Posts Tagged 'pedagogical technologies'. Master class in computer science "Interactivity of presentations in the program "Microsoft Power Point"" Technological technique paging

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Posts Tagged 'pedagogical technologies'

Technological Reception "Paging"

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Reception "Paging"

On the portal "Network of Creative Teachers" in the community "Modern multimedia lesson" proposed the original effect of flipping through the book for presentations made using the PowerPoint program.

Astvatsaturov reception

The paging technique helps to create an algorithm for demonstrating a number of information blocks in a rich learning environment

This template is offered for scanned pages.

Samara clay toy Scroll forward by clicking on the right page, back to the left.

The template can be successfully applied when working with AutoShapes and text.

You can download the template with instructions about here or here.

Sometimes in the lesson you need to trace the thematic video sequence, textual information (for example, classification, cause-and-effect relationships, etc.). If you put all the information on the screen, the attention of the students will be unstable. Using the "Paging" technique, you can visually present dosed information in turn, like flipping through an album or book.

The "Paging" technique can simulate reading a book, for example, when describing a cycle of events.

The algorithm for performing the "Paging" technique:

Step 1. On the slide section, create a frame, imitating the frame of the picture:

(Insert- figures – Frame)

Or for an expanded book: Insert - Shapes - Wave or rounded rectangle etc.

Step2 . Illustrations, text snippets, tables, charts, etc. overlay one on

another. The first object must be in the bottom layer. The top layer should be the last object. This is important, because otherwise the paging effect will not work.

Step 3. Adding animation. It is better if the animation effect is used in PowerPoint stretching in mode Left. When inserting text, the text format must always be filled so that the previous pages do not show through.

Step 4. Adding slide transitions. Pages of text or images can appear on click or automatically one after another, depending on the objectives of the lesson.

Option 1 . Animation start "on click".

If we create simultaneous paging of illustrations and text, then the text and illustrations must be grouped into one object. To do this, select all the necessary objects, then with the right mouse button in the menu we find Format - Group

color:blue"> Option 2. paging makes it possible to scroll through two pages of a "book" or "notebook". Then the left page is configured: animation effect - input

Then - "Stretch to the right" and set up a slide change "with previous" or "after previous".

Interactive crosswords

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Technological technique "Magic pipe" for MS PowerPoint

Several options for using the Magic Pipe technique for MS PowerPoint:

1. Mathematics

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Interactive crosswords

Methodological support for teachers in promoting their professional career

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Technological method "Stencil"

Allows you to create interactive punch cards.

Georgy Osipovich Astvatsaturov has prepared a training material that can be downloaded from the Creative Teachers Network or from his Didactor blog.

The technology is very simple:

1. First, create a table on a slide and insert text.

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https://pandia.ru/text/79/291/images/image002_144.gif" width="15" height="15 src=">Dec.27,2011

teaching skills

Psychological and ethical-pedagogical erudition; professional abilities; pedagogical technique; Certain personality traits necessary for the implementation of professional activities.

In modern conditions, a master teacher is a teacher who has research skills and abilities, who knows the features of experimental work, who is able to analyze innovative pedagogical technologies, select content and apply in practice, the ability to predict the results of their activities, develop methodological recommendations.

Mastery of the organizer of the collective and individual activities of children; Mastery of persuasion; Mastery of transferring knowledge and forming experience of activity; Mastery of pedagogical technique.

a set of methodological techniques, pedagogical actions that are inherent in this particular teacher; original actions are interconnected and provide an effective solution of educational problems; The features of the teacher's work system are: integrity, optimality in determining the place and time of applying each methodological technique; versatility of impact on students with a simultaneous focus on the development of the core leading qualities of the individual; originality of the technique.

The purpose of the master class

Basic scientific ideas

Sequencing

Qualitatively new result

Modeling Reflection

Options:

Forms:

Free online services for PC, website security

Methodological support for teachers in promoting their professional career

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General requirements for lesson analysis

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Didactics by admin

EN-US">.14,2011

General requirements for lesson analysis

1. A scientific approach to the analysis of the lesson, based on psychological and pedagogical science and advanced pedagogical experience. Depth and comprehensiveness of the analysis; assessment of the lesson, taking into account the relationship of all its components and their didactic conditionality and logical relationship. Consideration of the lesson in conjunction with previous lessons of the topic under study. The emphasis in the analysis is on the most essential aspects of the lesson, which decisively determine the degree of assimilation of educational material, the quality of knowledge, and the development of the intellect of students. Objectivity of assessments. Scientific validity of assessments, characteristics and conclusions; their specificity, evidence and persuasiveness. Accounting for the specifics of this academic subject. Offers.

2. Types and planning of visits to lessons. Visiting and analyzing lessons as a method of intraschool control. Types of attending lessons: selective, thematic, parallel, targeted. Comprehensive study of teaching in a separate class during a full school day.

3.Planning visits to lessons: perspective (for a year and half a year), current (for a month and a week), calendar and graphic.

4. Preparation for visiting the lesson. Determine the purpose of the lesson. Acquaintance with the curriculum, with the actual material of this lesson and the methodology for its implementation (according to the textbook, teaching aids, instructions from the public education authorities, IUU, etc.). Acquaintance with the availability of educational and visual aids on the subject. Establishment of the status of the implementation of state programs, the accumulation of grades and the current progress of students, the timing and number of tests carried out, provided for by the program in the subject, the implementation of the practical part of the programs (practical and laboratory work, excursions), the volume of homework. Viewing conclusions, suggestions and assignments (they are given to the teacher after visiting the lesson during its analysis). Introduction to student work. Determination of forms of personal verification of the quality of students' knowledge and selection of materials necessary for this. Resolving the issue of inviting other school teachers to the lesson. Determining the purpose of such an invitation.

5. Scheme of observations and techniques for recording the progress of the lesson. The lesson observation scheme is a condition for the rational organization of the inspector's work, which ensures a clear, consistent fixation of the lesson and its subsequent analysis.

