up in the teaching room, for example, “Preparing for the Teachers’ Council.”
A pedagogical council of any form necessarily requires an analysis of the results with answers to the following questions: what was achieved and what was not achieved during the discussion; which of the teachers was active and which was passive and why; what lessons can be learned from the experience; how to influence individual passive teachers. Various preschool educational institutions and teaching staff take part in the preparation of the teachers’ council.
The Pedagogical Council helps in forming a team of like-minded people, creates conditions for analyzing and evaluating existing attitudes and principles in accordance with the requirements of modern science and best practice.
Algorithm for preparing a teachers' council
- 1. Definition of goals and objectives.
- 2. Formation of a small creative group (think tank) of the teachers' council.
- 3. Selection of literature on the issue under consideration and preparation of primary material by a small creative group.
- 4. Drawing up a plan for the preparation and holding of the teachers' council (the questions of the teachers' council, the plan of conduct, schedules of questionnaires and open viewings are posted (at least) a month before the teachers' council, the topic of the teachers' council and literature on the stated topic - 2 months).
- 5. Development of questionnaires and conducting surveys.
- 6. Attendance at open viewings of the teaching process.
- 7. Discussion, processing of digital material by a small creative group.
- 8. Systematization and preparation of final material.
- 9. Seminar sessions on the topic of teachers' council.
- 10. Conducting creative workshops by experienced teachers.
- 11. Preparation of questions for discussion at the teachers' council.
- 12. Preparation of the hall and all necessary materials.
- 13. Inclusion in the work of psychological services: surveys parents, prepares for work in small creative groups.
- 14. Preparation of a draft decision of the teachers' council.
- 15. Analysis of the work of the teachers' council.
- 16. Final order on encouraging teachers.
- 17. Making a piggy bank with teacher council materials.
- 18. Formation of further goals and objectives that require solutions.
Consultations - a permanent form of assistance to educators. IN children's institution consultations are carried out for teachers of one group, parallel groups, individual and general (for all teachers). Group consultations are planned throughout the year. Individual consultations are not planned, since their conduct is dictated by the need of educators to obtain certain information on a specific issue.
However, not all questions can be answered comprehensively in a short period of time. Some problems of raising children require a longer conversation and discussion, and if they concern several educators, then it is advisable to organize such a collective form of methodological assistance, which is seminar.
Experienced educators who have good results in working on a particular problem can also be appointed to lead the seminar. At the beginning of the school year, the methodologist determines the topic of the seminar and appoints a leader. The duration of classes depends on the topic: they can take place over a month, six months or a year. Attendance at the seminar is voluntary.
Preschool workers can reinforce the theoretical knowledge acquired at the seminar with practical skills, which they consolidate and improve by participating V seminar - workshop. How to make a hare so that it looks like a real one, how to show a puppet theater so that the characters bring joy to children and make them think, how to teach children to read a poem expressively, how to make didactic games with your own hands, how to decorate a group room for the holiday. Educators can get answers to these and other questions from an experienced teacher - methodologist.
In order to organize special practical classes, the head studies the need of teachers to acquire certain practical skills and abilities. Teachers can use the teaching aids produced during the workshops in their further work with children, and some of them remain in the teacher’s office as samples - standards.
A common form of methodological work is conversations with educators. The methodologist uses this method when summing up the results of the audit. pedagogical work, when studying, summarizing best practices and in a number of other cases.
Before starting a conversation, you need to think about its purpose and questions for discussion. A casual conversation encourages the teacher to be frank.
This form of methodological work requires great tact from the methodologist. The ability to listen carefully to your interlocutor, maintain a dialogue, accept criticism kindly, and act in such a way as to influence them, primarily through your behavior.
Talking with the teacher, the methodologist finds out his mood, interests, difficulties in work, learns about the reasons for failures (if they occur), and strives to provide effective assistance.
An effective form of improving the qualifications of educators and providing them with methodological assistance are collective viewings of the work of experienced teachers. Depending on the topic discussed at the teachers' meeting, it is advisable to conduct such screenings for the purpose of demonstrating, illustrating the theoretical positions expressed in the reports, and for the purpose of studying and introducing advanced methods into the work practice of other employees.
When discussing such a lesson, the methodologist must emphasize that the teacher did a lot of multifaceted work and was able to generalize the knowledge and ideas of the children, based on their impressions, forced them to think, reflect, and draw independent conclusions.
Those teachers who already have it should show their work experience. Analyzing the experience of colleagues, teachers should gradually develop their own successful techniques. The methodologist is obliged to see this in the work of every teacher. Having noticed certain successes of the teacher in any section of the program, he plans its further development: selects certain literature, advises, and observes the practical actions of this employee. Collective viewings are held no more than once a quarter. This allows everyone to be well prepared for them: both those who demonstrate their experience and those who adopt it. Preparation should include: correct choice of topic (its relevance, the need for all educators in it, connection with the topics of teacher councils, etc.), assistance to the teacher-methodologist in formulating the main goal of the lesson (or in the process of any other activity of children), drawing up notes activities indicating educational educational objectives, methods and techniques, material used.
