Homework Check Forms. Homework control (checking and grading)
Sections: General pedagogical technologies
At the beginning of 2010-2011 school year, at the August teachers' council at the school, filling out the questionnaire, I noted that it was difficult for me to check homework. I can’t say that it was true, I just noted, because everything else is interesting and understandable to me, and what was new at one time was later studied by me in the process of working or being on vacation. I mentioned the topic of checking homework because I also thought about interesting forms of checking, how to implement them, so as not to turn homework into a banal repetition of class work on the part of students and into elementary control over the reproduction of the studied material with the help of parents or GDZ, so popular today. How, with the help of homework and its control, to develop the mental activity of students, cognitive activity, introspection and self-esteem of children, aesthetic and moral principles in children? This led to the fact that, along with conducting a micro-seminar on the role of research and project within the classroom and in extracurricular activities, I chose the topic of self-education work as “Creative approach to checking homework. Non-standard forms of work.
home organization academic work- part of the general problem of improving the educational process at school. Being one of the forms of organization of schooling, homework has a controlling and educational value. Working at home, students not only consolidate the knowledge gained in the lesson, improve their skills and abilities, but also acquire skills independent work, bring up organization, diligence, accuracy, responsibility for the task assigned.
We must not forget that the requirement of the time is the education of initiative, activity, those qualities without which creative work is impossible. To promote a creative attitude to business is one of the tasks of homework. Creativity begins with inquisitiveness, curiosity, interest. AT younger age usually the teacher guides the child.
Many students primary school readily find and read books, magazines, turn to encyclopedias and then appropriately provide additional information in the lesson. In middle school age, cognitive interests deepen in adolescents, extra-curricular interests appear, which the teacher should not ignore. In senior school age, cognitive interests are differentiated. The role of homework is also changing. It is impossible here to equally count on the increased age-related possibilities of schoolchildren and make equally high demands on homework in all subjects. It is necessary to take into account the educational and professional interests, inclinations of students, which are already formed in the ninth-eleventh grades. Therefore, the function: the development of independent thinking by performing individual tasks in an amount that goes beyond the scope of the program material is also very important.
Finally, homework should be a means of bringing learning and self-education closer together. Indeed, the mastery of general educational skills and abilities, the development of interest in independent educational work, the formation of experience creative activity- all this is the conditions for the formation of the need for self-education. Readiness for self-education is essential quality school graduate manifests itself and can be formed not only in the older, but also in the youngest school age. The ambiguity of the role of homework, the significance of its functions determine its necessity as an organic part of a single educational process at school.
AT school practice the following types of homework:
Individual homework usually assigned to individual students in the class. In this case, it is easy for the teacher to check the level of acquired knowledge of a particular student. Such work can be done on cards or using printed notebooks. These can be messages to subsequent topics containing additional information, presentations, maps, posters, etc.
While doing group study homework a group of students perform some task that is part of a common class assignment. Homework in this case prepares students for the work that will be done in the upcoming lesson. It is better to set such tasks in advance.
Differentiated homework can be designed for both "strong" and "weak" students. The basis of a differentiated approach at this stage is the organization of independent work of schoolchildren, which is implemented through typical methods and types of differentiated tasks that allow solving the following tasks: to prepare students for the assimilation of new knowledge, to provide the possibility of further deepening them, to systematize generalization, to promote the development of schoolchildren's independence. Differentiated tasks take into account the real capabilities of students. When developing differentiated homework assignments, it is advisable to use a multi-level approach. For students with a high degree of learning and cognitive activity, homework should include advanced problem questions. For students with an average level of cognitive activity, tasks of a reconstructive nature are planned. Students with low cognitive activity and learning ability, receive detailed instructions for the task performed according to the model. The teacher explains the order of work and recommends sources of knowledge. Do not be afraid to allow students to complete tasks at will, but on the contrary, to encourage and stimulate such forms of work. This will cause increased interest in the study of the subject.
One for the whole class- the most common type of homework, originating from pre-revolutionary times and preserved to this day. The constant use of such tasks does not lead to the development of students' creative abilities, however, one should not rush to exclude them from the arsenal of pedagogical tools, since in the course of their implementation, students develop skills and develop skills.
creative homework it is necessary to ask not the next day, but several days ahead. Creative homework reveals the individuality and "hidden" abilities of the child, gives it originality and uniqueness. It is very important to provide original assignments, problem situations that would encourage the student to independently seek the answer to the question. Homework is the stage platform where knowledge is not only presented, but also revealed, personal characteristics of students are formed. Homework can be much more individualized than the lesson. Being one of the forms of organization of schooling, homework has a controlling and educational value.
