Seminar on additional education at school. District seminar “Development of a program for additional education for children
SEMINAR “INNOVATIVE FORMS OF WORK OF ADDITIONAL EDUCATION TEACHERS. ART PEDAGOGY IN EDUCATIONAL ACTIVITY" on February 26 at the Municipal Educational Institution "Palace of Children's and Youth Creativity of the Kirov District of Donetsk" according to the work plan of the district methodological unification heads of the circles held a workshop on the topic “Innovative forms of teacher work additional education" 45 heads of clubs, teachers of schools and institutions of additional education for children took part in the seminar. The seminar program addressed the following issues that are relevant for teachers of additional education: 1. “Art-pedagogical support for the socialization of children in additional education” (speaker Burlaka S.E., methodologist of Children's Youth and Youth Theatre); 2. “Art pedagogy as a system psychological support educational process"(speaker Burlak, methodologist of the Children's Youth and Youth Theater). Master classes were held: - “Art therapy: technique “Aquatouch”, “Monotype” (teacher-master Orlova I.V., Children's and Youth Theater); - “Multifunctional souvenir made of yarn” (teacher-master Shaparenko N.S. CDT); - “Flower cards for Easter” (teacher-master Provotorova L.V., CDT); - “Working on the image when studying a vocal work” (Shelkova D.M., teacher of Children's Youth and Youth Theater). Art pedagogy is one of the most actively developing areas of scientific knowledge today. Its field of activity is the problem of using in pedagogical and correctional work various types art, education of a harmoniously developed personality, transmission of universal and spiritual values and human adaptation through artistic activity. The seminar participants noted that today there is a sense of figurativeness in the use of the “art” element by teachers, since in art pedagogy art is not the only goal of activity, but becomes only a means of solving professional problems. In other words, art pedagogical theory and practice, using the means of art, solves professional pedagogical problems, without pretensions to serious art education. And the obvious advantages of art pedagogy include the fact that its competent and systematic use increases the possibility of finding new creative ways in pedagogy in general and in correctional pedagogy in particular. All this contributes to children’s better mastery of the sciences and arts, as well as spiritual and moral development, which is so relevant today. The master classes presented the use of various elements and techniques of art pedagogy in subject-related activities. The topics were chosen in such a way that seminar participants could use the practical experience of their colleagues in their work with circle members, and also become familiar with new modern applied techniques used in arts and crafts and fine arts. It should be noted that the seminar was held in accordance with the month “Festival of Pedagogical Excellence 2018”; own style creative activity demonstrated in the format of master classes by teachers subject to certification in 2018. Based on the results of the seminar, out of 22 respondents, 62% noted novelty, 71% noted the content of the seminar and the relevance of the topic, and 85% of participants noted practicality. A creative atmosphere, the novelty of the pedagogical technologies used, interesting pedagogical techniques, the personal skill of a master teacher - these were the characteristics mainly given by colleagues to teachers presenting their skills. Teachers and seminar participants were familiarized with the Procedure for preparing, organizing and conducting a master class, discussed at a meeting of the regional methodological association of circle leaders on August 25, 2017, approved by order dated October 25, 2017 No. 208 of the Municipal educational institution of additional education for children “Palace of Children's and Youth Creativity of Kirovsky district of the city of Donetsk", as well as with the Regulations on holding a competition-exhibition of arts and crafts and fine arts teachers "Wings of Inspiration".
Ksenia Shaimova
Workshop on organizing additional education in preschool educational institutions in accordance with the Federal State Educational Standard
Target: Systematize educators’ knowledge about. Improve the skills of teachers when organization circle and studio work at preschool educational institutions.
Tasks:
1. Study the theory and practice of organization of additional education in preschool educational institutions in accordance with the Federal State Educational Standard
2. Mugs as a shape
3. Develop a variable part of the main one general education preschool programs education taking into account club and studio work.
Equipment: Interactive whiteboard
I. 1. Theoretical Part:
1.1. " Organization of additional education in preschool educational institutions in accordance with the Federal State Educational Standard»
Currently, not only the basic education, but also additional. Additional education V preschool institutions provides an opportunity to identify and develop children's creative abilities. In classes on Additional education is being deepened, expansion and practical application of acquired knowledge in the main educational activities.