In order to study and borrow the best experience, such a form of improving pedagogical skills is organized as mutual visits. In this case, the role of the senior teacher is to recommend to the teacher the organized activity of a partner to develop uniform requirements for children or the activity of a teacher of a parallel group to compare the results of work. The methodologist must give this work a purposeful, meaningful character. For this purpose, mentoring is organized. When a new, novice teacher appears in the team, at first he has many questions and needs help.
Due to his busy schedule, the manager cannot always provide such assistance. Therefore, he appoints a mentor from among the more experienced teachers, taking into account that mentoring must be voluntary on both sides.
The mentor's candidacy is approved by the teachers' council, and his report is also heard there. The mentor should help the new employee establish the necessary business and personal contacts, get acquainted with the traditions of the team, its successes, as well as difficulties in work.
In methodological work, a special place is given to the principle of an individually differentiated approach to the pedagogical activities of educators and specialists. In modern conditions, methodological work with personnel should be built on a diagnostic basis, taking into account the needs of each teacher.
The implementation of individually oriented methodological work allows us to develop the creativity and initiative of the teaching staff by including everyone in active professional activities.
In the field of methodological work, a complex of interrelated forms of cooperation between the teaching staff and parents is presented.
The center of all methodological work of the preschool educational institution is the methodological office. He plays a leading role in assisting teachers in organizing the educational process, ensuring their continuous self-development, summarizing best pedagogical experience, and increasing the competence of parents in matters of raising and educating children. The methodological office is a treasure trove of the best traditions of a preschool institution, therefore the task of the senior teacher is to make the accumulated experience alive and accessible, to teach teachers to creatively transfer it to work with children, to organize the work of this methodological center so that teachers feel in it as if they were in their own office .
The methodological classroom of a preschool institution must meet such requirements as information content, accessibility, aesthetics, content, ensuring motivation and activity in development.
The implementation of the information and analytical function of managing a preschool institution determines the formation of an information data bank in the methodological room, where the sources, content, and direction of information are determined.
Informing teachers about new requirements for work and the latest achievements of science and practice.
Timely informing teachers about new developments in psychological pedagogical science and best practices methodological support in the preschool education system is an important condition for the high effectiveness of the educational process.
Increasing the awareness of teachers contributes to the establishment of a unified pedagogical strategy for the development of preschool educational institutions, which is discussed, approved and implemented through the main governing body - the pedagogical council and serves as the main resource for the development of the team in preschool educational institutions.
The ABC of methodological work: planning, forms and
SYSTEM OF METHODOLOGICAL WORK
IN AN EDUCATIONAL INSTITUTION
The process of updating and restructuring the educational system requires reconstruction and improvement of not only the content of training and education, but also the methodological service. Focusing on the humanization of training and education, on the formation of the student’s personality, recognition of its value and necessity for modern society First of all, it is necessary to remember that it (personality) is formed by the personality of the teacher himself. Therefore, it is necessary to create all conditions for the growth of a teacher’s professional skills. And for this an effective and efficient structure of the methodological service in an educational institution is necessary. The skill of a teacher is formed through constant, systematic professional training on site, therefore, methodological work is the most important link in the education system of members of the teaching staff. In addition, everyday activities for advanced training are closely related to the educational process, and the teacher has the opportunity, in the course of his work, to consolidate his theoretical knowledge in practice every day.
The essence and objectives of methodological work
in an educational institution
Methodological work is a systematic collective and individual activity of teaching staff aimed at increasing their scientific and theoretical general cultural level, psychological and pedagogical training and professional skills.
The most important and essential thing in methodological work in an educational institution is the provision of real, effective assistance teaching staff in the development of their skills as a unity of professional knowledge, skills and abilities necessary for a modern teacher.
Determining the goals and objectives of methodological work means determining the most important desired, necessary results. The goal, first of all, is to increase teaching skills.
When setting tasks it is necessary to take into account the functions of methodological work in relation to the national system of education and upbringing of students, pedagogical science and advanced pedagogical experience; functions of methodological work in relation to the teaching staff, to a specific teacher. By organizing individual work with a specific teacher, you can formulate tasks in a more general form: formation and development of an individually unique and effective system of educational and educational activities of a particular teacher.
The correct formulation of the tasks of methodological work contributes to the optimal choice of means for solving these problems. The main one of these means is the content of methodological work in an educational institution.
Directions of work of the methodological association:
Studying issues of organizing educational and educational processes; mastery of scientific methodology;
Familiarization with new provisions, documents, regulations, etc.;
In-depth study of the methodology for conducting training sessions and extracurricular activities;
Advance consideration of issues of methodology for studying the most complex issues of extracurricular and extracurricular work with demonstration of open extracurricular activities, educational hours;
Studying the provisions of didactics, the theory of education, an attempt at their practical application;
The study of developmental and educational psychology, psychological and pedagogical characteristics of children of different age groups;
Information about new books, methodological recommendations, articles in the pedagogical press on the content and methodology of educational work;
Systematic study of the level of training and education of students;
Collaboration class teacher and subject teachers.