Basic goals creative homework:
In many methodological sources, I read that it is recommended to give one creative task per month with a time period for preparation - a week. Today, I cannot agree with these recommendations, since the volume of a creative task can be varied, and, accordingly, the deadline for completion can be increased or decreased. For example, when studying a large topic, designed for two or three weeks, at the beginning of the study, in the first lesson, posing a problem, give a creative task to draw up a project in given areas. Each group or individual students will decide for themselves on the direction, form of work, given that they have until the date indicated by the teacher, when the lesson "Presentation (presentation) of projects on the topic" will take place ... ". Or vice versa, in the textbook of the Russian language under the program of S.I. Lvova contains a huge number of creative tasks for writing mini-essays, reasoning essays, essays, etc. or exercises "At the lesson of physics (biology, chemistry, mathematics) ...", which requires a small amount of work: 10-12 lines, but serious mental activity and searching for information in sources on other school subjects. My students receive such a creative task once a week. At first, the writings frightened them, the search in reference books was not successful, but over time they realized that they not only learned to reason and find the information they needed on their own, but they liked this way of learning and doing homework. Tasks such as "Create a diagram (table, abstract, drawing) according to theoretical material & ..." have gone a similar way. Moreover, the last type of task is not only differentiated, but also helps to develop mental activity, repeat theoretical information, and help the student figure out the algorithm for practical work on the topic.
Classification of creative homework
By type of activity |
By design level |
|
Questionnaire Crossword Layout, model Rebus Message Report The writing abstract Study Essay |
Individual steam room Group (3–7 people) Group (10–15 people) Collective |
Working (in a notebook, "from a sheet" ...). Exposure (on a separate format, containing illustrations, diagrams, tables…):
|
The role of homework is practically depreciated if they are not checked. teachers practice different forms checks. This is an oral questioning at the blackboard or from a place on homework, and a short written work, but, first of all, this is a direct check of the assignment in notebooks. Thus, the following can be distinguished basic ways to check homework:
Individual control homework is carried out in the classroom with the help of individual practical or theoretical questions, students complete assignments while the class is working with another assignment. This form of control allows you to track the level of work performance and assimilation of the material by individual students, but quite accurately. Individual verification can be multi-level, differentiated. In addition, during an individual survey, I practice taking the analysis of the student’s answer not by me, but by other students, appointing a consultant in advance or after the answer, referring to the guys. For the analysis of the answer, you can also set a mark. The equipment of the classroom in which I work also allows me to carry out individual control of homework with the help of test programs in the Russian language, when not I, but a computer program, comments on the student's assessment, indicates directions in the topic that he has poorly mastered. The ability to perform interactive tests or dictations on educational sites or portals, when my students register as my students on my teacher page (Test-master, gramota.ru, etc.), allows me to trace on-line not only overall rating, i.e. the level and quality of competencies on the topics studied by the whole class or all my students, but also by each student individually, since the test results are recorded in each separate row and performed general analysis work.
Front control, most often used in school practice, can be superficial (when checking the written work of all students in the class during their independent work in the lesson), and can be deeper during the teacher's extracurricular time, when the teacher can fully trace not only the presence and correctness of the work , but also the performance of additional tasks for the exercise.
Frontal oral survey useful in that it includes all students in the class, allows you to determine the overall level of assimilation of the material, as well as the level of knowledge of students of the "weak group" separately. In addition, with frontal oral questioning, you can use both questions to reproduce information, and questions that pose a problem which develops the mental activity of students, and not just allows them to reproduce what they have learned.
self test, in my opinion, a very useful form of monitoring homework in the classroom, since students once again analyze their work, evaluate it, which develops introspection and self-esteem. Self-testing is most often performed according to the sample. But in different ways. For example, after writing a vocabulary dictation, students open dictionaries and mark and correct errors with a pen of a different color, then some of them verbally comment on the correct spelling. Another self-test is carried out first with closed notebooks, the children comment on the spelling in the homework text reproduced on the blackboard, marking “weak” points for themselves, then correct the mistakes in the home exercise.
Mutual check- the most favorite way for children, they all want to be in the role of a teacher. Mutual verification is carried out according to the model by a neighbor in the desk or at the choice of the person being checked. I require reviewers to correct errors and enter the number of errors in the fields, I allow them to rate by indicating the name of the reviewer. There is some self-interest in this on my part, because later, when checking these works, I can not only analyze the level of assimilation of the studied topic, identify the readiness of students to study the next material, but also put two marks for one work: both the one who completed the work and the one who checked it , after analyzing the knowledge of each student from both sides, because everyone performed, and everyone checked. When mutually checking, a technique that I call "Fan" is possible and useful. Having checked the work of several strong students during the break, I appoint as consultants those of them who completed the work without errors or with 1-2 errors, but were able to explain their mistake by commenting on the rule that should be followed. Then the consultants I appointed check the work of their classmates: both oral and written answers.
Selective I most often check written work, naming individual students at recess before the lesson or during independent work of the guys, checking their homework completely and deeply, then analyzing the overall picture of errors and shortcomings. Or, in the works collected from all over the classes, I check individual tasks that give a picture of the completeness of assimilation of theoretical material or the formation of competence.
