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Traditional Pedagogy The teacher teaches - the student learns The teacher knows everything - the student knows nothing The teacher thinks - the student reproduces knowledge The teacher speaks - the student listens The teacher manages - the student obeys The teacher is active - the student is passive The teacher determines the content of learning - the student adapts to it The teacher is authoritarian - the student is not free Teacher - subject of learning - student - object of learning

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National educational initiative "Our new school» The result of education is not only knowledge in specific disciplines, but also the ability to apply them in Everyday life to use in further training. The student must have a holistic socially-oriented view of the world in its unity and diversity of nature, peoples, cultures, religions. This is possible only as a result of combining the efforts of teachers of different subjects.

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Status of development and approval of standards 1. GEF primary general education approved by order of October 6, 2009 No. 373 (registered by the Ministry of Justice of Russia on December 22, 2009 No. 15785) 2. Federal State Educational Standard of basic general education approved by order of the Ministry of Education and Science Russian Federation dated December 17, 2010 No. 1897 and registered by the Ministry of Justice of the Russian Federation dated February 01, 2011 No. 19644. On completion

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Sequence of introduction of GEF Introduction of GEF as soon as they are ready Mandatory introduction of GEF

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Approximate basic educational program of basic general education to the results of education, structure (content), conditions for its implementation Standard as a set of requirements for the program of the GEF school of basic general education Art. 7 of the Law "On Education"

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The standard as a combination of three systems of requirements for the OOP Requirements for the structure of the OOP Requirements for the results of the development of the OOP Requirements for the conditions for the implementation of the OOP Art. 7 of the Federal Law of the Russian Federation "On Education" (achievement of personal, meta-subject, subject results, through the development of "ability to learn" throughout the entire learning process)

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* Transition to new educational standards From standards containing a detailed list of topics in each subject that are mandatory for each student to study, to new standards - requirements for what should be school programs what results children should demonstrate, what conditions should be created at school to achieve these results Two parts: mandatory and one that is formed by the school. The older the stage, the greater the choice new standard provides for extracurricular employment The result of education is not only knowledge, but also the ability to apply them in everyday life. The school must create personnel, material and technical and other conditions that ensure the development educational infrastructure in accordance with the requirements of the times. Financial support will be built on the principles of per capita financing. At the same time, the funds will go to the municipalities and to each school according to the standard, regardless of the form of ownership.

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New quality of education Knowledge (subject) Personal growth(personal) Application of knowledge in life (meta-subject)

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On the system-activity approach The development of modern standards of school education is based on the idea of ​​education as an institution of socialization of the individual, arising from the main provisions of the cultural-historical concept of the mental development of the school by L. S. Vygotsky ... ... where the system-activity approach is an ideal form that sets the standard socially desirable characteristics of the individual, designing attitudes, defining the main tasks and directions for the development of the education system. (from the materials "Standards of the second generation")

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The basis of the Standard is a system-activity approach that provides: formation of readiness for self-development and continuing education; designing and constructing the social environment for the development of students in the education system; active educational and cognitive activity of students; construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students. GEF LLC

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In the traditional system of the educational process Organizes the student's activity in an innovative educational environment Teacher Changing the role of participants in the pedagogical process Transmits information New quality of education New educational result "Competencies to update competencies" and motivation for learning at different stages of development of students' personalities

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In life, we constantly have to solve problems! Does the school teach this? The structure of a traditional lesson 1. The teacher checks the students' backgrounds. 2. The teacher announces a new topic. 3. The teacher explains the new topic. 4. The teacher organizes the consolidation of knowledge by students. Solving problems in life Life puts us in a situation of difficulty. We formulate a goal: “What do we want to achieve?” 2. We consider possible solutions, determine whether there is enough knowledge and skills. 3. We try to solve the problem (acquiring new knowledge if necessary) 4. Having received the result, we compare it with the goal. We conclude whether we have achieved our goal or not.

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New didactic model of education When developing the Standard, the process of formation of a new didactic model of education based on the competence-based educational paradigm, which assumes the active role of all participants in the educational process in the formation of a motivated competent personality, was fully taken into account, objectively occurring in the conditions of the information society, renewing information space; receive, use and create a variety of information; make informed decisions and decide life problems on the basis of acquired knowledge, skills and abilities. GEF LLC

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GEF: what is evaluated as a result of education? STUDENTS' ACTIVITIES: the ability to solve learning problems based on the formed subject and universal methods of action (skills, not knowledge!) the ability to learn - the ability to self-organize in solving learning problems progress in personal development (emotional, cognitive, self-regulation) * New regulation on certification of teachers : 1st and highest categories only with the introduction of new EDUCATIONAL TECHNOLOGIES

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The new standard focuses teachers' attention on the need to use modern educational technologies that can ensure the development of students. It is no coincidence that it is the use of advanced technologies that becomes the most important criterion for the success of a teacher. Thanks to modern technologies, the activities of students are deployed in the classroom.