System of methodological work
A system is a complex of interconnected elements that have properties such as purposefulness and integrity. Any system is open, that is, it is connected with other systemic and non-systemic objects, and is part of the system more high order. The system of methodological work in an educational institution is part of the system of working with teaching staff, part of the system for managing the work of teachers, and part of the system for improving professionalism.
Choosing an option for methodological work, deputy. The director of water management (NMR) must take into account:
Tasks assigned to teachers;
Quantitative and high-quality composition teaching staff;
The results of studying the personality and activities of teachers, especially their difficulties;
Qualitative and quantitative analysis of current, final results of educational work;
Features of the content of methodological work;
Traditions of the educational institution; comparative effectiveness of various forms of methodological work;
Measure in the use of certain directions, content, forms, methods of methodological work;
Availability of time to carry out the planned methodological work (possible reduction in the number of activities, rescheduling, etc.)
Material, moral, psychological and other conditions; the real opportunities available at a particular moment to involve teachers in organizing methodological work, to be the head of an educational organization, to be part of a creative group, etc.
Necessary conditions for methodological work: organizational and pedagogical(free time, coordination of activities), moral, psychological, sanitary and hygienic.
The content of methodological work is formed on the basis of the following sources: documents, provisions that give the general target orientation of all methodological work; achievements of scientific and technological progress, new results of psychological and pedagogical research, including research on the problems of methodological work itself in an educational institution: instructional and methodological documents of the Ministry of Education of the Republic of Bashkortostan on the organization of educational work in educational institutions; information about advanced, innovative and mass practices; data from a specific analysis of the state of the level of training and education and development of students, which helps to identify the top-priority topics and problems of methodological work and self-education for a given institution.
Organization of methodological work
The organization of methodological work includes a wide range of functions and actions:
· study, analysis of the state of educational work;
· goal setting – choosing goals and objectives;
· planning content, forms and methods, ways and means of achieving goals;
· creation of a rational organizational management structure;
· setting educational goals;
· instructing, stimulating, providing assistance to teachers;
· control;
· analysis and evaluation of results, etc.
Components of the organizational activities of the deputy director for educational work:
· speeches explaining the relevance and essence of the work on the selected problem;
· preparation of documentation;
· activities of the pedagogical council, methodological association and creative groups in subjects on a chosen topic;
· creation of creative groups for the exchange of teaching experience;
· organization of self-education;
· open extracurricular activities;
· personal example of the deputy. directors;
· prompt assistance;
· summing up and setting new tasks;
· encouragement.
Forms of organization of methodological work
The following structure of units of methodological work is possible: a pedagogical council working on the basis of a methodological office, methodological associations of teachers, theoretical seminars and workshops, pedagogical readings or scientific and practical conferences, schools of excellence.
Forms of work can be collective and individual.
Collective forms: seminars and workshops, scientific and practical conferences, methodological associations, schools of excellence, creative groups, methodological rooms, etc.
Customized forms: internship, mentoring, work on a personal creative topic, individual consultations, individual self-education, etc.
One of the most important forms methodological work is work on a single methodological theme (problem) of an educational institution (for example: “Personally oriented training and education of students, aimed at the revival of national culture, morality and spirituality” defines a single methodological theme: “The new structure of the methodological service as a means of improving the professional skills of the teaching staff in the effective implementation of personality-oriented training and education students"). A single methodological theme organizes and makes integral the entire complex of forms, and is a kind of system-forming factor. It is advisable to determine a single topic for the future (usually for 5 years) broken down by year. It promotes team cohesion, which improves the quality of work and productivity.
One of the most common forms of collective methodological work is methodological associations of teachers . A meeting of the Moscow Region is usually held once every quarter. However, the activities of the Ministry of Defense should not be limited to meetings; they should be of a daily nature. A meeting of the Ministry of Education should include both a theoretical part (reports, messages, review of methodological literature) and a practical part (attending lessons, educational hours, their discussion, open extracurricular activities, etc.). As a result of the work of the methodological association, there may be methodological products for subject teachers. At the end of the academic year, an exhibition, conference, or methodological festival can complete the work of the MO.
Forms of methodological work with teachers
Passive forms 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.
Active forms stimulate the search and creative research activities of teachers and are focused on the zone of proximal development of teachers.