Parents help with homework, the direction of educational influence, the method of support largely depend on the level of development of the student, his age and degree of his independence, his attitude to learning, sense of responsibility and other factors of individual development. There should be no doubt that parents, along with teachers, are responsible for the child's homework, and joint work is possible here. It should also be unambiguously accepted that homework opens up scope for independent activity for the child, promotes the development of independence, which should not be hindered by parental assistance. What assistance can and should be provided? First of all, it consists in strengthening and developing their independence and supporting their sense of responsibility. Teachers, parents and, of course, the children themselves must ensure that workplace it was well lit, the chair was appropriate for the height of the child, homework was done in a calm environment, the working room was ventilated, the air temperature was normal. The interest of parents, the whole family to school life a child is a prerequisite for his successful education. If the schoolchildren's homework is taken seriously by them, then the child takes his tasks seriously and responsibly.
Homework Efficiency in the learning process largely depends on how the teacher organizes and directs the activities of students related to homework.
Homework guidance he carries out not only in the process of assigning homework lessons, but also in the process of checking them. The nature of their performance, the attitude of students to doing homework, their responsibility and voluntariness, interest and desire to do homework significantly depend on the methods and techniques for checking the completion of homework.
Literature and Internet resources:
- /Kharlamov I.F../ Pedagogy M./ 2000/
- / Cognitive tasks in teaching the Russian language / / Russian language at school / 2000 / No. 3 /
- /Shevchenko S.D../ How to teach everyone / Moscow, "Enlightenment" / 1991 /
- /Golub B.P./Means of activating the mental activity of students//Pedagogy, 1998/№ 3/
- http://www.kkulikeev-yaltch.edu.cap.ru
federal state treasury educational institution
"Average comprehensive school№2"
"Forms and methods of organizing the stage
comprehensive check of homework.
(for OU teachers)
The manual was compiled by the primary school teacher Gulchenko Elena Yurievna.
Considered at a meeting of the Methodological Council and recommended for use in the educational process.
Content.
Introduction
Game methods for checking homework in elementary school.
Literature and Internet resources.
Forms and methods of organizing the stage
comprehensive homework check.
Target: generalize pedagogical experience when arranging homework checks. Help teachers organize a comprehensive check of homework.
Tasks:
Describe practical methods for organizing homework checks.
Show the relevance of the systematic checking of homework, as well as the importance of using a variety of forms and methods.
Introduction.
“In fact, gradually
blur the line between
classroom and homework
with the transition to continuous,
individual, independent
learning activities schoolboy."
Elkonin - Davydov
The problem of organizing homework is very relevant. Very often, homework assignments are of a random, ill-conceived nature, preparations for their implementation are poorly conducted, and checks are formally built. The consequence of these shortcomings in the planning, preparation and organization of homework is the overload of students with homework, which negatively affects the activity, efficiency and interest in learning.
Of course, you can work without homework. But centuries-old practice and pedagogical laws prove that if the knowledge acquired in the lesson is not repeated at home, then they are forgotten. Refusal from home independent work necessarily entails a decrease in the quality of education, a drop in the level of educational motivation.
New approaches to the modern lesson involve 7 stages of a comprehensive check of homework:
For solutionsdidactic task of the stage necessary forto establish the correctness and awareness of the performance of homework by all students; to eliminate the revealed gaps in knowledge during the check, while improving ZUN.
Stage content sets a goal for the teacherinfind out the degree of assimilation of the material given at home; identify typical shortcomings in knowledge and their causes; fix any deficiencies found.
Conditions for achieving positive results Maybewhen the teacher uses a system of techniques that allows you to determine the completion of homework for all students in the class
An indicator of the fulfillment of the didactic task of the lesson is the ability of the teacher in a short period of time (5-7 minutes) to establish the level of knowledge of the majority of students and typical shortcomings; the opportunity to update and correct the basic concepts during the verification of homework; eliminate the causes of the identified deficiencies
Optimalitypresentedrequirements among other stages of the lesson, allows you to take into account the age and individual characteristics of children; at the same time, preference is given to tasks of a search and problematic nature.
The use of various forms and methods of control contributes toactivation of mental activity in the lesson . Search, creative, individual tasks for students become dominant
Implementation Errors , such asuniformity of lessons and survey methods; lack of accounting individual characteristics students and the specifics of the studied material lead to the use of new approaches to solving this issue.
In view of the variety of forms and types of homework, the methods and ways of checking it are different.
New approaches to the modern lesson put the question of organizing homework checks as one of the dominant ones in teaching methods.
The main task of the teacher at the stage of a comprehensive check of homework is to take control not only of the systematic completion of homework by each student, but also the degree of independence of the student in doing it, as well as the level of assimilation educational material while doing homework.
Innovative Homework Checking Methods
Checking homework is carried out by the teacher constantly and, as a rule, is associated with the material being studied, and this is an obligatory element of each school lesson. Just walking up to the board and telling a rule or writing down an example that has been done can seem boring to students.