6. Preparation of the inspector for the analysis of the lesson attended. View a record of the lessons attended by this teacher, comments and suggestions. Formulation of questions addressed to the teacher related to the lesson plan and its implementation. Determination of the form of analysis of the lesson and the place of summing up (conversation, discussion at a meeting of the subject commission, at the pedagogical council). Step-by-step assessment of the course of the lesson and the activities of teachers and students. Conclusion based on the results of testing the quality of knowledge, skills and abilities of students. Isolation of the merits of the lesson, creative finds of the teacher, worthy of study and implementation in the practice of school teachers. Disadvantages of the lesson and the necessary assistance to the teacher. Formulation of a general assessment, conclusions and suggestions to the teacher.

7. Analysis of the lesson by the teacher. The main requirements for introspection: the place of the lesson being analyzed in the system of lessons on the topic under study, the rationale for the educational and upbringing goals of the lesson and the implementation of the planned lesson plan, the characteristics of the class and the motivation for selecting educational material for this lesson, the psychological and pedagogical assessment of the system of educational tasks and exercises performed by students in the lesson, assessment of the development of independent thinking of students in the lesson. Motivation for the choice of lesson methods, assessment of the compliance of these methods with the goals and content of the lesson, the fulfillment of the educational and educational tasks set, teacher satisfaction or dissatisfaction with the lesson (its individual parts): measures planned by the teacher to eliminate the noted shortcomings, assessment and justification of the results achieved in the lesson. Self-assessment as one of the conditions for the teacher's creative work.

Analysis of the lesson by the inspectors.

Analysis of lesson objectives. Evaluation of the correctness and validity of setting the educational and educational goals of the lesson, taking into account the characteristics of the educational material, the place of this lesson in the system of lessons on the topic, the level of preparedness of the class. Presentation and communication of lesson ideas to students. The degree of achievement of the objectives of the lesson.

Analysis of the structure and organization of the lesson. Correspondence of the structure of the lesson with its goals. The thoughtfulness of the choice of the type of lesson, its structure, the logical sequence and the relationship of the stages of the lesson. The expediency of the distribution of lesson time between them. Rationality of the choice of forms of education. The presence of a lesson plan and the organization of its implementation by the teacher. Lesson equipment. Rational organization of work of teachers and students.

Lesson Content Analysis. Compliance of the content of the lesson with the requirements of state programs. Completeness, reliability, accessibility of presentation. The scientific level of the material presented. The degree of moral influence, educational orientation of the lesson. Generalization of the main ideas of the lesson (topic, course). The polytechnical orientation of the lesson, its connection with life, labor education and career guidance. Implementation of the developing possibilities of the lesson in terms of the formation of active learning activities of independent thinking, cognitive interests. Leading students to the rejection of new knowledge. Identification of the main idea of the new material. Formation of new concepts. Updating of basic knowledge.

Organization of independent work of students. The nature of training exercises, types of independent work, degree of complexity, variability, taking into account the level of preparedness of students in the class. Instruction and teacher assistance. The degree of assimilation of new material (efficiency). Connecting the new with the previously learned. Repetition (organization, forms, techniques, volume).

Analysis of the lesson methodology. Determination of the validity and correctness of the selection of methods, techniques and teaching aids, their compliance with the content of the educational material, the set goals of the lesson, the learning opportunities of this class, the correspondence of the methodological apparatus of the lesson to each of its stages and the tasks of activating students, a variety of techniques and methods used by the teacher. The emotionality of the presentation of the material. The effectiveness of the use of visual aids, didactic handouts and technical teaching aids. Evaluation of the methodological armament and pedagogical technique of the teacher.

Analysis of the work and behavior of students in the classroom. Overall assessment of the class. Attention and diligence. interest in the subject. The activity of the class, the performance of students at different stages of the lesson. Organization of independent educational work of students, development of rational methods of educational work of students. Assessment of the feasibility and effectiveness of the applied forms of educational work. Formation of general educational and special skills and abilities. Fulfillment of uniform requirements. Individual work with weak and strong students. Combination of collective and individual work. Class discipline and methods of maintaining discipline.

The culture of communication between the teacher and students, the teacher's observance of the norms of pedagogical ethics and tact, the assessment of the moral and psychological climate created by the teacher in this children's team.

The quality of knowledge, skills and abilities. Depth, awareness and strength of knowledge. The ability to isolate the leading ideas in the lesson material, to apply knowledge in various situations, to acquire new knowledge with the help of existing ones. The degree of mastery of practical skills. The nature of checking the knowledge of students by the teacher. Types of verification. Accumulation, objectivity of the grades, their motivation, educating stimulating character.

Analysis of homework received by students. Purpose, scope. The ratio between the amount of work done in class and the amount of work given at home. The nature of the homework (creative, training, reinforcing, developing its feasibility). Commentary and instruction of the teacher on homework.

Evaluation of the sanitary and hygienic conditions of the lesson.

Introspection score made by the teacher in the course of answering questions posed by the inspector; self-assessment conclusion.

General assessment of the degree of achievement of the educational and educational goals of the lesson. General motivated assessment of the results of the lesson: the optimality of the teacher's teaching actions; the quality of knowledge, skills and abilities of students; the trend of shifts in their development and upbringing. Argumented characteristics of the merits of the lesson.

Elements of creativity worthy of study and implementation in the practice of school teachers.

Disadvantages of the lesson. Diagnosis of causes and trends in their development. Suggestions for their elimination.

Scientific validity of conclusions and assessments, reliance on the achievements of the psychology of pedagogical science and advanced pedagogical experience. Concreteness of conclusions and proposals, their evidence and persuasiveness.

Final word from the teacher.

Style of conversation with the teacher. Goodwill, respectfulness and tactfulness of conversation with the teacher, reliance on the positive. Taking into account the individual characteristics of the teacher: character, type of nervous activity, experience and degree of pedagogical skill, general outlook and pedagogical erudition.