Additional education children provides the opportunity for each child to satisfy their individual cognitive, aesthetic, and creative needs. At organization of additional education activities children kindergarten takes into account:
The interests of children and the voluntariness of their choice of clubs, sections, studios;
educational
additional education children precisely on its basis;
Norms of load on a child.
Additional education children in kindergarten– one of the areas of creative, physical, social-personal and intellectual development pupils in addition to the main one implemented in preschool institutions general education preschool programs education.
Most in demand additional education children's artistic and aesthetic directions: on teaching children various techniques fine art activities - modeling from plasticine, unconventional methods of drawing, as well as physical development preschoolers.
Additional education carried out in extracurricular activities, and is carried out throughout academic year teaching staff and specialists.
Children study once a week in the afternoon. The results of children's activities are expressed in the design of collective exhibitions, the publication of albums, the design of wall newspapers, and the holding of reporting concerts.
1.2. Mugs as a shape additional education at preschool educational institutions;
A circle is an informal, free association of children in a group for activities based on their common interest, built on additional material for the tasks of the Education and Training Program in kindergarten under the guidance of an adult (teacher).
Target additional education- introduction of new variable forms of preschool education in order to improve quality educational process and meeting the demands of society.
Circles in kindergarten perform several functions:
- educational– every pupil of the educational institution has the opportunity to satisfy (or develop) your cognitive needs, get additional skill development, skills in the type of activity that interests him;
Socially adaptive - classes in circles allow students to gain socially significant experience of activity and interaction, to experience "situation of success", learn to assert yourself;
Correctional and developmental – educational educational process, implemented in the circle classes, allows you to develop the intellectual, creative, physical abilities of each child;
Educational - the content and methodology of work in circles has a significant impact on the development of social significant qualities personality, formation communication skills, education of social responsibility, collectivism, patriotism.
Mugs as a shape additional education in preschool educational institutions can open with different goals:
1. Deepening and expanding basic knowledge, advancing the child’s development or compensatory activities (for children with developmental delays).
2. Familiarization with areas of knowledge that go beyond the scope of the state Program (working with gifted children).
3. Familiarization with areas of knowledge and skills, including the development of self-knowledge, self-regulation, self-development, and the formation of interpersonal communication skills.
The activities of any circle are regulated by regulatory and legal documents:
Charter of the preschool educational institution;
- Educational program of the preschool educational institution;
Regulations on the circle;
Mug program (goal and objectives, expected end result); - The circle’s work plan for the year;
List of children;
Schedule of activities;
Quality control materials (effectiveness) work mug (diagnostic cards).
Algorithm for a teacher’s activities to create a circle (sections, studios):
1. Study of the regulatory framework.
2. Identifying the needs of educational institutions, parents, and children.
3. Analysis of the effectiveness of work assimilated by children state program preschool education.
4. Development (selection) circle programs.
5. Development of a club plan for the academic year.
6. Approval of the program and work plan of the circle of the head of the preschool educational institution.
7. Implementation of the circle’s work plan in practice.
8. Analysis of the effectiveness of the circle’s work.
9. Protection of work results to the parent and teaching community. (circle work corners, exhibitions, participation in competitions, shows, etc.)
It is important to consider that organization circles assumes voluntary (without psychological coercion) inclusion of children in activities, therefore, in addition to selecting interesting content there are a number of specific conditions:
– organization workspace;
– the opportunity for children to engage in activities according to their strengths and interests.
– the playful nature of the presentation of any material;
Club leaders organize its activities through the following forms:
With children:
Frontal exercises (group)
Excursions
Themed walks
Entertainment, leisure
Participation in various level competitions
With teachers:
Consultations, master classes, seminars for preschool teachers
With parents:
Consultations, master classes, speeches at parent meetings meetings, information on the website.
Mugs can be different focus:
1) Physical development
2) Social and personal development
3) Cognitive and speech development
4) Artistic and aesthetic development
The subject of the circles can be diverse.
At organizations activities of clubs, teachers should consider:
The interests of children and the voluntariness of their choice of a circle;
Age characteristics of children, their experience of participating in this type of activity;
The need to solve educational and educational tasks in unity with the main kindergarten program;
Understanding the game as a leading activity and building content additional education children precisely on its basis;
The need to create a comfortable environment in which a creative personality will develop;
Norms of load on a child.