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Educational technologies The Federal State Educational Standard documents formulate requirements for a teacher, including: be able to choose and use modern educational technologies use assessment technologies modern technologies for designing an educational environment

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Technology is a detailed way of carrying out this or that activity within the framework of the chosen method.

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Pedagogical technology is such a construction of the teacher's activity, in which the actions included in it are presented in a certain sequence and suggest the achievement of a predictable result.

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Criteria that make up the essence of pedagogical technology: an unambiguous and strict definition of learning objectives (why and for what); content selection and structure (what); optimal organization of the educational process (how); methods, techniques and teaching aids (with the help of what); taking into account the necessary real level of teacher qualification (who); objective methods for assessing learning outcomes (is it so).

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Educational technology: easily fits into the educational process; allows you to achieve the goals set by the program and the standard of education for a particular academic subject; ensures the implementation of the main directions of the pedagogical strategy: humanization, humanitarization of education and a student-centered approach; ensures the intellectual development of children, their independence;

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provides goodwill towards the teacher and towards each other; The hallmark of most technologies is Special attention to the individuality of a person, his personality; a clear focus on the development of creative activity.

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Three levels of pedagogical technologies: There are three levels of pedagogical technologies: general pedagogical, particular methodological, locally modular. General pedagogical technology characterizes a holistic educational process in this educational institution, region. In this case, pedagogical technology reflects a complex pedagogical system: it includes a set of goals, content, means and methods of management, an algorithm for the activity of subjects and objects of the process. At the particular methodological (subject) level, pedagogical technology covers certain areas, aspects of the pedagogical system, corresponding, for example, to particular methods, i.e. a set of methods and means for the implementation of a certain content of education and upbringing within the framework of one subject, class, teacher. The local-modular level of technology refers to separate parts of the educational process: technologies for certain types of activities, technology for the formation of concepts, technology for mastering new knowledge, technology for repeating and controlling material, technology for independent work, etc.

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Technologies: -developing education; -problem learning; - multi-level training; -collective learning system (CSE); - technology for solving inventive problems (TRIZ); -research teaching methods; - project teaching methods; -technology "debate"; -technology of modular and block- modular learning; -lecture - seminar - credit system of education; -development technology critical thinking»; - technology of using gaming methods in teaching: role-playing, business and other types of educational games; -learning in cooperation (team, group work); -information and communication technologies; - health-saving technologies; - the system of innovative assessment "portfolio"; - technology distance learning workshop technology group training, etc.

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Modern pedagogical technologies Health-saving technologies Integrated learning technologies Project activities (individual, group, collective) Educational and research activities Collaboration technologies Person-centered technologies Training based on learning tasks and situations Information and communication (ICT) Differentiated learning technologies Business games Problem-based learning Student portfolio Computer techologies interactive technologies

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The following educational technologies have become widespread: modular technology; project-based learning technology; technology of intra-class differentiation; problem learning technology; didactic game technology.

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About the project Project – purposeful change management fixed in time Design and creativity Design and management Design and development

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Structure project activities Result Oriented! 1. Description (fixation) of the result 2. Fixation of the deadline for achieving the result 3. Preliminary planning of actions to achieve the result 4. Programming (time planning of individual actions) 5. Implementation of actions with their simultaneous monitoring and correction 6. Obtaining the product of project activities

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The project method is a method of organizing the cognitive and labor activity of students, which involves determining the needs of people, designing a product of labor in accordance with these needs, manufacturing a product or providing a service, assessing quality, and determining the real demand in the goods market.

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Basic principles of educational design Reliance on the interest of children, as well as previously learned material; Perhaps greater independence of students; Creative orientation; Practical feasibility of the project; Communication with the needs of society.

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Basic requirements for educational projects Organizational and pedagogical; Psychological and physiological; Technological and economic.