The most effective forms of methodological work at the present stage of school development, in our opinion, are:
theoretical seminar,
workshop,
scientific-practical conference,
methodical decade,
science days,
methodical festival,
methodical bridge,
methodological mosaic,
discussion,
methodical ring,
business game,
pedagogical KVN,
brainstorm,
video training,
pedagogical readings,
lecture hall,
professional exhibition,
project protection,
thematic pedagogical council,
public lesson
Forms of organizing and holding meetings of the Moscow Region may be as follows:
Theoretical seminar
Workshop
Conference
Excursion
Creative discussion
Creative dialogue
Living room
An hour of collective creativity
Methodological festival (based on the results of methodological work for the year)
Business game
Methodical KVN
Fair of methodological ideas
Methodical training
Types of homework teachers, as part of planning methodological work, may have the following:
Modeling a lesson (in whole or in fragments)
Development of a lesson system on a topic or course
Development of a special course, research program on a specific topic
Selection of literature on a specific topic, course, problem
Annotation on the topic, course, problem, work experience of a colleague
Preparation of control materials and tests
Drawing up and protection of supporting diagrams, memos, didactic material
Development of plans for clubs, scenarios for extracurricular activities in the subject, elective courses
Attending classes, extracurricular activities, special courses, additional classes with subsequent analysis
Presentation of your own experience on a topic or problem
Defense of the topic on self-education.
Interactive methods and games
"Interactive" means interaction-based. But interactivity is not just the interaction of subjects with each other, but a specially organized cognitive activity that has a pronounced social orientation.
The purpose of using interactive methods and games is to change the behavior patterns of participants. By analyzing his own reactions and those of his partner, the participant changes his behavior pattern and consciously assimilates new norms of activity, which allows us to talk about interactive methods as a process of interactive education.
Guiding principles the organizations of the interactive process are:
Thought activity;
Meaning-making;
Freedom of choice;
Reflection.
The organization of mental activity is:
In the performance by participants of various mental operations (analysis, synthesis, comparison, generalization, classification, abstraction, etc.);
In the exchange of results of mental activity between participants in the pedagogical process;
Change and diversity of types, forms of mental and cognitive activity;
A combination of individual and group forms of work;
Problem-based learning, the use of modern educational technologies in the pedagogical process;
Meaning-making of participants;
Reflections.
Creation of meaning involves the conscious creation in the process of interaction between teachers of new content, assessment of the phenomena of the surrounding reality, their activities, and the results of interaction from the standpoint of their individuality.
The end result, the goal of meaning-making, is enrichment, the emergence of a new individual experience of comprehension (meaning), expanding the boundaries of individual consciousness.
Reflection in the pedagogical process - this is the process and result of recording by subjects (participants of the pedagogical process) the state of self-development, establishing causes and consequences.
Each interactive method, game has its own goal, rules, so, given this feature, you can use them on different stages holding the event. An important condition is to position the participants in such a way that they can see each other while sitting, for example, in a circle around the perimeter.
The newest forms of teacher training include innovative, organizational and activity-based, business, role-playing and other games that contribute to the formation of an intellectual culture and a culture of self-development.
The latest forms of education are used within the framework of the ability model of education, which ensures the preparation of teachers for innovative activities and creates the prerequisites for their rapid adaptation in a dynamic professional environment.
Active forms of organizing methodological work
Business game
Target- development of certain professional skills and pedagogical technologies.
Play as a form of learning is characterized by great flexibility. During 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.
Form of conduct - collective or group work.
The process of organizing and conducting the game can be divided into 4 stages.
1. Game construction:
§ clearly formulate the general goal of the game and specific goals for the participants;
§ develop general 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 them to 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 progress of the game, analyze simulated situations, and give an assessment;
§ The time, conditions and duration of the game are determined.
3. Progress of the game.
4. Summing up, detailed analysis:
§ general assessment of the game, detailed analysis, implementation of goals and objectives, successful and weak points, their reasons;
§ players’ self-assessment of the performance of assigned tasks, the degree of personal satisfaction;
§ characteristics of professional knowledge and skills identified during the game;
§ analysis and evaluation of the game by experts.
An approximate procedure for conducting a business game:
The leader informs the listeners of the purpose, content, and procedure for conducting the business game. Recommends a careful study of the literature and introduces the issues being brought up for discussion.
The participants of the game are divided into subgroups of 3 - 5 people. Each subgroup elects a leader whose responsibilities include organizing the work of the subgroup. An expert group of 3-5 people is selected from among the game participants.
The leader distributes questions between game subgroups, gives the floor to representatives of game groups on each issue, and organizes discussions on the issue under discussion. To speak, each participant in the game is given up to 5 minutes, during which they should concisely but convincingly highlight the main thing, justify the idea, argue, and “defend” it.
The expert group, based on the participants’ presentations and their opinions, can prepare a draft of recommendations (practical advice) on the problem under consideration, discuss and determine the common positions of the members of the teaching staff in practical activities.
The expert commission also reports its decisions on assessing the content of speeches, the activity of participants, and the performance of subgroups in a business game. The criterion for such an assessment can be the number and content of ideas (proposals) put forward, the degree of independence of judgments, and their practical significance.
In conclusion, the leader sums up the game.
Training
Target- development of certain professional skills and abilities.
Training(English) - a special training mode, training, can be an independent form of methodological work or used as a methodological technique when conducting a seminar.
When conducting training, pedagogical situations, handouts, and technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.
The basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of the training.
Pedagogical KVN
This form of methodological work helps to activate existing theoretical knowledge, practical skills, and create a favorable psychological climate in a group of teachers. Two teams, a jury, are formed from the students, the rest are fans. Teams are first introduced to the topic of KVN and given homework. In addition, they prepare mutual humorous greetings on the topic of this KVN. The leader offers entertaining tasks that require non-standard solutions (including the “Captain Competition”), directly related to the topic being studied.
Progress of the game:
1. Greeting of teams, which takes into account:
§ compliance of the speech with the given topic;
§ relevance;
§ presentation form.
§ Performance time is 10 minutes.
2. Warm-up (teams prepare three questions on 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. Captains competition.
5. Competition of sages. Two participants per team are selected. They are asked to choose the optimal method for solving this issue.
6. Fan competition: solving pedagogical problems from school practice.
7. Competition "What would this mean?" (situations from school life). Resourcefulness, accuracy of expression of thoughts, and humor are taken into account.
Methodical bridge
A methodological bridge is a type of discussion. Teachers from different schools in the district, city, heads of municipalities, and parents are involved in carrying out this form of methodological work.
The purpose of the methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative teaching and educational technologies.
Brainstorm
This is one of the methodological techniques that contributes to the development of practical skills, creativity, and the development of the correct point of view on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing methods for covering a certain topic, for making decisions on a certain problem.
The manager must think through the questions well so that the answers are short and concise. Preference is given to answers-fantasies, answers-insights. Criticism of ideas and their evaluation are prohibited. Duration of brainstorming 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 relationships. Completing such tasks will help you learn to identify the essential and most important from the variety of phenomena.
The teacher’s skill is manifested in how he analyzes and explores the pedagogical situation, and how he formulates, on the basis of a multifaceted analysis, the goal and objectives of his own activities.
It is advisable to take pedagogical tasks from school practice. They should introduce certain methodological techniques of the best teachers and warn against the most common mistakes.
When starting to solve a problem, it is necessary to carefully understand its conditions, 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.
Methodological festival
This form of methodological work, used by methodologists of the city, district, and school leaders, assumes a large audience, aims to exchange work experience, introduce new pedagogical ideas and methodological findings.
At the festival, students get acquainted with the best teaching experience, with non-standard lessons that go beyond traditions and generally accepted stereotypes.
During the festival there is a panorama of methodological discoveries and ideas.
Festival participants submit applications for lessons, methodological ideas, and techniques in advance.
Laboratory "Information Technologies"
· work of creative groups on problems;
· use of information technologies in the educational process;
· formation of the civic position of younger schoolchildren.
Fair of pedagogical ideas
· activates the methodological work of teachers, since every teacher wants his idea to be recognized as the best. This shows the spirit of competition. Teachers, mostly young, learn to conduct a discussion, defend their point of view, listen critically to themselves and their colleagues.
Development of a methodological portfolio
· allows the teacher to systematize his methodological work over the year, select the most successful methodological techniques and summarize them in the form of methodological developments.
Interactive forms of working with teachers.
Leaders of professional associations often face the question: how can we ensure that every teacher becomes an active, interested participant in the work of various forms of professional associations? How to get rid of the passivity of individual teachers? How to transfer them from reproductive activity to research? Towards the formation of the ability to reflect in the process of learning new things and mastering familiar material?
Enhancing the creative activity of teachers is possible through non-traditional, interactive methods and forms of working with teachers.
Many major methodological innovations are associated with the use of interactive teaching methods. You need to figure it out yourself concept. The word “interactive” came to us from the English language from the word “interact”, where “inter” is “mutual”, “act” is to act.
Interactive means the ability to interact or is in the mode of conversation, dialogue with something (for example, a computer) or someone (for example, a person). From this we can conclude that Interactive learning is, first of all, dialogue learning, during which interaction between the teacher (the head of the educational organization) and the student (the teacher-participant of the educational organization) takes place.
What are the main characteristics of “interactive”?
It should be recognized that interactive learning is a special form of organizing a particular activity. She has quite specific and predictable work goals in mind. One of these goals consists in creating comfortable learning conditions, such that the teacher (student) feels his success, his intellectual competence, which makes the entire learning process productive and effective.
What is the essence of interactive learning?
The interaction process is organized in such a way that almost all participants are involved in the process of cognition and discussion. They have the opportunity to understand and reflect on what they know, understand, and think about. Joint activities in this process means that each participant makes his own special individual contribution, has the opportunity to exchange knowledge, his own ideas, methods of activity, and hear different opinions of colleagues. Moreover, this process takes place in an atmosphere of goodwill and mutual support, which makes it possible to gain not only new knowledge on the problem under discussion, but also develops the pedagogical activity itself and transfers it to higher forms of cooperation and cooperation.
Interactive activity involves the organization and development of dialogue communication, which leads to interaction, mutual understanding, joint decision and acceptance of the most common, but significant tasks for each participant. Interactive learning eliminates the dominance of either one speaker or one opinion.