FORMS OF ANALYSIS AND SELF-ANALYSIS OF THE LESSON

1 - a brief (evaluative) analysis - this is a general assessment of the educational function of the lesson, characterizing the solution of educational, educational and developmental tasks and assessing their implementation;

2 - structural (step-by-step) analysis - this is the identification and evaluation of the dominant structures (elements) of the lesson, their expediency, which ensures the development of students' cognitive abilities;

3 - system analysis - this is the consideration of the lesson as a single system from the point of view of solving the main didactic task of simultaneously solving the developing tasks of the lesson, ensuring the formation of knowledge, skills and abilities of students, their assimilation of teaching methods;

4 - complete - this is a system of aspect analyzes, including an assessment of the implementation of lesson objectives, the content and types of educational activities of students according to such characteristics as the levels of students' assimilation of knowledge and methods of mental activity, the development of students, the implementation of didactic principles and the effectiveness of the lesson;

5 - structural-temporal analysis - this is an assessment of the use of lesson time for each of its stages;

6 - combined analysis - this is an assessment (simultaneous) of the main didactic goal of the lesson and structural elements;

7 - psychological analysis - this is the study of the fulfillment of psychological requirements for the lesson (ensuring the cognitive activity of students of a developing type);

8 - didactic analysis - this is an analysis of the main didactic categories (implementation of the principles of didactics, selection of methods, techniques and means of teaching and teaching schoolchildren, didactic processing of the educational material of the lesson, pedagogical guidance of independent cognitive activity of students, etc.);

9 - aspect analysis - this is a consideration, a detailed and comprehensive study and evaluation from a certain point of view of any side or a separate goal of the lesson in relation to the results of students' activities. Example aspects of the lesson:

implementation by the teacher of the triune task of the lesson; the use of developmental methods in the classroom; study of ways to enhance the cognitive activity of students; ways of developing cognitive interest; formation of general educational methods and skills among schoolchildren; verification and assessment of knowledge, skills and abilities of students; organization of problem-based learning in the classroom, etc.;

10 - complex analysis - this is a simultaneous analysis of the didactic, psychological and other basics of the lesson (most often the system of lessons).

An approximate scheme for a comprehensive analysis of a problem-developing lesson

(the diagram can also be used for introspection):

the readiness of the teacher and students for the lesson (external); internal, psychological readiness of students for the lesson; organizational actions of the teacher (if necessary); planning by the teacher and communication to students of the educational, educational and developmental tasks of the lesson; what methods of problem-based learning were used by the teacher (search, research, problem presentation); application of problematic methods in the teaching of schoolchildren; the ratio of the activities of the teacher and the activities of students; the volume and nature of independent work of students and the ratio of reproductive and productive independent work; taking into account by the teacher the levels of actual development of students and the zone of their proximal development; approaches to increasing students' positive motivation for learning; posing problem questions by the teacher, creating problem questions, creating problem situations, showing their resolution; the teacher's possession of ways to create problem situations; compliance with the rules for posing an educational problem; the use of a textbook, the ratio of reproductive and partially search work with it; compliance of the selection of visual aids with the requirements of problem-based learning; formation of special and general educational skills of students; students have cognitive skills: formulating a problem, proposing and substantiating a hypothesis, finding ways to prove (refute) a hypothesis, verify the correctness of its solution; students' ability to carry out logical operations; development of cognitive abilities of students at each stage of the lesson (which this proves); difficulties that arose among students of the whole class, among individual students, their causes, how they were eliminated; compliance with the requirements of problem-developing learning for students' homework: what tasks were offered (to continue the research started in the lesson, to solve a new, non-standard task, to update basic knowledge and skills, to apply knowledge and skills in a new situation, for independent theoretical understanding ); taking into account the teacher's individual characteristics, abilities and preparedness of students and the proposal of differentiated tasks; which gave a lesson for the development of students' will, intellect, emotions, cognitive interests, speech, memory, independent thinking. overall learning outcomes.

Observation sheet (scheme of analysis and introspection of the lesson)

General information:

school, class, date of the lesson; the theme of the lesson, the objectives of the lesson.

Lesson equipment:

What teaching aids did the teacher use? are visual aids and technical aids4 prepared; how is the blackboard prepared for the lesson;

whether the content corresponds to the program, the objectives of the lesson; whether it has been didactically processed; the formation of what knowledge, skills and abilities it contributes to; with what material the students worked for the first time, what knowledge, skills and abilities were formed and consolidated in the lesson; how the material of the lesson contributed to the development of creative forces and abilities of students; what general educational and special skills and abilities have been developed; how intersubject communications were carried out; whether intra-subject communications were observed; whether the content of the lesson contributed to the development of interest in learning.

Lesson type and structure:

what type of lesson is chosen, its expediency; the place of the lesson in the system of lessons for this section; how the lesson was connected with previous lessons; what are the stages of the lesson, their sequence and logical connection; conformity of the structure of the lesson to this type; how the integrity and completeness of the lesson was ensured.

Implementation of learning principles:

the principle of focusing training on complex problem solving; what was expressed in the scientific nature of training, connection with life, with practice; how the principle of accessibility of education was implemented; what was the purpose of each type of visualization; how the principle of systematic and consistent formation of knowledge, skills and abilities was observed; how the consciousness, activity and independence of students was achieved, how the teaching of schoolchildren was guided; to what extent was the development of students in the lesson; what character of cognitive activity prevailed (reproductive, search, creative); how individualization and differentiation of education were implemented; how to stimulate the positive attitude of students to learning.

Teaching methods:

to what extent the methods used corresponded to the objectives of the lesson; what kind of cognitive activity they provided; what methods contributed to the activation of the teachings of schoolchildren; how independent work was planned and carried out and whether it ensured the development of cognitive independence of students. what is the effectiveness of the methods and methods of training used.

Organization of educational work in the classroom:

how the setting of educational tasks was carried out at each stage; how different forms were combined: individual, group, classroom; whether the alternation of different types of students' activities was carried out; how was the control over the activities of students organized; whether the knowledge and skills of students were assessed correctly; how the teacher carried out the development of students (development of logical thinking, critical thinking, ability to compare, draw conclusions); What methods did the teacher use to organize students? how he summed up the stages and the whole lesson.