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Stages of project activity Selection of directions for collecting information Starts with an introduction and advertising of a topic (already chosen by the teacher) Performed at school in one of the lessons or during class hour The teacher offers the children a tempting scattering of directions to get acquainted with the topic - for every taste Children choose the direction or, by analogy, offer their own, or postpone their choice until tomorrow Result: the directions for collecting information (subtopics) chosen by the children

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Stages of the project activity Collection of information (search for information) Conducted mainly at home (perhaps at school after school hours) Conducted at active participation parents If possible, information is collected from observations on excursions (to nature, to enterprises, to museums, etc.) It takes 1-2 weeks in time Result: information found

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Implementation of the project Activities of students to implement the chosen idea: Research; Manufacture of the final product.

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Stages of project activity Completion of work on the topic From the information found, each child highlights the most important and, with the help of parents, enters the selected information on a sheet of a single format (A4) In practice, this sheet is made by the parents themselves, because the task is not the child’s self-expression, but the opportunity for other children to get to know each other with the results of the student's search for new information Design: large clear type, thick paper, illustrations and simple diagrams are desirable Result: collected from separate sheets and stored in the public domain a file cabinet or album with a table of contents created by the teacher or parents

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Stages of project activities Presentation of results Conducted with the active participation of parents at school outside school hours Events are held, crafts and expositions are presented, research projects are defended (presented) All events, presentations and defenses are photographed Result: completed projects, filled in several pages of the class life history album

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Project activity at school Project activity develops all universal learning activities!

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The activities of the teacher to achieve the goals of the school of project culture: - develop educational programs that include educational routes (for parallel classes, for a class, for groups, for individual students); - develop software, methodological and didactic support of the educational process; - form educational, information-communicative, reflective competence; - design independent work of schoolchildren with educational literature, additional sources information, including with Internet resources; - carry out diagnostics of the readiness of older students for further education; - create conditions for the development of subjective activity of schoolchildren in educational and extracurricular activities.

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The project activity of students is a joint educational, cognitive, creative or play activity of students, which has a common goal, agreed methods, methods of activity, aimed at achieving a social result of activity. The research activity of students is the activity of students associated with the solution of problems by students with advance unknown decision and assuming the presence of the main stages characteristic of research in the scientific field, normalized based on the traditions accepted in science.

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Design and research activity is the activity of designing one's own research, involving the identification of goals and objectives, the identification of the principles for selecting methods, planning the course of the research, determining the expected results of the research, and determining the necessary resources.

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difference research activities from design and constructive The main result of research activity is an intellectual product that establishes one or another truth as a result of the research procedure and presented in standard form. The result of project activities are products that have practical significance, social significance.

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Stimulate students' interest in certain problems, solving these problems, the ability to practically apply the acquired knowledge. Enables effective design of the educational process.

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The use of design and research technologies in the classroom is very promising, as it allows solving a number of important educational tasks: putting forward project topics, developing an independent view of solving a problem, acquiring knowledge and skills in the process of planning and performing work. The experience gained in the process of project activities is based on the interests of students. Contributes to the formation of interdisciplinary and suprasubject communications. The real contribution of students to changing the social situation in the educational community

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Domestic research: problem-based learning: I.A. Ilnitskaya V.T. Kudryavtsev M.I. Makhmutov psychology of creativity: A.V. Brushlinsky A.M. Matyushkin A.T. Shumilin

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Technology of problem-dialogical learning Lesson explaining new material Lesson "discovery" of knowledge

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Traditional lesson by students 4. Expression of a solution, 5. Application of knowledge by students Problem-dialogical technology (since 1999) Purpose - to teach independent decision problems Means - discovery of knowledge together with children Textbooks Submission of material Regulatory UUD Learn to detect and formulate a learning problem together with the teacher. To make plan. Working according to the plan, compare your actions with the goal. Determine the degree of success of your work. (From the UUD formation program)

From understanding to use Importance of implementing the principle of interactivity for modernization vocational education in the spirit of the requirements of the Bologna Process Definition of the essence of interactive learning and stereotypical misconceptions The role of the computer in realizing the benefits of an interactive learning model Possibilities for using interactive learning

Interactive training and modernization of HPE Improving its efficiency and quality of training Mastering and expanding One of the most important areas in improving HPE, increasing its efficiency and quality of training modern university is the development and expansion of the use of forms and methods of interactive learning.

Interactive learning and modernization of HPE in vocational education today The main methodological innovations in vocational education are also associated today with the teaching of upbringing (. with the use of forms and methods not only of interactive teaching, but also of upbringing (in particular, in the work of curators).

Interactive training and modernization of higher education by modernizing the system of Russian vocational education (). This direction has become stronger especially in last years in connection with the modernization of the system of Russian vocational education in the spirit of the requirements of the Bologna process (). with the transition to tiered education. There is no turning back, especially in 2011 with the transition to tiered education.