Scheme for developing a circle work program
1. Title page
2. Explanatory note (relevance, goals and objectives)
3. Expected results (expected result)
4. Educational and thematic planning
5. Diagnostic cards, diagnostic methods
6. References
2. Practical part:
2.1. Drawing up sample questions to identify the needs of parents and children in additional educational services.
2.2. Development (selection) mug programs (studios, sections).
Expected result workshop:
1) Increasing the effectiveness of teaching activities.
2) Improving the quality of services provided educational services.
3) Creation and attraction of innovative pedagogical technologies.
4) Creating an accessible preschool educational space.
Summary of the workshop for additional education teachers “Modeling training session as a condition for improving the quality of the educational process"
Author: Sheiko Olga Valentinovna, methodologist government agency education "Slutsk Center children's creativity", Minsk region, Republic of Belarus.
Description: The workshop is addressed to teachers of institutions of additional education for children and youth. The development contains theoretical and practical materials on the structure of the training session, types and types of classes, requirements for the purpose and objectives of the training session.
Target: teachers' development of technology for modeling an educational lesson
Tasks:
1. Form a clear idea of the organization and structure of training sessions in the system of additional education.
2. To teach how to clearly and clearly formulate the topic of a training session, set a goal and the tasks arising from it.
3. To familiarize with the basic forms and methods of conducting classes, the correct choice of methods and means.
4. Increase the level of professional competence of teachers.
Event plan:
1. Entry form for teachers
2. Methodological dialogue with teachers
3. Speech on the topic of the seminar with a multimedia presentation and parallel discussion
5. Reflection. Final survey
1 .Leading: Good afternoon, dear colleagues! The topic of our today's workshop is “Modeling a training session as a condition for improving the quality of the educational process.” On the one hand, it is simple, and, it would seem, has been thoroughly mastered by all of us for a long time, on the other hand, as shown by the results of monitoring organized and carried out by the methodological service, many have certain kinds of difficulties when drawing up a lesson plan, when implementing the stages classes. Therefore, today we will systematize our knowledge about the training session and practice the skills of modeling the goals and objectives of the lesson.
To begin with, I suggest checking your level of knowledge on this topic and answering the questions in the questionnaire. Teachers fill out entrance forms.
2. Presenter: And so, let's remember what a training session is, its characteristic features, peculiarities? What types of training sessions do you know? What forms of classes and teaching methods can you name? Which ones do you use in your work? Answers from teachers.
3. Presenter (summarizes): A training session is the main and permanent form of organizing training. In the system of additional education, this is a collective (group, small-group) individual) form of education, which is characterized by a constant composition of students; stable time frame (45 min., 35 min.).
Signs that distinguish a training session from other organizational forms:
it's constant group of students,
management of students’ activities, taking into account the characteristics of each of them,
mastering the basics of the material being studied,
work according to the educational program, approved schedule.
There is a generally accepted classification of training sessions according to didactic purpose:
1. lesson to familiarize yourself with new material;
2. to consolidate the studied material
3. on the application of knowledge and skills;
4. to generalize and systematize knowledge and skills;
5. testing and correction of knowledge and skills;
6. combined (several didactic tasks are solved during one lesson).
Forms of organization educational activities students: group, individual, frontal.
Method (gr. “path to something”) is a method of activity aimed at achieving a specific goal.
Teaching Method– this is a way of activity of a teacher and students, a set of actions and methods of work of teachers and students; the path along which the teacher leads students from ignorance to knowledge.
Basic teaching methods:
verbal (explanation, story, conversation, discussion);
visual (illustration (tables, diagrams, drawings), demonstration (slides, films);
practical (exercise, practical work, didactic games).
Recently, interactive teaching methods have become widespread:
- methods of creating a favorable atmosphere,
- methods of organizing communication,
- methods of exchange of activities,
-methods of meaning-making,
- methods of reflective activity.
Forms of organizing training sessions:
- Conversation, consultation, modeling
- Practical exercises. Conducted with the aim of consolidating and applying knowledge, mastering practical skills
- Seminar classes. Conducted for the development of intellectual, cognitive activity, creative thinking, developing skills for independent work with additional literature and information material.