Teacher work system:

the ability of the general organization of work in the lesson: the distribution of time, the logic of the transition from one stage to another, the management of students' educational work, class ownership, discipline; showing students rational ways of learning; determination of the volume of educational material for the lesson; teacher's behavior in the classroom: tone, tact, location, appearance, manners, speech, emotionality, nature of communication (democratic or authoritarian), objectivity; the role of the teacher in creating the necessary psychological microclimate.

Student work system:

organization and activity at different stages of the lesson; the adequacy of the emotional response; methods and techniques of work, the level of their formation; attitude to the teacher, subject, lesson, homework; the level of assimilation of basic knowledge and skills; availability of skills for the creative application of knowledge, skills and abilities.

General results of the lesson:

implementation of the lesson plan; a measure of the implementation of the general educational, educating and developing tasks of the lesson; levels of mastering knowledge and ways of students' activities:

1st - assimilation at the level of perception, understanding, memorization;

2nd - application in a similar and similar situation;

3rd - application in a new situation, i.e. creative;

overall assessment of the results and effectiveness of the lesson;

SCHEME OF OBSERVATIONS AND ANALYSIS OF THE LESSON

The main parts of the content of the lesson	Activity methods	Benefits used


Features of conducting a lesson by a teacher	What students have learned	What needs to be improved in the classroom

Types of control	What is controlled	Forms and methods of control	Conclusions on control

Teacher activity	Motives of behavior and state of students	Existing shortcomings	Ways to eliminate deficiencies

Time and structural	Activity	Remarks
lesson links

LESSON OBSERVATION AND EVALUATION SHEETSchool ________________ Inspector _____________________________________________Date ____________Class __________ Students in the class_________ At the lesson _______________ FULL NAME. teacher ______________________________________________ Subject ________________ Subject __________________________________________________________________________
Requirements for a teacher	Student Job Requirements

Beginning of the lesson Repetition and checking of tasks Theoretical level of presentation a) science b) logic c) systematic d) sequence e) availability Disclosure of the topic Selection of material Organization of students' attention Educational side of the lesson Use of TSO, visualization of didactic material Individual approach Emotionality of the story Pedagogical tact Speech Time calculation Organization of independent work Objectivity Homework Suggestions and advice opinion of the teacher who conducted the lesson		Attention of students at various stages: Student activity when questioned when studying when fixing Interest in the topic Strength of knowledge Independence of judgments Attitude towards the teacher Labor culture Speech Questions to the teacher Self-control Discipline: a) readiness for the lesson b) during the lesson c) during independent work d) while explaining d) while giving homework f) call response
Teaching specialty of the inspector ______________ped. experience __________ experience dir. _____Signature of the inspector ______________________________________________________________

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Multimedia Technology

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Use of multimedia technologies

Methodological features of the organization of training using multimedia:

1) lessons using multimedia presentations are held in computer classes using multimedia projectors, resident directories, automated training systems, video recordings of various programs, etc.;

2) in practical classes a separate computer should be assigned to each student, on which it is advisable to create his personal folder, named with the class code and the student's last name;

3) must be used individual approach, including the widespread use of individualized training programs, a bank of multi-level tasks (for practical exercises and laboratory work)

4) it is advisable to carry out a significant part of the classes in the form of business games; as tasks, real life multivariate tasks should be given, especially those that graduates will meet in their professional activities

7) should be widely used project method, within which it is necessary to observe the principles of consistency and continuity; this means that one global task must be consistently performed in all practical (laboratory) and computational and graphic works, supplemented and expanded, embodied in a harmonious complete system

should be provided and the possibility of parallel and concentric study of the main sections of the program; this allows students, as they master the course, to gain more and more in-depth knowledge of each of the sections, without losing the integrity of the presentation of the entire material

9) need to lean on the following interrelated principles: cognition motivation; versatile perception; "penetrating" system-information analysis

10) should be used more widely problem-based teaching method, to provide for the development by students of real programs (documents, tables, databases) that can be used in the learning process.

The use of multimedia technologies in education has the following advantages compared to traditional education:

allows the use of color graphics, animation, sound, hypertext; allows the possibility of constant updating; has low costs for publication and reproduction; allows the possibility of placing interactive web elements in it, for example, tests or a workbook; allows the possibility of copying and transferring parts for quoting; allows the possibility of non-linearity of the passage of material due to the multitude of hyperlinks; establishes a hyperlink with additional literature in electronic libraries or educational sites;

Multimedia allow combine verbal and visual-sensory information, which contributes to the motivation of students, the creation of an actual setting for learning.

Organization of classroom activities with the use of multimedia technologies makes it possible to save time, thereby intensifying the presentation of educational material, through the use of very simple tools available to any student. During the lesson, the schoolchildren themselves can create a visualized colorful learning and gaming environment to the limit, which literally produces a revolutionary effect in the perception of the subject "Computer Science" by schoolchildren.

multimedia computer technology give the teacher the opportunity to quickly combine a variety of tools that contribute to a deeper and more conscious assimilation of the material being studied, save lesson time, saturate it with information.

Implementation in teaching modern course of informatics of multimedia technologies has revealed a number of positive aspects and several difficult moments. Thus, the organization of classes using multimedia technologies with the use of a special projector makes it possible to visually demonstrate the capabilities of the software being studied and save time, thereby intensifying the presentation of educational material. At the same time, there are additional requirements for the preparation of multimedia materials and the organization of the lesson.

Inclusion of information multimedia technologies makes the learning process more technological and effective. Yes, there are difficulties along the way, there are mistakes, and they cannot be avoided in the future. But there is a main success - this is the interest of students, their readiness for creativity, the need to acquire new knowledge and a sense of independence. The computer allows you to make lessons that are not similar to each other. This feeling of constant novelty promotes interest in learning.

So when using multimedia in the lesson through interactivity, structuring and visualization of information, the student's motivation is strengthened, his cognitive activity is activated, both at the level of consciousness and subconsciousness.