Implementation of the principle of interactivity Through the implementation of the principle of interactivity, the following tasks are solved: democratization of the educational process; democratization of the educational process; integration into the European and world educational space;integration into the European and world educational space;

Interactive training and modernization of HPE; enhancing the participation of the student in the creation of the educational result; enhancing the participation of the student in the creation of the educational result; formation of creative general professional competencies demanded by modern employers formation of creative general professional competencies increasingly in demand by modern employers (such as the ability to respond to a rapidly changing situation).

The concept of the essence of interactive learning The concept of "interactive" comes from the English "interact" ("inter" "mutual", "act" "act"). effective interaction as the vertex result of communication Thus, interactive is based on interaction, and effective interaction as the vertex result of communication is always dialogic.

The concept of the essence of interactive learning - direct or indirect

Main misconceptions 1. Interactive training is carried out only with the use of computer technology.

Computer in an interactive learning model Computer testing (educational and psychological) Computer testing (educational and psychological) Implementation of practical creative tasks in office programs (or special ones)Practical creative tasks in office programs (or special ones) Online discipline/research counseling

Advantages of the interactive learning model Domination of any participant in the educational process or any idea is excluded; from the object of influence, the student turns into the subject of interaction, he himself actively participates in the learning process, in the design of an individual educational route;

Advantages of the interactive learning model The use of this model involves modeling life situations, joint problem solving; (as opposed to imitation). makes it possible to use role-playing business games(as opposed to imitation).

Application of interactive learning Determined by: The nature of the educational program (main/additional) The nature of the educational program (main/additional) The specifics academic discipline The specifics of the academic discipline The purpose of a particular lesson The purpose of a particular lesson Age and other characteristics of students Age and other characteristics of students Opportunities and preferences of the teacher Opportunities and preferences of the teacher

Application of interactive learning in HPE Combination of game methods with others Combination of game methods with others Search for problems and solutions to formulated problems Search for problems and solutions to formulated problems of open source software Active use of game methods Active use of game methods Search for solutions to already set tasks Search for solutions to already set tasks

MODERN

PEDAGOGICAL TECHNOLOGIES

KGBOU "Novoaltaysk comprehensive boarding school"

Presentation prepared

social educator, methodologist Chicherina E.F.

Target : introduce with the essence and classification of modern pedagogical technologies.

Task minimum : provide mastering the definition of the concept of "pedagogical technology" and the logical foundations of the classification.

Maximum task : call interest and wish master modern pedagogical technologies.

PLAN.

• Definition pedagogical technology (PT).
• Structure pedagogical technology.
• Criteria manufacturability.
• Classification pedagogical technologies.
• Essence modern pedagogical technologies.
• Analysis and description pedagogical technology.

1 . Definition

pedagogical technology.

Pedagogical technology - it systemic method creation, application and definition of the entire process of teaching and mastering knowledge, taking into account technical and human resources and their interaction, which aims to optimize the forms of education.

2 . Structure

pedagogical technology.

STRUCTURE OF PEDAGOGICAL TECHNOLOGY.

• Conceptual basis.
• The content of the training :

• goals training (general and specific);
• content educational material.

3. Procedural part(technological process):

• organization educational process (EP);
• methods and forms learning activities students;
• methods and forms activities teachers;
• activity students and teachers in EP management;
• diagnostics OP.

Sources and components of modern PT:

• social transformations;
• new pedagogical thinking;
• development of sciences : pedagogy, psychology, social sciences;
• advanced pedagogical experience;
• experience past: domestic and foreign;
• folk pedagogy.

3. Manufacturability criteria.

Manufacturability criteria.

• Conceptuality:

• scientific concept;
• psychological, didactic, social justification for achieving educational goals.

• Consistency:

• logics OP;
• integrity OP;

• Controllability:

• diagnostic targeting;
• P EP planning;
• step-by-step diagnostics;
• correction of results by varying the means and methods of training.

• Efficiency:

• effectiveness of learning outcomes;
• optimal cost;
• guaranteed achievement

requirements GOS.

• Reproducibility:

• possibility of application in other educational institutions.

4. Classification

pedagogical technologies.

Classification of pedagogical technologies.

1. By level of application :

• general pedagogical;
• private subjects;
• local or narrowly methodical.

2. According to the concept of assimilation:

• associative reflex;
• developing;

3. By organizational form:

• classroom or alternative;
• individual or group;
• collective ways of learning;
• differentiated learning.