- Excursions. This is a completed cycle of step-by-step solving a cognitive problem. By classifier: previous, accompanying, subsequent
- Lesson-game (imitation, role-playing games, trainings)
- Classes with a competitive game basis: “Come up with a project”, “Loto”, “Dominoes”, “What? Where? When?”, “The investigation is being conducted by experts”, “KVN”, “ Sea battle", "Field of Miracles", etc.
- Activities based on fantasy: “Fairy Tale”, “Creative Report”, “Viewing an Exhibition”, “Vernissage”.
- Lessons based on original learning organization educational material: “Review”, “Reflection”, “Abstract”, “Monologue of Memory”, “Portrait”.
- A lesson similar to organized events: “Auction”, “Fair”, “Conference”, “Concert”, “Benefit”, “Court”, etc.
- Classes by analogy with well-known forms and methods of activity: “Dispute”, “Interview”, “Brainstorming”.
Now let's remember the structure of the training session. What are the main stages?
Structure of a training session- this is the totality of its elements, parts that ensure its integrity and the achievement of didactic goals. The structure of a lesson is determined by its purpose, content, methods, teaching aids, and students’ level of preparation. For various reasons, a large number of stages of a training session can be distinguished, but, as practice shows, teachers find it most convenient and understandable following structure classes:
1. organizational stage (preparatory, etc.),
2. main stage,
3. final stage,
4. reflection.
Organizational stage solves the following problems: organize workplace, “set up”, “introduce” students into a course of cognitive activity, communicate the topic of the lesson, carry out goal setting and task setting.
The goal of the lesson is the intended result; it must be specific and achievable.
Requirements for the purpose of the training session
- clarity and simplicity of goal formulation;
- diagnosticity of the goal, i.e. does the goal formulation reflect the final (expected) result;
- correlation of the goal with the content of the educational material;
- prospects of the goal, i.e. connection of the goal with the topic of the training session (both one specific and subsequent lessons on this topic);
- validity of goal setting, i.e. Caused by: requirements educational program, characteristics of the children's team, interests of students, etc.;
- operationality of the goal;
- reality of achievement.
One of the traditional mistakes of a teacher when formulating the goals of classes is abstractness or excessive scale: for example, the goal of instilling in children a love for the subject, nature, or the formation of a complex of knowledge, skills, abilities cannot be achieved in one lesson.
Tasks reveal the goal, specify it, determine the content of the main stages of the lesson. When planning lesson objectives, they must be set taking into account the age characteristics of students, their educational readiness, education, and development.
By formulating tasks, the teacher answers the question: “How to achieve the goal?” Tasks are divided into 3 groups:
- educational,
- educational,
- developing.
Training tasks aimed at students mastering the system educational knowledge and formation of subject skills and abilities:
to form students’ ideas about (concepts about) ...;
reveal (reveal)…;
introduce, introduce, continue to introduce...;
expand...; secure...; generalize...; systematize...;
differentiate…; teach to apply in practice...;
teach how to use...;
train...;
check…;
create conditions...
Developmental tasks aimed at developing the child’s cognitive interest, abilities and inclinations:
develop attention, memory, thinking, imagination, cognitive interest,
develop creative abilities,
develop curiosity,
develop flexibility, logical thinking, evidence-based judgments,
develop aesthetic feelings etc.
Educational tasks are aimed at mastering, assimilating and appropriating general cultural values, forming positive personality traits and social competencies:
cultivate love for your small homeland,
friendly attitude towards others,
kindness, sincerity, sensitivity, sociability;
to form neatness, thrift, hard work, restraint, etc.
Main stage
Main purpose: assimilation of new knowledge, consolidation of knowledge, skills and abilities, independent work, checking the mastery of the material (depending on the type of lesson).
What is needed to acquire new knowledge:
1. Using a variety of knowledge sources: visual aids, multimedia presentations, videos, additional literature, information from Internet resources;
2. Gradual assimilation of new knowledge. The lesson material is divided into small logical elements, each of which is practiced with students until it is comprehended and mastered.
3. New material is studied in a certain style: through research, in a problematic way (from consideration of the particular, constituent elements of new material to generalization and conclusions; from posing a problem, formulating a hypothesis - to its proof).