In the course of dialogue, teachers develop the ability to think critically, reason, and solve controversial problems based on an analysis of the information they hear and circumstances. Teachers learn to weigh alternative opinions, make thoughtful decisions, express their thoughts correctly, participate in discussions, and communicate professionally with colleagues.
It is valuable that with such an organization of work, the teacher can not only express his opinion, view, give an assessment, but also, having heard the evidence-based arguments of his colleagues, abandon his point of view or significantly change it. Teachers develop respect for other people's opinions, the ability to listen to others, and make informed conclusions and conclusions.
To do this, different forms are organized in the classes of professional associations - individual, subgroup, paired, role-playing games are used, documents and information from various sources are analyzed.
What are forms of interactive learning? Let's look at some of them.
The simplest form of group interaction is "big circle". The work takes place in three stages.
First stage – teachers sit in a large circle. The leader creates the problem.
Second phase– for a certain time (about 10 minutes), each participant individually writes down on his own sheet of paper proposed measures to solve the problem.
Third stage – in a circle, each teacher reads out his proposals, the rest listen silently (without criticism); Along the way, a vote is taken on each item - whether to include it in the general decision, which is recorded on the board as the conversation progresses.
The “large circle” technique is best used when it is possible to quickly determine ways to solve a problem or its components. Using this form, you can, for example, develop instructions, regulations, local or regulatory legal acts.
"Round table"- is carried out with the aim of developing a common opinion and position of the participants on the issue under discussion. Usually 1-3 issues of the problem under discussion are thought through.
When holding a Round Table, it is important to pay attention to the design of the room. For example, it is advisable to place tables around the perimeter of the room. The host of the Round Table determines his place so that he can see all the participants. Invited specialists, administration, etc. may also be present here. During the work, each issue of the problem is discussed separately. The floor is given to teachers who have experience working on the problem. The presenter summarizes the results of the discussion of each issue. At the end, he offers a version of the general position, taking into account comments, additions, and amendments.
Each problem to which a group of questions asked by teachers relates is revealed as fully as possible. Teachers must clearly understand the theoretical foundations of the problem, ways to solve it, forms of organization, methods and techniques of work, and more.
"Business game"- effective if teachers have sufficient knowledge of the problem that is reflected in the game. A business game involves a lot of preliminary work, in which teachers gain the necessary knowledge through various shapes, methods and means: visual propaganda, 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 an event dedicated to consolidating the acquired knowledge on the problem.
Cards with questions or 2-3 pedagogical situations on the problem are prepared in advance.
The tables must be arranged so that there are 2 or 3 teams (at the discretion of the software manager) of 4-5 people each participating in the business game. Teachers are seated at tables at will, and thus the teams of participants are immediately determined. One of the teams - expert judges– these are the most competent teachers on the proposed problem.
Each team is given a card, and a captain is selected who will announce the team’s overall conclusion while working on the task. Teams are given time to prepare a solution, then responses are heard. The order of answers is determined by the captains' draw. Each group makes at least 3 additions to the responding group, and an incentive point is given, which is included in the total score. At the end of the game, the winning team is determined for the best (detailed, complete, evidence-based) answer.
Business games are of the following types:
Simulation, where copying is carried out followed by analysis.
Managerial, in which specific management functions are reproduced);
Research related to research work, where through game uniform methods are studied in specific areas;
Organizational and active. Participants in these games simulate the early unknown content of an activity on a specific topic.
Training games. These are exercises that reinforce certain skills;
Projective games, in which one draws up one’s own project, an algorithm for some actions, an activity plan, and defends the proposed project. An example of projective games the topic could be: “How to conduct a final teacher meeting?” (or parent meeting, or 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, and at the last stage he is a discussion leader.
Main goal of the game– 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 and pedagogical technologies.
Methodology of organization and conduct:
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 general 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 them to 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 progress of the game, analyze simulated situations, and give an assessment;
· determine the time, conditions and duration of the game.
3. Progress of the game.
4. Summing up, detailed analysis of the game:
§ general assessment of the game, detailed analysis, implementation of goals and objectives, successful and weak points, their reasons;
§ participants’ self-assessment of the performance of the tasks received, the degree of personal satisfaction;
§ characteristics of professional knowledge and skills identified during the game;
§ analysis and evaluation of the game by experts.
An approximate procedure for conducting a business game:
The leader informs the listeners of the purpose, content, and procedure for conducting the business game. Recommends a careful study of the literature and introduces the issues being brought up for discussion. The participants of the game are divided into subgroups of 3-5 people. Each subgroup elects a leader whose responsibilities include organizing the work of the subgroup. An expert group of 3-5 people is selected from among the game participants.
The leader distributes questions between game subgroups, gives the floor to representatives of game groups on each issue, and organizes discussions on the issue under discussion. To speak, each participant in the game is given 5 minutes, during which the main thing should be succinctly but convincingly highlighted, the idea should be justified, justified, and “defended.”