4. Approach to the child:

• authoritarian;
• personality-oriented;
• collaboration technologies.

5. According to the prevailing method:

• reproductive;
• explanatory and illustrative;
• dialogical;
• developmental education;
• gaming;
• problem-search;
• creative;
• information (computer).

6. By category of students:

• mass technology;
• compensating technologies;
• technologies for working with difficult

students;

• technologies for working with gifted

students, etc.

5. The essence of modern pedagogical technologies .

O main types educational process :

• productive , development-oriented creative thinking and involving creative activity and independent search about teaching Yu running;

• personal , formative individuality in the process of creative social interaction;

• essentially - reproductive , aimed at forming skills;

• formal reproductive , acquisitive knowledge .

T un educational process

determines the appropriate didactic appointment pedagogical technologies:

• study of new material ;
• production a skills and abilities;
• generalization, systematization I am and

deepening knowledge ;

• control knowledge, skills .

In accordance with didactic appointment pedagogical technologies are selected methods learning:

• dialogic ,

• creative ,
• developing ,
• explanatory - illustrative .

Leading is an dialogic method as the most effective and productive.

6. Analysis and description

modern pedagogical technologies.

The structure of the description and analysis of the pedagogical process:

• Name technologies :

• fundamental idea ;
• main quality ;

2 . Conceptual part :

• scientific theories, hypotheses ;
• c ate ;
• technology principles.

Analysis Criteria conceptual part:

• n ovizna;
• a alternativeness;
• G humanism;
• d democratism;
• With modernity.

Criteria for the analysis of the content of education:

• modernity theories , used in corrective schools;
• conformity social order;
• conformity principles consistency.

procedural characteristic:

• motivational characteristic;
• organizational forms OP;
• peculiarities methods and means of training;
• control OP;
• category students.

Program-methodical security :

• educational plans and programs;
• educational and methodical allowances;

• didactic materials;

• visual and technical facilities learning;
• diagnostic tools.

Main result activities educational institution should not become a system of knowledge, skills and abilities in itself, and the set of key competencies declared by the state

in the intellectual, socio-political, communication, information and other fields.

(Modernization strategy

education in Russia)

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Modern pedagogical technologies and their role in the educational process Prepared by: Bogdanova L.A. English teacher, MOBU "Secondary School No. 3 of Sol-Iletsk"

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Application modern technologies- one of the innovative directions in the development of modern didactics

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Technologies and methods
What is the difference between methodology and technology? (according to V.I. Zagvyazinsky) Teaching methodology is a set of methods and techniques used to achieve a certain class of goals. The methodology can be variable, dynamic, depending on the nature of the material, the composition of the students, the learning situation, and the individual capabilities of the teacher. Well-established standard methods are transformed into technologies. Technology is a rather rigidly fixed sequence of actions and operations that guarantees the achievement of a given result. The technology contains a certain algorithm for solving problems. The use of technology is based on the idea of ​​complete controllability of learning and reproducibility of standard educational cycles.
Modern educational technologies

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Definition Pedagogical technology
V.M. Monakhov "A model of pedagogical activity thought out in all details, including the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers."
G.Yu. Ksenozov "Such a construction of the teacher's activity, in which all the actions included in it are presented in a certain integrity and sequence, and the implementation involves the achievement of the desired result and has a probabilistic predictable character."
V.V. Guzeev "This is an ordered set of actions, operations and procedures that instrumentally ensure the achievement of the predicted result in the changing conditions of the educational process."
V.P. Bespalko "A set of means and methods for reproducing the processes of education and upbringing, which make it possible to successfully achieve the educational goals."
UNESCO "A systematic method of creating, applying and defining the entire process of teaching and learning, which sets as its task the optimization of forms of education."
M.V. Klarin "The system set and the order of functioning of all personal, instrumental, methodological means used to achieve pedagogical goals."
Modern educational technologies

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Manufacturability criteria
Educational technology must meet the basic requirements (technological criteria): Conceptuality Consistency Manageability Efficiency Reproducibility
Modern educational technologies

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Classification of pedagogical technologies
by type of pedagogical activity; by the type of management of the educational process; on the prevailing (dominant) methods and ways of teaching; on the approach to the child and educational orientation; alternative technologies, etc.