That is why I am usinginnovative verification methods . These methods include:
Asking unexpected questions . The unexpected question asked by the teacher is a question that is phrased slightly differently than the assignments after the paragraph. If the children are attentive to the home exercise, then it will not be difficult for them to answer it.
For example:
- What discoveries did you make for yourself while working? (Question to the author of the presentation about the life and work of V.P. Astafiev.)
Raise your hands to whom the neighbor on the desk helped. How?
- Analyze your own text.
Reviewing the oral response . The students themselves listen carefully to the answer of their classmate and prepare an oral review of it, note the advantages and disadvantages of the answer, supplement and expand it.
- You listened to Vlad's answer. What advice can you give him?
Dictation based on home exercise . At the Russian language lessons, the teacher can prepare a selective dictation, a graphic dictation, a dictation grouped by spelling. All material is taken from a familiar home exercise. For the same purpose, cards and punched cards can be used for verification.
Brief written answer to the question . The teacher asks an extremely specific question that can be answered in a nutshell. Such tasks will help to consolidate knowledge and draw students' attention to the main points of a given paragraph. After a written answer, the learned theory will be stored in the memory of students for a longer time.
Checking with new computer technology . The text of the given exercise, example or task is projected on the screen. In this text, accents are placed in color font over the most difficult moments. The guys check the notes in their notebooks with what they see on the screen and correct possible errors.
For example:
- Compare your notes with mine. If there is a complete match, give yourself 1 point; if you have more information, add 1 more point.
Discussion
.
To conduct it, the class must be divided into groups, each of which will defend its position or view of the problem. One point of view may be stated in a textbook or reference book, and another, different from it, may belong to one of the students or the teacher. In the discussion, the reasoning and arguments of students are important, and the result of it will be a deeper knowledge of the essence of the studied phenomenon.
Question to the author (in the form of an interview) This is an unusual and very interesting way to check homework. The teacher invites the children to come up with a few questions to the author of the discovery, invention, work, in order to better understand its meaning. The most prepared students can answer the questions, and the teacher can answer the most difficult of them. For example, when checking homework in chemistry, you can address questions of interest to Dmitry Ivanovich Mendeleev, in physics - to Isaac Newton, in geometry - to Pythagoras, in literature - to Fyodor Mikhailovich Dostoevsky.
Thematic crossword puzzle . Many guys are fond of solving crossword puzzles, while showing enviable perseverance. To make it interesting to check homework, the teacher needs to make a crossword puzzle on the relevant topic and offer it to students.
Mutual verification
. When checking written homework in chemistry, Russian or English language, mathematics, you can invite students to exchange notebooks with a desk mate, check assignments, grade and talk about mistakes, discussing contentious issues.
3.
Recommendations for organizing an oral survey.
Checking homework by questioning students is the traditional and most popular way. Often it is used to find gaps or shortcomings in knowledge, forgetting about main task survey - to support the student, to help, to teach. In my work, I use the following methods:
poll-traffic light
. A long cardboard strip of red on one side and green on the other acts as a traffic light. The green side facing the teacher indicates the student’s readiness to answer the question (“I know!”), The red side indicates that the student is not ready to answer (“I don’t know!”). If questions basic level the student shows the red side, this is an alarm signal for the teacher. This is a deuce, which the student set himself. You can also ask creative questions, while the red signal means “I don’t want to answer!”, And the green one means “I want to answer!”.
Solidarity Poll
. If the student at the blackboard cannot cope with the task, it is necessary to ask the class for help. Who wants to help? Of those who wish to help, the teacher chooses the strongest student and invites him to give a hint to a friend in a whisper. Alternatively, the student himself chooses the one whose help he needs, and the teacher gives the coach 10-15 minutes to prepare.
Mutual interrogation
. The teacher instructs the three most prepared students to conduct a survey of those who prepared for "5", "4" or "3". A student who enrolled in the third group and successfully answered the questions in it can try his hand again.
Programmed poll.
In this case, the student must choose the correct answer from those offered by the teacher. This form of work in oral questioning is rarely used. And absolutely in vain. Indeed, in the clash of different opinions of students, misunderstanding “melts”. The teacher can defend the wrong answer to give the children an opportunity to argue.
Silent poll.
The teacher is talking quietly to one or more students, and the whole class is doing another task.
Poll chain
.
This method of questioning is recommended to be used to obtain a detailed and logically coherent answer. At the same time, one student starts the answer, the teacher interrupts him anywhere with a gesture and invites another student to continue the thought.
"Protection" sheet . Created for unprepared students and is always in the same place. A student who is not ready for the lesson writes his name on the protective sheet and can be sure that he will not be asked today. The task of the teacher is to keep the situation under control.