The process of students acquiring knowledge:
1. Perception of the subject
2. Comprehension, understanding
3. Application in practice, generalization of knowledge
4. Consolidation and application of acquired knowledge
The final stage. The main purpose is to summarize the lesson in various forms: survey, quiz, presentation, defense of creative works).
Reflective stage – organization of reflective activities of students, obtaining feedback, analysis emotional state students:
What did you learn today, what new things did you learn?
What did you manage to do?
What didn't work? What should you work on in the next lesson?
There are many interesting reflective methods and techniques. We will look at them in more detail in a separate lesson.
4. Workshop “Setting goals and objectives for the lesson”
Teachers are divided into groups of 3-5 people according to their profile. Each group receives a card indicating the topic of the lesson and its place in the curriculum. Within 5-7 minutes, groups should formulate the purpose and objectives of this lesson. The result is read out and discussed by all groups (team members).
5. Reflection. Final survey (Questionnaire No. 2).
Application
QUESTIONNAIRE 1
Dear colleagues! We ask you to answer the questions in the following questionnaire:
1.What types of occupations do you know? (mark "V"):
Lesson on introducing new material
Lesson on generalization and systematization of knowledge and skills
Lesson on application of knowledge and skills
Lesson-excursion
Lesson "Talk show"
Lesson-quiz
Lesson on testing and correction of knowledge and skills
Lesson to consolidate the learned material
"Literary Lounge"
Combined lesson
2.What stages does the lesson consist of? (mark "V"):
organizational motivational
reflective goal setting
verification test
preparatory integrating
basic information
theoretical practical
developing generalizations and systematization of knowledge
3.What forms of work do you use? (mark "V")
collective frontal
group active
differentiated individual
4.What determines the setting of goals and objectives for a lesson?
Thanks for your participation!
QUESTIONNAIRE 2
Dear colleagues! We ask you to answer the questions in the following questionnaire:
1.Profile of your association by interests.
2.What forms and methods of organizing classes can you use to increase the effectiveness of student learning?
3.What types of activities do you prefer to use?
4.What types of activities cause you difficulty?
5.Which stage of the lesson causes you difficulties?
6.Which stage of the lesson do you succeed best?
7.What teaching methods would you like to get acquainted with?
8.How do you determine the effectiveness of the lesson?
Thanks for your participation!
"Game Technologies" in pedagogy are understood as a fairly broad group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. The “pedagogical game” has a clearly defined goal and corresponding pedagogical result, which can be justified, highlighted in an explicit or indirect form and are characterized by an educational and cognitive orientation.
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SEMINAR FOR ADDITIONAL EDUCATION TEACHERS
"Center for the Development of Creativity of Children and Youth"
on the topic:
"USE OF GAMING TECHNOLOGIES
IN THE EDUCATIONAL PROCESS
AT AN INSTITUTION OF ADDITIONAL EDUCATION"
Prepared by: methodologist "TsRTDIU"
Sibileva Yu.P.
Kamensk-Shakhtinsky
2017
Target:
- Defining Values gaming technologies in the educational process.
- Disclosure of methods for organizing gaming activities in classes at the Creativity Development Center.
- Familiarization of teachers with various types of classes conducted in game form.
Seminar progress
Part 1. " The use of gaming technologies in the educational process in institutions of additional education for children.”
At the current pace at which today's children have to study, it makes us think about finding the best methods for working with children. Any teacher wants students to work actively and enthusiastically. This is where gaming technology plays a big role.
"Game Technologies"in pedagogy are understood as a fairly broad group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. “Pedagogical game” has a clearly defined goal and a corresponding pedagogical result, which can be justified, highlighted in an explicit or indirect form and are characterized by an educational and cognitive orientation.
In any additional education institution game method can be used in the following cases:
- as an independent technology for mastering concepts, topics and even sections of an academic subject;
- as an element of a larger technology;
- as a technology for educational activities.
Implement game techniques possible in the following areas:
- you can set a pedagogical goal for students in the form of a game task;
- educational activities of students are subject to certain rules of the game;
- educational material can be used as a means of play;
- can be used as motivation when an element of competition is introduced, which translates pedagogical task to the playroom;
- the pedagogical goal is successfully achieved and is associated with the game result.