Of all the information channels, visual is the most powerful, so its use in multimedia education is more developed. However, this does not negate the importance and significance of other media. For example, the efficiency of mastering the material significantly increases the creation of its own rhythmic dominant for each multimedia textbook with the help of the optimal selection of musical accompaniment.

The thoughtful interaction of the keyboard and mouse in multimedia textbooks in combination with other media adds another advantage to this educational technology. It is based on the fact that manual exercises significantly develop memory. It is no coincidence that earlier contour maps were drawn in gymnasiums - in order to “fill” the hand and in order to better remember.

multimedia technologies turned educational visualization from static to dynamic, that is, it became possible to track the studied processes in time. Previously, only educational television had such an opportunity, but this area of visibility lacks an aspect related to interactivity.

Model processes, that develop over time, interactively change the parameters of these processes, a very important didactic advantage of multimedia learning systems. Moreover, there are quite a lot of educational tasks related to the fact that the demonstration of the studied phenomena cannot be carried out in the classroom, in this case, multimedia tools are the only ones possible today.

The experience of using multimedia technologies shows:

sharply increases the interest of students in work and their activity; an algorithmic style of thinking develops, the ability to make optimal decisions is formed, to act variably; the teacher is released from the mass of routine work, the opportunity for creative activity is provided based on the results obtained.

Methodology for the development of didactic support for lessons using multimedia technologies

Features of preparing educational multimedia presentations

When creating multimedia presentations, the following requirements must be considered:

1.Motivation. Motivation is a necessary component of learning, which must be maintained throughout the lesson process. Of great importance is a clearly defined goal, which is set for students. Motivation quickly decreases if the level of the tasks set does not correspond to the level of the student's preparation.

2. Setting a learning goal. The student from the very beginning of working at the computer should know what is required of him. Learning objectives should be clearly and precisely formulated in the course of the lesson.

3. Creation of prerequisites for the perception of educational material. To create the prerequisites for the perception of educational material, auxiliary materials (guides for the student) that are included in the textbook kit or prepared by the teacher himself can be useful.

4. Submission of educational material. The strategy for presenting the material is determined depending on the educational tasks being solved. An important problem is the design of the frames supplied to the display screen. Known principles of readability must be used.

5.Evaluation. In the course of working with a computer, students should know how they cope with educational material. The most important is the organization of communications "student - teacher - student". For these purposes, it is recommended to organize the work of schoolchildren in projects or "learning in cooperation", discussions.

When creating a multimedia presentation, it is necessary to take into account not only the relevant principles of classical didactics, but also the specific principles of using computer multimedia presentations.

Divide each material into known steps and small finished pieces.

Indicate at each step separate parts of the subsequent material and, without allowing significant breaks, cite separate data from it in order to arouse the student's curiosity, without, however, fully satisfying it.

Distribute and arrange the material in such a way that, wherever possible, at the next step, when learning a new one, the previous one is repeated again.

The use of a variety of graphics, animations and simulations should help increase the attractiveness of interactive courses.

A well-crafted presentation can capture the attention of the trainees and arouse interest in learning. However, one should not get carried away and abuse the external side of the presentation associated with special effects. If you overdo it, then reduce the effectiveness of the presentation as a whole. It is necessary to find such a balance between the material presented and the effects that accompany it, so that your students literally "sit on the edge of the chair." This rule is true for all multimedia presentations in general, but especially for educational presentations.

Development of a multimedia presentation script

When creating a scenario diagram and compiling text accompaniment to a multimedia presentation, one should be guided by the following principles:

The presentation should be concise, accessible and compositionally coherent. The duration of the presentation with the script should be no more than 20-30 minutes. To demonstrate, you need to prepare approximately 20-25 slides (showing one slide takes about 1 minute, plus time for answering questions from the audience). When presenting the material, you should highlight several key points and, during the demonstration, return to them from time to time in order to highlight the issue from different angles. This ensures that the information is properly received by your listeners. Don't be afraid to repeat your thought if you want it to be learned.

Guidelines for Creating an Effective Presentation

The plan below will help you when you are working on your own presentation.

Before you start working on your presentation, you should have a complete understanding of what you are going to talk about. There should be nothing superfluous in the presentation. Each slide should represent a necessary narrative link and work towards the overall idea of the presentation. Unsuccessful slides must be merged with others, moved or deleted altogether. Use ready-made templates when choosing a character style and background color. Don't be afraid to get creative. Experiment with placing graphics and creating special effects. Don't overload your slides with unnecessary details. Sometimes it is better to present several simple ones instead of one complex slide. Don't try to cram too much information into one slide. Additional effects should not become an end in itself. They should be kept to a minimum and used only to draw the viewer's attention to the key points of the demonstration. Sound and visual effects should in no case come to the fore and obscure useful information.

A multimedia presentation should have the following qualities:

A convenient navigation system that allows you to easily navigate through the presentation Using the multimedia capabilities of modern computers and the Internet (graphic inserts, animation, sound, if necessary, etc.). Breaking down the lesson into small logically closed blocks (slides). Each slide in your presentation should have a title. Links to literary sources, electronic libraries and sources of information on the Internet. Accessibility - fast loading, without complicating effects.

When creating multimedia presentations, you must:

to break down the lesson into small semantic parts - modules. Each slide must have a title; selection for each module of the appropriate form of expression and presentation to the trainees of the section heading, texts, figures, tables, graphs, sound and video sequences, etc. (according to the content); modeling the cognitive activity of students when studying a section and using the results in compiling it (the main transition sequence between slides is determined); designing ways to consolidate knowledge and skills and provide feedback (selection of tasks, control questions, tasks for modeling, development of methods for analyzing answers, replicas to typical incorrect answers, compiling tips (help)); compiling texts, developing drawings, tables, diagrams, drawings, video sequences, in accordance with the requirements of ergonomics; the layout of the modules of each section of the lesson from an ergonomic point of view.

Each module includes to the maximum:

The text of the psychological mood Aims of studying the module Educational questions Educational material A set of key problems on the topic of the module The best works of students from previous groups New works of students Questions for self-examination and reflection (preferably with answers, comments and recommendations) Structural and logical diagram of the module Internet sites on the subject of the module.