The expert group, based on the participants’ presentations and their opinions, can prepare a draft of recommendations (practical advice) on the problem under consideration, discuss and determine the common positions of teachers in practical activities.
The expert commission also reports its decisions on assessing the content of speeches, the activity of participants, and the performance of subgroups in a business game. The criterion for such an assessment may be the number and content of ideas (proposals) put forward, the degree of independence of judgments, and their practical significance.
In conclusion, the leader sums up the game.
Business (role-playing) game– an effective method of interaction between teachers. It is a form of modeling those systems of relations that exist in reality or in one or another type of activity, in which new methodological skills and techniques are acquired.
Business game– this is a form of improvement of development, perception of better experience, assertion of oneself as a teacher in many pedagogical situations. A necessary condition for the effectiveness of a business game is the voluntary and interested participation of all teachers, openness, sincerity of answers, and their completeness.
Discussion– critical dialogue, business dispute, free discussion of a problem, a powerful combination of theoretical and practical knowledge.
Purpose of the discussion – involving listeners in an active discussion of the problem; identifying contradictions between practices and science; mastering the skills of applying theoretical knowledge to analyze reality.
Form of conduct– collective discussion of theoretical issues.
Methodology of its organization:
§ determining the purpose and content of the problem under discussion, forecasting the results;
§ determination of key issues on which the discussion will be organized (random, secondary issues are not brought up for discussion);
§ planning;
§ preliminary familiarization of teachers with the main provisions of the topic under discussion
Methodology:
· familiarize 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 discussion.
In conclusion, the presenter notes the activity or passivity of the audience, evaluates the teachers’ answers,, if necessary, refutes incorrect judgments with arguments, supplements incomplete answers, draws a general conclusion based on the results of the discussion, and thanks the teachers for participating in the discussion.
The presenter must:
It is good to know the problem, the topic of discussion.
Study the position and arguments of your opponents.
Do not allow the conversation to deviate from the subject of discussion or substitute concepts.
"Brainstorm (brainstorm)"- just like a business game is possible provided that teachers have enough knowledge on the problem.
This is one of the methodological techniques that contributes to the development of practical skills, creativity, and the development of the correct point of view on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing methods for covering a topic or making decisions on a specific problem.
The manager must think through the questions well so that the answers are short and concise. Preference is given to answers-fantasies, answers-insights. Criticism of ideas and their evaluation are prohibited. Brainstorming duration is 15-30 minutes. This is followed by a discussion of the ideas expressed.
The leader prepares questions in advance, 2-3 pedagogical situations in accordance with the problem being solved, which will be proposed to them.
It is advisable to arrange the tables so that 2-3 teams of teachers stand out.
Each team selects a captain who will announce the overall answer. Each team is given cards that indicate the same questions and pedagogical situations. Time is given for preparation. Teams answer the same questions and solve the same situations.
During the work, one team gives an answer, the other complements it and vice versa. The winner is the team that gave the most comprehensive answers and made the largest number of significant additions to the answers of their rival colleagues.
Any form of communication with teachers should involve emotionality, conciseness of messages and at the same time saturation with the necessary information, confirmed by examples from practice and pedagogical experience.
"Methodical ring".
Target – improving the professional knowledge of teachers, identifying general erudition.
Form of conduct– group work (opponents, support groups for opponents, analysis group are determined).
Methodology of organization and conduct:
1 option– a methodological ring as a type of discussion in the presence of two opposing views on the same issue.
For example, in the methodological 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 children’s attention to another type of activity or by disciplinary measures?”
Two opponents prepare in advance. Each of them has a support group that helps their leader if necessary.
The analysis group evaluates the level of preparation of opponents, the quality of defense of a certain version, and sums up the results.
To relieve tension during pauses, pedagogical situations, game tasks, etc. are offered.
P option– a methodological ring as a competition of methodological ideas in the implementation of the same problem.
For example, a methodological ring on the topic “Activation of cognitive (research) activity of preschool children in environmental classes” offers a competition of the following methodological ideas:
· Application of game tasks;
· Use of active forms of learning.
Training.
Target– development of professional skills and abilities.
Training - English word - special, training mode. Training can be an independent form of methodological work or used as a methodological technique when conducting seminars.
When conducting training, pedagogical situations, handouts, and technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.
Basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of the training.
Pedagogical KVN.
This form of methodological work helps to activate existing theoretical knowledge, practical skills, and create a favorable psychological climate in a group of teachers. Two teams, a jury, are formed from the audience, the rest are fans. Teams are first introduced to the topic of KVN and given homework. In addition, they prepare mutual humorous greetings on the topic of this KVN. The leader offers entertaining assignments that require non-standard solutions (including a captain competition) that are directly related to the topic being studied.
Progress of the game:
1.Greeting of teams, which takes into account:
§ compliance of speeches with a given topic;
§ relevance;
§ presentation form;
§ performance time – 10 minutes.