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Selevko German Konstantinovich (1932-2008) - Honored Worker high school, academician of IANP, professor, candidate of pedagogical sciences, author of the "Encyclopedia of educational technologies", author of the school of personal self-development
Modern educational technologies

Slide 8

Modern educational technologies

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Cooperation Pedagogy
Features of the methodology: a humane-personal approach to the child - a new look at the personality as the goal of education, humanization and democratization of pedagogical relations, the rejection of direct coercion as a method that does not give results in modern conditions, the formation of a positive self-concept. Didactic activating and developing complex: - the content of training is considered as a means of personal development, - training is conducted primarily on generalized knowledge, skills, ways of thinking, - variability and differentiation of training, - creating a situation of success for each child.
Modern educational technologies

Slide 10

Technology for the development of critical thinking
Critical thinking is the ability to analyze information from the standpoint of logic and a person-centered approach in order to apply the results obtained to both standard and non-standard situations, questions and problems. Critical thinking is the ability to ask new questions, develop a variety of arguments, and make independent, thoughtful decisions. The purpose of the technology is to ensure the development of critical thinking through the interactive inclusion of students in the learning process.
Modern educational technologies

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Project based learning technology
The original slogan of the founders of the system of project-based learning: "Everything from life, everything for life." The purpose of project-based learning: to create conditions under which students: independently and willingly acquire the missing knowledge from different sources; learn to use the acquired knowledge to solve cognitive and practical problems; acquire communication skills by working in different groups; develop research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize); develop systems thinking.
Modern educational technologies

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Gaming technologies
Game is the freest, natural form of human immersion in real (or imaginary) reality for the purpose of its study, manifestation of one's own "I", creativity, activity, independence, self-realization. The game has the following functions: psychological, relieving stress and promoting emotional relaxation; psychotherapeutic, helping the child to change his attitude towards himself and others, change the way of communication, mental well-being; technological, allowing to partially withdraw thinking from the rational sphere into the sphere of fantasy, transforming reality.
Modern educational technologies

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Problem learning
Problem-based learning is the organization of training sessions, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them. The result of problem-based learning: Creative mastery of knowledge, skills, abilities and development of mental abilities.
Modern educational technologies

Slide 14

Technology of level differentiation
Differentiated learning is a form of organization of the educational process, in which the teacher works with a group of students, compiled taking into account the presence of any significant common qualities for the educational process (homogeneous group). Individual psychological characteristics of children that form the basis for the formation of homogeneous groups: *according to age structure (school classes, age parallels, groups of different ages), * by gender (male, female, mixed classes, teams), * by area of ​​​​interest (humanitarian, physical and mathematical, biological and chemical, etc. groups) * by level of mental development (level of achievement) , *by the level of health (physical education groups, visually impaired groups, etc.) Intra-class (intra-subject) differentiation (N.P. Guzik): *intra-class differentiation of teaching, *developing a cycle of lessons on the topic.
Modern educational technologies

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Computer (new information) learning technologies
Goals: the formation of skills to work with information, the development of communication skills, the preparation of the personality of the "information society", to give the child as much educational material as he can learn, the formation research skills ability to make optimal decisions. main feature methods of computer learning lies in the fact that computer tools are interactive, they have the ability to "respond" to the actions of the student and teacher, "enter" with them in a dialogue.
Modern educational technologies

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Developmental learning technologies
Personally-oriented developmental education
Developmental learning technologies
Technology of self-developing learning (G.K. Selevko)

Slide 17

Portfolio
Portfolio is a technology that allows solving the problem of objective performance evaluation Portfolio is a professional career planning technology Types of achievements portfolio, thematic presentation, complex New forms of portfolio Electronic portfolio Passport of competencies and qualifications European language portfolio (a single European model adopted by the Council of Europe)
Modern educational technologies

Slide 18

Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again. V.P.Bespalko
Modern educational technologies

Slide 19

Creative success and effective work
Modern educational technologies

Presentation on the topic: Modern educational technologies

1 of 29

Presentation on the topic:

slide number 1

Description of the slide:

slide number 2

Description of the slide:

The concept of "technology" Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and mastering knowledge, taking into account technical and human resources and their interaction, which sets as its task the optimization of forms of education (UNESCO) Educational technology is a process system of joint activities of students and teachers for designing (planning), organizing, orienting and correcting the educational process in order to achieve a specific result while providing comfortable conditions for participants

slide number 3

Description of the slide:

Educational technology Educational technology is a complex consisting of: some representation of the planned learning outcomes, diagnostic tools for the current state of students, a set of learning models, criteria for choosing the optimal model for given specific conditions

slide number 4

Description of the slide:

The concept of "technology" 2 approach. Pedagogical technologies refer to the educational process as a whole (education and upbringing). Educational - affect only educational activities. Approach 3. Excludes the concept of "pedagogical technologies" and gives an idea of ​​the only possible concept of "educational technologies". In this context, if we talk about the phrase "educational technologies", then it is also used as a collective term that includes the entire list of technologies used in education. traditional methodological approach. These are those technologies, the purpose and result of which are strictly interconnected, and the effectiveness is diagnosable. According to M.V. Clarina is the so-called "hard" or "strict" technologies. These are technologies mainly aimed at mastering the content, for example, the "full mastering model", or mastering fairly simple (diagnosable) skills.

slide number 5

Description of the slide:

Educational technologies Educational technologies (a term that became generally accepted for pedagogical technologies of the 90s) are considered to be technologies that set more “broad” goals (research, Creative skills student, the development of critical thinking) that do not allow a rigorous diagnosis of learning outcomes. These are technologies aimed at developing the independence, subjectivity of the student. Often the concept of "educational technologies" of the 90s is replaced by the concept of student-centered educational technologies.

slide number 6

Description of the slide:

Three paradigms in the classification of technologies: 1. Traditional private methodological approach (empirical paradigm) 2. Pedagogical technologies (algorithmic paradigm), which appeared in the 50s of the last century as a counterbalance to the fuzziness and uncertainty of the traditional methodological approach 3. Educational technologies (stochastic paradigm) - a term that is becoming generally accepted for pedagogical technologies of the 90s

slide number 7

Description of the slide:

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Signs of pedagogical technology: the diagnostic nature of the description of the goal (in other words, the goals of the lesson should be described in such a way that they are determined according to clearly defined criteria); the reproducibility of the pedagogical process (including the prescription of the stages, the corresponding learning goals and the nature of the activity of the teacher and student) ; reproducibility of pedagogical results

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Technologies of a standard nature Group 1 Technologies of a standard nature. Main result here it is expressed in the formation of known knowledge, skills and abilities, and reflexive processes (analysis, comprehension, evaluation) are only used by a person as means (of course, necessary and desirable) for solving problems of a certain content in a particular academic subject

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Technologies of a reflexive nature Group 2 Technologies of a reflexive nature, the purpose and end result of which is to master the subject's methods of reflective thinking itself, over-subject cognitive skills that would later be included in the intellectual apparatus of the individual and used in the process of independent searches and discoveries

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The concept of second generation standards Competence is a new quality of the subject of activity, manifested in the ability to systematically apply knowledge, skills, values ​​and allows you to successfully resolve various contradictions, problems, practical tasks in a social, professional and personal context Competence is an objective result of the development of competencies by a particular person Universal learning activities are a set of student actions (as well as related skills academic work), ensuring his ability to independently assimilate new knowledge and skills, including the organization of this process

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The concept of second generation standards Requirements for the results of mastering the main educational programs are structured according to the key objectives of general education, reflecting individual, social and state needs, and include subject, meta-subject and personal results

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The concept of second generation standards Subject Results educational activities are expressed in the assimilation by students of specific elements of social experience studied within a particular academic subject - knowledge, skills, experience in solving problems, experience in creative activity, values. subjects methods of activity applicable both within the framework of the educational process and in solving problems in real life situations Personal results are understood as the system of value relations of students formed in the educational process - to themselves, other participants in the educational process, the educational process itself and its results

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Metacognitive, reflective technologies Metacognitive (metasubject), reflective technologies are technologies based on personal mechanisms of thinking: awareness, self-criticism, self-assessment, etc., which form intellectual skills and enhance reflexive mechanisms in educational activities. These technologies teach not only general methods of cognition, but also equip the student and teacher with separate techniques, mechanisms that enhance reflexive activity

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Cognitive and Metacognitive Skills The chain of formation of cognitive skills at first glance is simple: from reproductive skills to productive ones, B. Bloom singled out the following levels: knowledge (of terms used, specific facts, concepts, etc.), understanding (understanding of facts, interpretation of material, schemes, converting verbal material into mathematical expressions, etc.) The level of “knowledge - understanding - application” is the reproductive level of knowledge, to test this knowledge we use tasks like: “solve”, “read”, “name”, “Retell”, “explain the principle of action”, you will agree, these tasks are “leading” in school Productive level of knowledge - application, analysis, synthesis. Application (use of concepts in new situations, application of laws, procedures), analysis (highlighting hidden assumptions, seeing errors in the logic of reasoning, distinguishing between facts and consequences, etc.), synthesis (writing a creative essay, drawing up a research plan and .t.p.), evaluation (evaluation of the logic of building material, the significance of the product of activity, etc.)