The need to create a simple and intuitive interface in which educational information is visually combined with navigation tools;

Determination of the structural organization and form of presentation of educational material, corresponding to the set pedagogical goals.

The main goal of the proposed approach is to focus on studying the process of organizing content and presenting it in a form that is most convenient for the audience to understand.

An important point is the choice of the general style of the presentation. When the presentation class, the category of trainees are defined, then it becomes easier to make a choice of style. Choosing the right style requires knowing the principles of ergonomics, which include the best, proven methods for using certain components of a multimedia presentation. Considering this stage, you can analyze in detail several presentations, identifying their shortcomings and suggesting ways to eliminate them.

You need to be able to fit maximum information into a minimum of words, to attract and hold the attention of students. Simply copying information from other media and placing it in a presentation is no longer enough.

After the “zest” is found, you can begin to develop the structure of the presentation, build a navigation scheme, select tools that are more in line with the ideas and level of the lesson.

To ensure the didactic functions of the educational and methodological complex, the following requirements are imposed on a multimedia presentation:

1. Text fragments can be accompanied by audio or video information to highlight semantic accents. To present heterogeneous or hypertext information, it is recommended to use a multi-window interface.

2. The multimedia presentation may contain additional material, as well as material for in-depth study of the topic.

3. The most important elements of a multimedia presentation should have hints or explanations. The reference material of the presentation contains the main definitions, the most important dates in the history of the development of computer science, tables for comparing certain characteristics of objects, etc.

4. After studying each structural unit of the educational material, the presentation contains material for generalization, presenting the studied material in a more concise form.

5. The multimedia presentation must be open to development.

6. The text of a multimedia presentation should be able to copy, print.

When preparing multimedia presentations, the teacher should use the Internet, modern multimedia encyclopedias and electronic textbooks. Over time, the best multimedia presentations will appear on the web to use as a base in the process of preparing a lesson.

When creating a presentation, you should find as many points of contact between the subject and "external" information flows as possible. This allows you to make your presentation more interesting, relevant and exciting.

The multimedia tools used in the presentation help to communicate more effectively with students. Plan in advance all aspects of its implementation.

Flexibility is one of the foundations of a successful presentation. Be prepared to make changes as the presentation progresses in response to students' reactions.

The presentation can have two versions for the teacher and the student. The electronic presentation is constantly updated with new materials and improved. For the student, his presentation is replenished with personal work. Modern software and hardware make it easy to change the content of the presentation and store large amounts of information.

Stages of preparing a multimedia presentation:

Methods for using multimedia presentations.

The forms and place of using a multimedia presentation (or even its individual slide) in a lesson depend, of course, on the content of this lesson, the goal set by the teacher. Nevertheless, practice allows us to identify some common, most effective methods for using such benefits:

1. When learning new material. Allows you to illustrate with a variety of visual means. The application is especially beneficial in cases where it is necessary to show the dynamics of the development of a process.

2. When pinning a new topic

3. To test knowledge Computer testing is a self-examination and self-realization, it is a good incentive for learning, it is a way of activity and self-expression. For a teacher, this is a means of quality control of knowledge, a programmed way of accumulating grades.

4. To deepen knowledge, as additional material for lessons.

5. When checking frontal independent work. Provides along with oral visual control of results.

6. When solving educational problems. Helps to complete the drawing, draw up a solution plan and control the intermediate and final results of independent work on this plan

7. Means of emotional unloading. During block lessons or lengthy consultations before exams, it is worth turning on video screensavers of experiments or cartoons, while the students lose their fatigue, they become interested, they look for answers, turn to the teacher with questions, and recharge with new energy. Multimedia - programs look like a video, but with the ability to intervene in the course of action and conduct a dialogue.

8. As a means for the production of handout didactic material, codograms and cards. A personal computer in the hands of a teacher, in addition to a scanner and a printer, is a teacher's mini-printing house.

In educational activities, the use of a computer is possible in three forms.:

1) machine as a simulator

2) a machine as a tutor that performs certain functions for a teacher, and those that a machine can perform better than a person

3) A device that simulates a certain environment and the actions of specialists in it.

Training systems are most appropriate to use to consolidate previously acquired skills. Tutoring systems are best used provided that the goals and objectives of the training are clearly defined. Simulation educational modeling is most suitable when the educational material is not of a systemic nature and its boundaries are not clearly defined.

When using a multimedia presentation, it can be used in a classroom system or new models of its application can be used.

You can note the method of projects as the most promising pedagogical technology that allows you to fully reveal the creative abilities of schoolchildren, to form the ability to navigate in a huge sea of information, focusing on the main thing, to take responsibility and make decisions.

Of course, the project method requires the highest qualifications of a teacher, a creative approach to the school curriculum, the ability to aggregate knowledge in several subjects, and, of course, organizational skills. The use of information technology in the implementation of the project at school and, of course, in the development of materials for it, became decisive, breathed new life into the design methodology known for a long time. The main components of the project method are the research work of schoolchildren and the evaluation of this activity.

Of all the cognitive tools, multimedia is the best way to represent knowledge in various ways, including all modalities of perception. Working with multimedia tools, students have at their disposal a rich arsenal for self-expression of the studied material. Multimedia implements a more creative approach to the process of assimilation and presentation of knowledge.

A system of education in which students acquire knowledge and skills in the process of planning and completing progressively more complex practical tasks-projects. One of the personality-oriented technologies, a way of organizing students' independent activities, aimed at solving the problem of an educational project, integrating a problem-based approach, group methods, reflective and other methods.

The most progressive possibilities of multimedia are to use them in the educational process as an interactive multi-channel tool of knowledge. The research, project approach in the system of teaching schoolchildren, the development of their own multimedia / hypermedia projects, the constant use of multimedia for educational purposes in all blocks of disciplines of general cultural and subject training, make it possible to transform the traditional learning process into a developing and creative one.

Information technologies make it possible to give students a unique opportunity to learn a new concept, notice a pattern, put forward their own hypothesis, and feel how mathematical questions arise independently in the learning process, regardless of the teacher.