4. Game methods for checking homework in elementary school.
For many teachers, the question of how to avoid monotony when checking homework in primary school. For junior schoolchildren particularly relevant and effective game form verification of acquired knowledge. I offer several practical ideas that will not only allow you to perform an interesting homework check, but also help to activate the mental activity of students.
Game "Draw the answer"
.
The teacher needs to prepare questions on the topic covered, the answers to which the children can quickly and easily draw. Children should be warned that the answers should not be voiced, but depicted on paper.
The game "Slap-stomp."
Checking homework, the teacher asks questions and offers answers to them. If the answer is correct, the task of the children is to clap their hands, but if the answer is incorrect, to stomp their feet. This game is a great warm-up and good way relieve stress in the classroom.
Team game "What and why?"
.
In the created teams, the captain is appointed as a teacher. The task for each of the teams is to come up with questions on the topic studied and answer them in turn. The right to answer is provided by the captain. It is important that all team members participate in the discussion.
Game "Semitsvetik"
.
The teacher needs to prepare in advance paper flowers with seven colored petals according to the number of teams. For the correct answer on the topic covered, the team receives one petal. They play until one of the teams collects the flower completely.
Game "Catch the ball"
.
The game is played in a circle. The teacher asks a question and tosses the ball. The student who caught him gives the answer.
Let's summarize.The degree of effectiveness of homework completion by students largely depends on how interesting and varied in form and content its verification will be.
It should be noted that the above methods of checking homework for school lesson will be effective if applied comprehensively and systematically.
5. Literature and Internet resources:
/ Kharlamov I.F. ./ Pedagogy M./ 2000/
/ Cognitive tasks in teaching the Russian language / / Russian language at school / 2000 / No. 3 /
/ Shevchenko S.D. ./ How to teach everyone / Moscow, "Enlightenment" / 1991 /
/ Golub B.P. /Means of activating the mental activity of students//Pedagogy, 1998/№ 3/
http://www.kkulikeev-yaltch.edu.cap.ru
Non-standard forms of checking homework
One of the most important tasks of a general education school is to increase the responsibility of the student for the quality of education, compliance with the educational and labor discipline. Being one of the forms of organization of schooling, homework has a great educational and educational value. Working at home, students not only consolidate the knowledge gained in the lesson, improve their skills and abilities, but also acquire the skills of independent work, cultivate organization, hard work, accuracy, and responsibility for the task assigned. The role of homework is practically depreciated if their verification is not established. As a result of a systematic check of assignments, students receive the necessary advice and assessment of completed assignments in a timely manner, which is very important in an educational sense. The teacher, on the other hand, has the opportunity to find out how deeply the material is learned and to what extent the students are ready to acquire new knowledge. How to make sure that checking homework does not turn into a standard obligation, into a banal continuous reading by a student of words or sentences written down at home “in a chain”? How to develop the mental activity of students, introspection and self-esteem of children with the help of homework and monitoring its implementation? To achieve these goals, non-standard forms of checking homework are aimed, contributing to the development of inquisitiveness, curiosity, and a creative attitude to work.
Reception of "Active listening"lies in the fact that during the answer of one student, the rest of the students summarize what was said by filling out the friend’s answer card, putting pluses or minuses in it. The teacher then collects the cards active listening”and sees on them the problems of students on the topic. This technique increases not only the activity of students, but also the effectiveness of checking homework.
"Blitz-poll by chain".The first student puts a short question to the second. Second to third, and so on until the last student. The response time is a few seconds. The teacher has the right to remove a question that does not correspond to the topic or is not correct enough. Each student has the right to refuse to participate in the blitz tournament, therefore, so that the procedure does not fail, the teacher finds out in advance which of the students would like to take part in this action.
As an option for checking homework or in a generalizing lesson, you can offer to arrange a competition between the rows for a while, that is, which of the groups, without interrupting the chain, will correctly and quickly answer the questions. At the same time, it is necessary to choose referees who will control the correctness of the answers and the time during which the students cope with the task.
"I believe, I do not believe" - This technique can be used at any stage of the lesson. Each question begins with the words: "Do you believe that..." Students must agree with this statement or not.
Example. The word “health” is written “z”, because “d” is voiced, and “z” itself is a prefix. This statement is incorrect, since the letter "z" is part of the root.
"Well no"- This is a versatile game that kids love a lot. The teacher says something
(subject, literary character, etc.). Students try to find the answer by asking questions. The teacher answers these questions with the words “yes”, “no”, “yes and no”. The question should be posed in such a way as to narrow the circle of the search. The advantages of the reception are that it teaches you to systematize known information, to link together individual facts into a big picture, teaches you to listen carefully and analyze questions. In high school, students are involved in the compilation of questions. The main thing in this technique is to teach how to develop a search strategy, and not bombard the teacher with countless questions.
"Dictation for the" spy ".This methodical technique allows you to develop visual memory, trains attention and responsibility for the final result. He works well in the lessons of the philological cycle, in the lessons of mathematics, geography.