When conducting research, psychologists found that when using game methods, high results are achieved in mastering the material, since a significant convergence of educational material and certain practical activities is achieved. At the same time, the motivation and activity of learning in children are significantly enhanced.
The game is incredibly popular with participants of all ages. Students are ready to spend a lot of effort, time, and creative activity on participating in games. And that is why the game, having become a means of pedagogy, uses all these possibilities to achieve its specific goals. This means that if a teacher invests educational content in the gaming sphere, he will certainly be able to solve one of the key problems of pedagogy - the problem of motivating learning activities.
Many teachers, having understood the uniqueness of the game and seeing in it a powerful potential for overcoming crises in education, have been successfully using it in their activities for many years.
Pedagogical games can be classified according to several principles:
1.By type of activity:
- physical (motor)
- intellectual (mental)
- labor
- social
- psychological.
2. By the nature of the pedagogical process:
- Educational
- Training
- Controlling
- generalizing
- educational
- educational
- developing;
- reproductive
- productive
- creative;
- communicative
- diagnostic
- career guidance
- psychotechnical and others.
All educational games in pedagogical process can be conditionally divided into several stages associated with the age periods of training and raising a child. This:
- gaming technologies for preschool children;
- gaming technologies for children of primary school age;
- gaming technologies for middle and high school age.
I would like to present some types of games that can be used by additional education teachers in their classes. So this is:
Imitation games. In classes, there is an imitation of an event, a specific specific activity of people and the environment, the conditions in which the event occurs or the activity is carried out.
To conduct a simulation game, in addition to the plot, the teacher needs to develop and describe the structure of the event.
Operation games - help to practice the performance of certain specific operations. During such a game, the teacher models the corresponding work process. Games of this type are played in conditions that simulate real ones.
Role-playing games. Here tactics of behavior, actions, and specific performance of the functions and responsibilities of a certain person are worked out. To conduct a role-playing game, the teacher develops a model of the situation and distributes roles with “mandatory content.”
Psychodrama and sociodrama.They are very close to " role-playing game" This is practically a “theater”, but a socio-psychological one, where participants develop the ability to feel the situation in a team, evaluate and change the state of another person, and the ability to enter into productive contact with him.
Well, what games can be used in additional education will be told to us by additional education teacher O.Yu.
Part 2. Types of pedagogical games used in additional education.
(From the work experience of O.Yu. Fateeva)
In my work, I, a teacher at the “Akvarelka” art studio, use the following types of educational games:
Exercise games.
Such games usually take 10-15 minutes. They are often aimed at improving the cognitive abilities of students in the association, and are also good remedy for the development of cognitive interest, comprehension and consolidation of the material. These are all kinds of puzzles, quizzes, crosswords, rebuses, teawords, charades, riddles and more.
Travel games.
These games can be played both directly in the classroom and during various educational and public events. They serve the purpose of understanding and consolidating the material. The activation of students in travel games is expressed in oral stories, questions and answers. Travel games are in the nature of geographical, historical, local history “expeditions” that can be made using books, maps, documents together with the teacher. All of them are performed by children in imaginary conditions, where all actions are determined by game roles: scientist, archaeologist, zoologist, etc. Distinctive feature Such games are characterized by flexibility and active imagination. As a result of such play, children develop a certain activity of creative imagination. I use travel games at the beginning of projects that involve a certain exploratory creative activity.
Role-playing game.
In this game, the conditions of an imaginary situation are staged and students play certain roles. It is through role-playing that a child learns to cope with uncertainty and life situations.
Competition game.
This type of game can include all of the above types didactic games or their individual elements. To play this game, students are divided into teams and there is a competition between them. The peculiarity of this game is the presence of competition and cooperation in it. Elements of competition occupy a leading place here, but cooperation is determined by specific tasks. A competitive game allows the teacher, depending on the content of the material, to introduce into the game not only entertaining material, but quite difficult questions educational program. This is the main pedagogical value and advantage of this game over others.
For a better understanding of how to make the use of games more effective for teaching and educating students, how to use games and at what stages it is preferable, I conducted a small study among students of my association and students of other creative associations of the Center. I also conducted a survey. (Appendix 1).