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Cognitive and metacognitive skills Metacognitive skills in educational process: The chain of formation of such skills at first glance is simple: from reproductive skills to productive ones, and further to metacognitive ones. Cognitive skills are followed by metacognitive ones, such as the ability to plan their own learning activities, introspection, self-assessment, and help students go beyond the ability to self-educate

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Portfolio Portfolio is a technology for collecting and analyzing information about the learning process and learning outcomes. For a student, a portfolio is an organizer of his educational activities, for a teacher it is a means feedback and an assessment tool A distinctive feature of the portfolio is its personality-oriented nature: the student, together with the teacher, determines or clarifies the purpose of creating a portfolio; the student collects material in the portfolio; self-assessment and mutual assessment are the basis for evaluating results

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Case Study The case method allows you to demonstrate academic theory in terms of real events. It allows students to be interested in studying the subject, contributes to the active assimilation of knowledge and skills in collecting, processing and analyzing information characterizing various situations. preparation teaching materials on its use. The technology of working with a case in the educational process includes the following stages: 1) individual independent work students with case materials (problem identification, formulation of key alternatives, proposal of a solution or recommended action); 2) work in small groups to agree on the vision of the key problem and its solutions; 3) presentation and examination of the results of small groups at the general discussion (within the study group).

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"Method of projects" "The method of projects is a way to achieve a didactic goal through a detailed development of a problem (technology), which should end with a very real, tangible practical result, designed in one way or another" The project method is based on the idea that is the essence of the concept of "project", its pragmatic focus on the result that can be obtained by solving one or another practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice “The solution of the problem involves, on the one hand, the use of a set, various methods, teaching aids, and on the other hand, it implies the need to integrate knowledge, skills to apply knowledge from various fields of science, engineering, technology , creative areas "(Polat E.S. Method of projects)

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Pedagogical workshops Pedagogical workshops are a system of education proposed by French educators. Learning is based on solving a problem situation, which encourages the child to ask a lot of questions. Then comes the individual-collective search for the optimal number of solutions. The acquisition of knowledge in the workshop is carried out in the form of search, research, travel, discovery. The main thing in the technology of workshops is not to communicate and master information, but to transfer methods of work

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slide number 22

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Three phases of technology Important in this technology is to follow three phases: evocation (call, awakening), realization (comprehension of new information), reflection (reflection) and compliance certain conditions: activity. participants in the process, permission to express a variety of "risky" ideas, etc. A lesson, a lesson, a series of lessons (classes), a topic, a course can be built in accordance with the declared algorithm

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Reflection phase The third stage (phase) is reflection (thinking). At this stage, information is analyzed, interpreted, and creatively processed. The purpose of this educational technology (according to the idea of ​​its creators) is to develop the intellectual skills of students, which are necessary not only in studies, but also in everyday life (the ability to make informed decisions, work with information, analyze various aspects of phenomena etc.) The main goal of the technology for the development of critical thinking is the development of the student's intellectual abilities, which allow him to learn independently

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Functions of the call phase The most important functions of the call phase are: Informational. The challenge of existing knowledge, experience that students have on the topic. Often students do not have “initial” knowledge on the issue being studied, then at the challenge stage they “work”: questions before learning new material (“thick and subtle questions”, “Bloom’s chamomile”), a table of “question words”, etc. A variant of “calling knowledge” with the help of associations, assumptions is possible. Motivational. Presenting "our experience", we are waiting for its confirmation and expansion, asking "our questions" we want to get answers to them, this is always interesting for the student

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Call Phase Functions Often, at the challenge stage, the teacher gives a task or helps students to systematize (in most cases, graphically arrange) the material before studying it, for this purpose, separate methods of TRCM (“clusters”, comparison lines in the “conceptual” and “summary” tables, etc.) . The technology for the development of critical thinking is the only technology that helps to move from the declaration of independent goal-setting to learning this skill. Voicing his questions (requests) to the student, systematizing knowledge at the challenge stage, the student chooses the direction of studying the topic, sets his own goals for new topic

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Functions of the stage of reflection At the stage of reflection, it is important for the teacher to organize a discussion of what has been covered in such a way that the student can evaluate and demonstrate how his knowledge has changed from the challenge stage to the stage of reflection. team, our understanding of what has been covered, everything that we define as tools that will help the student in the future, “teach him to learn” even without the help of a teacher. The function of the reflection stage is the development of reflective metacognitive skills of students.