2. Warm-up (teams prepare three questions on knowledge of the psychology of the child’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. Captains competition.
5. Competition of sages. Two members per team are selected. They are asked to choose the optimal method for solving this issue.
6. Fan competition: solving pedagogical problems from the practice of the institution.
7. Competition “What would this mean?” (situation from the life of a preschool educational institution). Resourcefulness, accuracy of expression of thoughts, and humor are taken into account.
Methodical bridge.
It is a type of discussion. Teachers from various educational institutions of the region, city, heads of the municipality, and parents are involved in carrying out this form of methodological work.
Purpose The methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative technologies of training and education.
Solving pedagogical problems.
Target – get acquainted with the features of the pedagogical process, its logic, the nature of the activities of the teacher and the child, the system of their relationships. By completing such tasks one can learn to identify what is essential and most important from the variety of phenomena.
The skill of a teacher is manifested in how he analyzes and explores the pedagogical situation, and how he formulates, on the basis of a multifaceted analysis, the goal and objectives of his own activities.
It is advisable to take pedagogical tasks from educational practice. They should introduce certain methodological methods of work of the best teachers and warn against the most common mistakes.
When starting to solve a problem, it is necessary to carefully understand its conditions, evaluate the positions of each actor, and imagine all 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 methodological work requires a large audience, aims exchange of work experience, introduction of new pedagogical ideas and methodological findings.
Here you get acquainted with the best teaching experience, with non-standard classes that go beyond traditions and generally accepted stereotypes.
During the festival there is a panorama of methodological discoveries and ideas.
Festival participants submit applications for classes, methodological ideas, and techniques in advance.
Methodical gatherings.
Target – formation of the correct point of view on a certain pedagogical problem, creation of a favorable psychological climate in this group of teachers.
Methodology of organization and conduct:
§ Issues that are essential for solving some key problems of the educational process are proposed for discussion.
§ The topic of discussion is not announced in advance. The skill of a leader lies in calling listeners to a frank conversation on the issue under discussion in a relaxed atmosphere and leading them to certain conclusions.
Methodical dialogue.
Target - discussion of a specific topic, development of a plan of joint action.
The format of the meeting is a round table.
Methodology of organization and conduct:
Students are introduced to the topic of discussion in advance and receive theoretical homework.
A methodological dialogue is conducted between the leader and teachers or groups of students on a specific topic.
The driving force of dialogue is the culture of communication and the activity of listeners. The general emotional atmosphere is of great importance, which allows one to evoke a feeling of internal unity.
In conclusion, a conclusion is drawn on the topic and a decision is made on further joint actions.
Contact table.
Instructions: You can only use 2 arrows and only 2 colors.
The desire for contact is a red arrow, not the desire is a blue arrow.
From whom did you expect to receive red arrows?
From whom did you not expect it?
If expectations don't match reality, look at what you're doing wrong.
Active techniques
“Mosaic” technique
· applies during seminar classes, watching video recordings of fragments of lessons on a given topic using various technologies and forms of work, followed by analysis and development of recommendations for their use.
· allows you to reduce the time spent on achieving the final result, stimulates cognitive activity teachers, allows you to include a larger number of participants in the work.
Methodology “Extended conference”
· when preparing to conduct an open lesson, the teacher discusses with members of the educational organization the entire technology of conducting the lesson; After the open lesson, the discussion of the effectiveness of the results continues.
· It is mainly used when working with young specialists and teachers of the second category, since they receive assistance in preparing for the lesson, its conduct and subsequent analysis.
Methodology “Paired or integrated lesson”
· is developed on a cyclic educational system, including teachers of related disciplines, for example, on a cyclic educational program for teachers of biology, chemistry, and geography. Such lessons allow you to avoid duplication of the material presented, develop general methodological techniques for presenting it, broaden the horizons of students on a specific topic, and also activate the work of teachers themselves.
« Aquarium"
· a form of dialogue when teachers are asked to discuss a problem “in front of the public.” The group chooses to lead the dialogue on the problem with someone it can trust. Sometimes there may be several people willing. Everyone else acts as spectators. Hence the name – “aquarium”.
What benefits does this technique give to teachers? The opportunity to see your colleagues from the outside, that is, to see how they communicate, how they react to someone else’s thought, how they resolve an impending conflict, how they argue their idea and what evidence they provide that they are right, and so on.
Compliance with the goal of the form of advanced training
|
Target |
Form |
|
Improvement pedagogical technology |
Seminars, workshops, school for young teachers |
|
Improving teaching skills |
Pedagogical workshops |
|
Development of creative abilities |
Creative groups |
|
Formation of style of pedagogical activity |
Club “Professional”, master classes, trainings |
|
Building readiness for innovation |
School of Pedagogical Excellence |
|
Formation of pedagogical culture |
Psychological, pedagogical, methodological seminars and workshops |
|
Design seminars |
|
|
Creation of individual, didactic, educational, methodological system |
School of pedagogical experience, scientific and methodological seminars |