The ability to use the project method is an indicator of the teacher's high qualification, his progressive teaching methods and student development. No wonder these technologies are referred to as technologies of the 21st century, which primarily imply the ability to adapt to the rapidly changing living conditions of a person in a post-industrial society. But it should also be noted that the project method can only be useful if it is applied correctly, the structure of ongoing projects is well thought out and the personal interest of all project participants in its implementation.

Teaching methods are closely related to the nature of the presentation and perception of information for both the student and the teacher. And in connection with this fact, it should be noted that the use of multimedia technologies significantly affects the nature of the presentation of information, and, consequently, the teaching methods.

There are opportunities to use the methodical method do as I do - we are talking about the joint activity of the teacher and the student.

Or the presentation option is not completed, but the student is invited to illustrate the text himself.

Game teaching methods are widely used.

Multimedia elements create additional psychological structures that contribute to the perception and memorization of the material, for example, summing up in each presentation is preceded by a certain sound or melody that sets the student up for a certain type of work.

The most effective use of combined teaching methods.

In computer science classes, it is recommended to combine both traditional forms of learning (conversation, lecture, independent study, group lesson with a visual display on a computer), and various new forms of organizing educational activities (project method, work in small groups, game methods, widespread use of individualized training programs, training testing).

It is reasonable and expedient to use the creative potential of students. The organization of students' work on the creation, development and design of specific Web pages contributes to a significant activation of their cognitive activity. This work is accompanied, as a rule, by deep internal motivation, it allows you to connect teachers and students, show ingenuity and imagination, and achieve self-expression.

Computer science education has traditionally used computer-based tutorials for a number of reasons. Firstly, one of the main developers of computer training programs were specialists in the field of informatics, secondly, formal languages for describing algorithms made it possible to carry out high-quality automated control of grammatical structures, and, thirdly, the content of a number of sections of computer science is well structured, which contributes to its computer representation.

The most productive and promising areas of using the Internet by students are: interpersonal communication, search for additional information on various academic disciplines, familiarization with educational projects, independent production of Web sites.

The following problems exist in the use of multimedia:

real individualization of learning based on the use of multimedia occurs only if the cognitive style of the author of multimedia programs matches the style of the user; communicative or social-cognitive aspects of learning are not taken into account. The introduction of graphics, video images and audio information does not solve the problems of ensuring effective communication that has a significant emotional (and therefore motivational) impact on the student; the introduction of various types of media impact (including sound, graphics, video, animation) does not always solve the problem of improving the perception, understanding and memorization of information, and sometimes interferes with the perception of trainees due to the noise of the channels; unpreparedness of teachers for the free use of multimedia in education due to low multimedia literacy (the ability to make a reasonable choice of multimedia tools for the implementation of pedagogical goals, knowledge of the possibilities and modern trends in the development of multimedia, possession of educational multimedia development tools for assembling multimedia modules); the problem of rejection of existing programs and resources, which occurs due to the inadequacy of multimedia programs to the real educational process; the use of multimedia as a new didactic tool in traditional learning systems does not allow optimal implementation of the educational and developmental resource of multimedia;

Thus, traditional teaching technologies should be replaced by new information developing pedagogical technologies. With their help, such pedagogical situations should be realized in the lessons, in which the activities of the teacher and students are based on the use of modern information technologies, and are of a research, heuristic nature. For the successful implementation of these technologies, the teacher must have the skills of a PC user, be able to plan the structure of actions to achieve the goal based on a fixed set of tools; describe objects and phenomena by building information structures; conduct and organize the search for electronic information; clearly and unambiguously formulate a problem, task, thought, etc.

At present, conditions are being formed in schools to solve most of the above problems.

The essence of new information technologies is to provide teachers and students with access to modern electronic sources of information, create conditions for the development of the ability to self-learning by organizing research creative educational work of students aimed at integrating and updating the knowledge gained in various subjects. The reform of modern education can take place only if electronic sources of educational information are created.

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Creative Teacher Library

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LIBRARY

Materials of the Moscow Region Interdisciplinary generalization General pedagogical technologies Working with parents Social pedagogy Scenarios of holidays Materials for parents Miscellaneous Audio recordings Video recordings

children

Websites, teaching materials on SUBJECTS:

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Pedagogical technologies

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Watch the presentation"Pedagogical technologies"

Creative (pedagogical, French) workshops. 1 investment

Master class "Sinkwine - the technique of developing critical thinking" 1 investment

Master class "Sinkwine" 1 investment

"The development of intellectual thinking and creative abilities of students" 1 investment

Teaching project method in elementary school (report) 1 investment

Techniques and means of popularization in the teacher's public speech 1 investment

PROJECT METHOD AS AN EFFECTIVE PRACTICAL APPLICATION OF MODERN PEDAGOGICAL TECHNOLOGIES

Formation of learning motivation in mathematics lessons using the technology of complete assimilation of knowledge

Theoretical foundations of pedagogical technologies

"The introduction of modern pedagogical technologies in the educational process in order to form the cognitive interest of students",

«Overview of the project «Electronic diary»»

"The use of modern educational technologies in informatics lessons"

“The development and implementation of modern educational technologies in the activities of school teachers. Project Method»

How to have a good discussion Download: metodicheskie_rekomendacii. doc - 44 KB

Technology "Kaleidoscope" Thanks to the "Kaleidoscope" technology, in each small group, a synergy effect is formed in the process of interaction. Interacting in a creative union, students are in a relationship of mutual influence. Each is a means of developing the other; the problem of understanding the other, openness and trust is solved, as the process of joint work encourages the development of empathy. Download: technology_kaleydoskop. doc - 29.5 KB

"Technology of positional learning in mathematics lessons as a factor in improving the quality of knowledge"

The main tasks, didactic features, stages of positional teaching technology are considered. The structure of the lesson on the technology of positional training is given.