The class is divided into 5-6 teams. The text of the dictation is also divided into the same number of parts. Sheets with text are attached to the walls away from the team for which they are intended. Each member of the team becomes a "spy". He approaches the text (as many times as necessary), reads it, memorizes it, returns to the team and dictates his part to them. Teams compete, the winner is the group that finishes the work earlier and does not make mistakes (or makes less than others).
"Intellectual warm-up" -2-3 is not very good difficult questions for a workout. The main purpose of such a warm-up is to set the child up for work.
Reception "Pencil notes in the margins"(“L” - easy, “T” - difficult, “C” - doubts made by the student at home in the margins of the notebook while doing homework) helps the teacher quickly see the problems of each student before the start of the lesson, and teaches the student reflection. In the future, the content of the lesson is adjusted taking into account the identified problems.
"Find the mistake." Option 1 . If the material being checked is well known to students, then this methodological technique provokes the emergence of a situation of success in the lesson. And if the material is new, then successful searches for mistakes, flavored with the praise and admiration of the teacher, allow children to feel like researchers and experts. The teacher in his message makes mistakes that need to be found, or texts are distributed in which information is clearly distorted, definitions are confused, other people's thoughts and actions are attributed to the characters, and incorrect interpretations of events and processes are given. Teacher, I'm sorry to find errors in the proposed text, you can specify the number of errors.
Option 2. The same methodical technique can be used as a team game. Each team prepares at home (or in class) a text with errors on a specific topic and offers it to the other team. To save time, you can exchange texts that were prepared in advance. The benefit is double and mutual - whose team will better hide their mistakes and who will find more and faster.
"Ping pong". Option 1 . 2 students come to the board and take turns asking each other questions on homework. In this game, you can use a small bright ball. The student says a question and throws the ball to his opponent. The teacher evaluates their answers.
Option 2. One of the students prepared homework questions. The answers to them should be monosyllabic. He goes to the board, throws the ball to any of the students in the class and at the same time asks him a question. The answer sounds and the ball returns to the first student. The teacher evaluates the quality and originality of the questions and the correct answers.
"Knight Tournament".The student goes to the blackboard and, on the topic covered, poses pre-prepared questions to the teacher, to which he would like to receive an answer. In turn, the teacher asks the student a question. The whole action lasts no more than 5 minutes. The tournament is announced in advance. Questions should be concise, answers short and to the point. The Referee may remove a non-specific question. Students applaud or raise their hands (or put marks on the sheet) evaluate the actions of the student and teacher.
"Snowball". As the snowball grows, this methodological technique attracts more and more students to active work. The algorithm of this technique can be briefly described as follows: Word-sentence-question-answer.
Option 1. The teacher points to the student and says: “Word!” He says a word that relates to the topic of the lesson. Points to another student and says, “Offer!” The second student makes a sentence with this word. The third student offers questions to this sentence, the fourth student answers it.
Option 2. Each student adds his literary "masterpiece" to the first phrase in such a way that a continuous chain of certain grammatical categories is formed.
Example. Russian language. The theme is "Communion".
Teacher. In the summer on the street I met a man dressed in a coat.
1st student. In a coat turned inside out with fur.
2nd student. Fur, protruding flaps.
3rd student. Patchwork, like a clown's hair.
"Traffic light". A very simple yet effective method. Having prepared the material once, you will reap the fruits of your diligence for a long time. A traffic light is a long strip of cardboard (9 cm long, 4 cm wide), covered with red paper on one side and green paper on the other. The traffic light “works” very simply: when conducting an oral survey, all students signal to the teacher whether they know the answer to the question (the green side is ready to answer, the red side is not ready). The positive side of this situation is that passivity is unacceptable during the interview. Whether you like it or not, you need to raise the card and say if you know this question. The teacher explains to the students that by holding up a red card and declaring ignorance, the student refuses to answer. Showed green - be kind, answer.
When conducting an oral survey, you can do this: invite two or three (not necessarily strong, but responsible) students to the board and entrust them with the role of teacher assistants. Assistants should be given sheets in advance on which the names of the students are written and a table is drawn. The role of assistants is to mark the work of a particular student on a sheet, i.e. the number of green (+) or red (-) cards raised. The intrigue is that the class does not know whose names are written on the sheets, so everyone works. After 5 minutes of conducting an oral survey, the teacher, firstly, has a clear idea of what the children have learned well from what was proposed in the previous lesson, and what should be addressed again. Secondly, the assistants give the teacher tables in which the number of correct answers has already been summed up, and the teacher honestly and reasonably gives several marks for the oral survey.
"Training of memory and mindfulness."This is quite an interesting technique, it is especially effective when students are ready to work with it. Warn them ahead of time to read the home paragraph carefully. The teacher gives the students a sheet on which the text is located in the middle, part of the verse. The task is for the students to be able to write the necessary text above and below the existing phrase, or try to express it verbally - what should precede the phrase and how it should have ended.