Formation of the research style of thinking

Use of modern educational methods and technologies

The use of CSR in mathematics lessons through the use of educational cooperation Download: urok 1 - 190 KB Urok 2 - 116 KB Urok 3 - 154 KB

Debate and the School of the 21st Century Download: Inkina-Debaty-Statya. pdf - 101.38 KB

critical thinking technology

Technology for the development of critical thinking

Download: Use_technologii_RKMChP_v_nachalnyh_klassah. doc_na_print. doc - 1.93 MB

Through Free Analytical Thinking (CAM) to the development of creative and cognitive activity of students

Download: Koncepciya_v_papku. doc - 98.5 KB

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Master class technology

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Master class technology

Master classes for teachers: ICT in the educational process

About master classes (Wikiknowledge project) Organization and holding of master classes. Methodical recommendations Compiler Distinctive features of virtual master classes (note from the blog)

A master class is one of the forms of effective professional training for teachers. The master transfers experience, skill, art to his students in the exact sense, most often through a direct and commented demonstration of work methods.

In the explanatory dictionary, you can find several meanings of the word "master":

A skilled worker in some industrial area; The head of some production workshop in a separate special area: A person who knows how to do something well, deftly do something; A specialist who has achieved high art in his field.

The last two definitions are closest to the teacher.

Mastery is interpreted by Ozhegov as high art in some industry.

Different educators at different times tried to define teaching skills. So, for example, A. Diesterweg believed that a teacher is a master, and only he has “The development of cognitive abilities, perfect knowledge of educational material, both in terms of content and form, both its essence and teaching method. noted that the essence of pedagogical skill is manifested in knowledge and skills. In modern pedagogical literature, the following components are included in the description of the concept of "pedagogical skill":

Psychological and ethical-pedagogical erudition; professional abilities; pedagogical technique; Certain personality traits necessary for the implementation of professional activities.

The foundation (basis) of pedagogical excellence includes the following main components: personality of the teacher, knowledge and pedagogical experience. A teacher studies all his life, he is in constant development and is a researcher all his working life. Mastery is usually associated with great experience. Creativity is the first step to teaching excellence. Despite the mass nature of the teaching profession, the vast majority of teachers are creative individuals striving for mastery. In the skill of a teacher, four relatively independent elements can be distinguished:

Pedagogical technique occupies a special place in the structure of the teacher's skill.

Pedagogical technique is a set of skills that is necessary for the effective application of a system of methods of pedagogical influence on individual students and the team as a whole (the ability to choose the right style and tone in communication, the ability to manage attention, a sense of tact, management skills, etc.).

The level of pedagogical skill can be determined based on the following criteria:

"Master class" as a form of education is a means of creating three types of conditions:

Provides the formation of motivation and cognitive needs in a particular activity; Cognitive interest is stimulated, conditions for planning, self-organization and self-control of pedagogical activity are worked out; An individual approach is carried out in relation to each participant of the master class, the positive results of the educational and cognitive activity of each teacher are monitored.

Master class as a pedagogical technology includes the following interrelated blocks: the purpose of a scientific idea, consistent actions of the teacher and student, evaluation criteria and a qualitatively new result.

The purpose of the master class– to create conditions for the professional self-improvement of the teacher, in which the experience of preparing for the design of the adaptive educational environment of the student is formed, an individual style of creative pedagogical activity is formed in the process of experimental work.

Basic scientific ideas- activity, personality-oriented, research, reflective approaches.

Sequencing- a step-by-step algorithm for studying the author's system of work of the teacher-Master.

Evaluation criteria - a new level of individual style of creative pedagogical activity (simulation, constructive, creative).

Qualitatively new result– the ability to model a lesson in a technology mode in which the master works effectively.

The structure of the "Master Class":

Presentation of the pedagogical experience of a master teacher

Substantiation of the main ideas of the pedagogical technology used by the teacher Characteristics of the creative laboratory of the teacher-master (description of achievements in work experience, sources from which the teacher drew his developments) Definition of problems and prospects in the work of the teacher-master Description of the system of lessons (classes) in the mode of effective pedagogical technology, presented by the teacherRepresentation of a lesson (class), a system of lessons (classes)

The story of the teacher about the project of the lesson The definition of the main techniques and methods of work that will be demonstrated A brief description of the effectiveness of the technology used Questions to the teacher on the outlined projectLesson (lesson) or simulation game with students demonstrating the techniques of effective work with students (pupils) Modeling

independent work of students to develop their own model of a lesson (class) in the mode of demonstrated pedagogical technology. The master plays the role of a consultant, organizes and manages the students' independent activities. discussion of the author's models of the lesson (class) by the students Reflection

Discussion on the results of the joint activities of the Master and students. The final word of the teacher-master on all comments and suggestions

The purpose of a particular lesson (class) will be determined by the Master, depending on what he will show.

Options:

Showing a program of activities, an elective course, an elective, etc. Showing individual forms of work that a teacher uses in his activity Showing individual methods of work Showing innovative moments of activity

Forms:

Lecture Practical lesson Integrated (lecture-practical) lesson

The result of the "master class" is a model of the lesson (class), which was developed by the "teacher-student" under the guidance of the "teacher-Master" in order to apply this model in the practice of their own activities.

Conducting a "master class" is an indicator of the teacher's maturity, a demonstration of a high level of professional skill.

Merzlyutina Irina Alexandrovna,
highest qualification category
primary school teacher
MBOU "Progymnasium No. 2"
Voronezh city
Voronezh region

Technological technique "Paging" for PowerPoint presentations (option 1)

The "Paging" technique imitates turning the pages of a book and allows you to fit all the necessary information without distracting students' attention to the abundance of objects on the screen at the same time.

The purpose of the master class: to teach how to create resources in PowerPoint using the "Paging" technique.

Tasks:

To acquaint colleagues with a step-by-step algorithm for creating the Paging technique.

Share your personal experience on the topic.

Thing Technological gicheskie tricks	Russian language	Literature	Mathematics	Story	Biology	Geography
1. Paging
2. Intellectual warm-up
3. Titles
4. Magnifier
5. LOTTO
6.Animation retrospection
7.Animation heuristic