"Know me." At a lesson in history, geography, chemistry, literature, students can be invited to speak on behalf of a famous person (scientist, literary or historical hero), while not naming her, but describing actions, discoveries, reasoning.
Reception "Educational dialogue with the author of the textbook"- an excellent tool that puts the student in the position of the subject of learning and their own development. Students are invited to independently study the explanatory text of the textbook with new material at home. After reading it independently, students write down questions that arise along the way, addressed to the author. Then, in the lesson, one group of students reads them aloud, and the other group acts as the author, trying to find the answer on the pages of the textbook, and if there is no direct answer, then the expected answers are heard. This technique allows dialogue to become a means of learning and feedback, as a result of which educational tasks and problems are solved, the technique teaches to analyze, compare, argue or agree with the author of the textbook, makes it possible to provide feedback.
"Chain of words" allows for a quick frontal check of the definition of concepts, the formulation of rules, theorems (reproductive level). Its essence lies in the fact that students in a chain name only one word from the verified definitions of concepts or facts, and then one of them pronounces the wording in full. This technique can be carried out in the form of competitions in rows, and 2-3 students act as a jury, who record the answers of their comrades.
"Crew"- The class is divided into 4-5 groups. Each member of the group receives a "position": captain, 1st mate, 2nd mate, boatswain, sailors. 4-5 minutes are allotted for preparation, and then a survey is conducted by lot - whoever gets the question, he answers, the assessment is given to the whole team. In addition, there is also the option “Everyone answers” and students especially like it when they get “Trust”, in this case the team is exempted from answering and everyone gets positive marks.
The use of such methods of monitoring homework helps to form a number of key competencies of students:
- Motivate students to carefully study the topic;
- Develops intellectual competencies: analysis, synthesis, comparison, highlighting the main thing;
- The creative nature of the tasks allows you to develop creative thinking;
- The student learns to correctly formulate questions, offering possible answers, that is, to communicate through a reflective dialogue with the intended interlocutor;
- Helps self-expression of the student's personality (personal competencies).
And, finally, the most important thing is that students who know that the teacher at each lesson, using the arsenal of methods and techniques available to him, will definitely check the level of knowledge, skills and abilities of each student, begin to systematically prepare for lessons, gain self-confidence.
Bibliography
- Golub B.P. Means of activating the mental activity of students. - M., Pedagogy, 1998.
- Deikina A.V. About homework in the Russian language. - Journal "Russian language at school". 1984, No. 6.
- Kulnevich S.V. Modern lesson. Part 1. - Rostov-n / D, Uchitel, 2005.
- Sadkina V.I. Checking homework. Methodological techniques. - IG "Osnova", 2009
- Tekuchev A.V. Methods of the Russian language in secondary school. - M., Education, 19980.
- Shevchenko S.D. How to teach everyone. - M., Enlightenment, 1981.
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The type of homework done by the student to a large extent depends on the nature of the task. Based on certain characteristics, many types of homework can be distinguished. Let's consider some of them.
According to the method of execution that are used, they distinguish oral, written and subject-practical tasks. So, many actions can be performed both orally and in writing, and shown in practice. However, there are tasks that are performed mainly orally (for example, learn a poem, read an article, exercise, pick up examples for the rules), in writing (solve a problem, write an essay, translate) and practically (conduct some kind of experiment, study the terrain, natural phenomena ).
According to the stages of the assimilation process, tasks can be drawn up for the perception of new material (acquaintance with the text, figures, tables, etc.), for understanding the learned material (systematization, generalization, explanation, etc.), for its strengthening (memorization, exercises for memorizing the material) and applying the acquired knowledge (solving problems, performing experiments, etc.). The type of task is selected depending on the methodological goal set by the teacher.
Based on character learning activities that a student can perform, the tasks are divided into executive (repetition, reproduction of material, exercises) and creative (writing essays, conducting experiments, etc.). Both types of tasks play extremely important role in the successful acquisition of knowledge by students.
Tasks can be mandatory for all students or chosen by them at will (using additional literature or other sources of information).
According to the degree of individualization, tasks can be divided into general, differentiated (individualized), individual. The main purpose of differentiated tasks is to provide for each student the optimal character cognitive activity in the process of educational work, and the organization of work in the classroom allows the teacher to work simultaneously with all students. Strong students deepen their knowledge, help the weak, and the weak learn the program material firmly. The task is chosen such that even the weak feel that they can independently acquire knowledge.
Ways to differentiate homework.
According to the content and the main function that the tasks perform in the learning process, we distinguish the following types:
Homework that prepares students for the work that will be done in the next lesson.
This can be a comprehension of the communicated new knowledge by the teacher, and solving problems, and conducting practical work etc. Tasks of this nature are given in the form of instructions: pick up proverbs and sayings, catchwords, drawings on certain topic; watch a TV show or listen to a radio show and prepare to answer writing questions; select facts, make observations; collect digital material that can be used to create and solve problems in the lesson read the material that will be discussed in the lesson, find answers to questions that will be considered, etc.
Such tasks provide a connection between learning and life, arouse cognitive interest in students, and most importantly, prepare them not only for the conscious and active perception of new material in the classroom, but also for its discussion, form the ability to give answers to questions that arise and formulate them. on one's own.
Homework, which contribute to the systematization and generalization of the acquired knowledge, their in-depth understanding.
Such tasks are given after studying the material of the lesson or after the end of the topic. It is very useful to reduce the material studied by students into diagrams, tables, lists, etc. This helps to visualize the studied material in a system consisting of components that are connected in a certain way with each other. What has been studied appears before students from a different angle, new connections are revealed.
This type of assignment involves drawing up plans, preparing answers to questions posed by the teacher, posing questions on their own, and inventing tasks.
Homework, contributing to the consolidation of knowledge and practical mastery of the methods of educational work.
This is a proposal to memorize verses, parts of texts that enrich the student's language, formulas necessary for solving problems, etc. However, their main type is exercises, performing which the student simultaneously consolidates knowledge and masters the methods of educational work.
During the performance of this type of task, the student uses different memorization techniques: multiple repetitions, establishing associative links, dividing the educational material into parts, highlighting any signs, etc.
Homework to apply the acquired knowledge in practice.
Assignments are given after studying the educational material in the classroom. These are simple experiments related to the use of the acquired knowledge in the household, in training and production workshops, while the student is working on the farm. Such tasks connect learning with life, increase the cognitive interests of students, form practical orientation their thinking.
Allocate also reproductive, constructive and creative homework.
Some students, after the teacher's explanation, can only complete a similar task that was solved in the lesson. Such schoolchildren are offered reproductive tasks for a while, for example, to read and translate an article from a textbook; insert missing letters; solve the problem using the formula, conduct research according to the instructions.
More complex are constructive (or reconstructive) tasks, for example, highlight the main thing, draw up a plan, table, diagram, compare individual provisions, systematize the material. It is possible to give students such tasks only after proper preparation in the class, when they master the basic techniques of mental activity. It is not recommended to give assignments for copying diagrams, drawings, maps: each work should require new efforts, be at least a small, but a step forward in mental development.
Creative tasks are performed both by individual students and the whole class, they contribute to the development of cognitive needs and creative thinking schoolchildren. Creative tasks can be given both before studying certain material in the lesson, and after studying it. Discussion of creative works, proposals, developments always causes an intellectual and emotional upsurge, creates a fertile ground for studying educational material that meets the interests of students. Such tasks require, as a rule, answers to the following questions: “How to do so that ...?” And why?" Creative tasks are given to students who have sufficient knowledge and mental operations, have the necessary experience of creative activity, time for their implementation. To creative work include writing essays, conducting independent experiments, composing problems, finding new methods for solving them, etc.
Homework is usually done individually. Sometimes group tasks are practiced, which are performed by several students in parts.
Checking homework can be carried out by the teacher in different ways: an oral survey or a passing acquaintance with written work in the lesson or viewing notebooks after the lesson. Checking assignments is mainly carried out at the beginning of the lesson, but can be carried out at the end, and during it in combination with work on new material. Some teachers, instead of checking homework, give students exercises similar to tasks and, based on their performance, make a conclusion about the quality of homework.
The most commonfrontal check of the assignment in the lesson. The teacher checks homework, poses a question to the whole class regarding its content, the students give short answers, note the difficulties they encountered. The teacher identifies and eliminates errors, makes a generalization. A deeper individual check involves a survey of one or three students, during which other students monitor the answers, supplement, correct errors.
If the student did not complete the task, the teacher must find out the reasons for this. They vary from adverse conditions for homework, to the reluctance to work systematically. In cases where it turns out that the task is difficult for the student, you should find out what the difficulty is and help overcome it. If the student is lazy, then it is necessary to strengthen control over his work, demanding the fulfillment of student duties, to accustom him to bring the work he has begun to the end. If the student does not have time to do homework - help him master the methods of rational organization of work.
An important form of control ismutual verification of work performed by studentswith the detection of errors, their elimination and grading, and then, in some cases, justifying the assessment in front of the whole class. Involving all students in the class to check homework, to discuss mistakes, ways to overcome them is very advisable, since it gives each student additional ideas about the learning process and possible difficulties. You can also involve students in the test in this way: the teacher calls one of the students who demonstrates the completed task (writing on the board, reading, etc.), and the rest check it with their work. If the teacher detects an error in the called student, then he asks who did it differently, with the help of the class he finds out how it should be right.
Thus, in this article we have considered various types of homework and how to check them. The most common is their division into reproductive, constructive and creative, as well as oral and written. Regarding the methods of checking homework, it was found that the main methods are frontal, individual check and mutual check.