Analysis of the responses gave the following results:
1. In favor of the use of games in the classroom, positive results were obtained in 100% volume.
2.89% of students in our Center would like games to be used in every lesson, but only if the game is interesting to them.
4.100% of children enjoy winning the game. This desire to win ensures the development of students in gaming activities.
Well, at the end of my speech, I want to say that play is an active form of human activity. This model of learning using pedagogical games, when compared with the traditional one, is more promising. Classes conducted using the game method greatly increase students' interest in the subject and allow children to better remember wording and definitions.
Part 3 (practical).
Master class “Game activity is one of the forms of using gaming technologies in the educational process in additional education.”
So that from today’s seminar you, dear teachers, can take with you not only theory, but also a little practical knowledge, I have prepared for you several options for game activities.
The activity is the game “Dominoes”.
To conduct an activity-game, you need to prepare cards, each of which is divided into two parts. In these parts we place tasks and answers. We distribute cards to the participants of the game. All participants take turns placing cards so that each next card is logically connected to the previous one. But here it is necessary to theoretically substantiate the fact that is written on the player’s card. If a participant placed a card incorrectly or could not explain the reason for placing it, then his turn is skipped. The player can use the help of an arbiter, but in doing so, 100 points are lost.
The first person to put out all the cards wins.
Guidelines for organizing classes:
The game is carried out in class as one of the stages of group work in order to repeat and consolidate knowledge on the entire topic covered or on several topics. Each group must have a judge who will evaluate the correctness of the answer. The judge can be the most successful child in a given group of the group, or the child who has been trusted by the largest part of the group.
Examples of cards for the game:
Lesson – game “Loto”
Game conditions: Five teams participate in the game. Each team receives a card with only ten question numbers listed. The teacher takes out a barrel with numbers from the bag. The team that has this number on its card gets the right to respond. If the answer is correct, then the team receives a keg and places it on the corresponding number on the card. If the team does not give the correct answer to the question, then the keg remains with the leader and the right to answer is given to another team, which, if the answer is correct, receives a token. For this token you can buy back the barrel that was taken out of the bag, but remained with the leader. The first team to place kegs on all card numbers wins. This game can be used during general review classes or throughout the course.
(Kegs from real lotto are used), cards with numbers are prepared independently)
The activity is the game “Auction”.
Tasks on any topic are submitted for auction, which are discussed in advance with all participants. The game involves 3 – 5 teams. Using a projector, Lot No. 1 is projected onto the screen - five tasks for this topic(you can write assignments in advance on the board, on a poster, or use ready-made, printed texts). The first team selects a task and assigns a price from 1 to 5 points. If the price of this team is higher than those given by others, then it receives the task and completes it. The remaining tasks must be purchased by other teams. If the task is solved correctly, the team is awarded points, but if the task is failed, then the points (or part of them) are deducted. The advantage of this simple game is that when choosing a problem, students compare all five problems and mentally scroll through the process of solving them. This game is a prototype of the game “The Smartest”.
Which of the presented games would you, dear teachers, like to play now?
(A game is played, chosen by a large number of teachers present)
Reflection. Summing up the seminar.
Dear teachers! Summing up the results of the seminar, I would like to say that play is the most accessible type of activity for children and an excellent way to process impressions received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his feelings, emotionality, activity, and need for communication.
An interesting and well-planned game increases a child’s mental activity. She is able to solve a more difficult problem than in a traditional lesson. But, however, this does not mean that classes should be conducted only in a playful way. The game is just one of the methods, and it gives good results only in combination with other methods: observations, conversations, reading.
Games have a strong emotional impact on all children, without exception, and develop many skills. This includes the ability to work in a group, and the ability to make decisions and take responsibility. They perfectly develop organizational skills, foster a sense of empathy, and stimulate mutual assistance in solving difficult problems. Thus, use in educational process game methods allow you to solve a whole range of pedagogical problems.
The seminar participants pass the sun to each other, and the person holding the sun tells his opinion about the seminar.
Dear colleagues, our meeting today has come to an end. We hope that the knowledge you gained or consolidated today will be useful to you in your work. Goodbye. Thank you all very much for your work.
Appendix 1.
Questionnaire for students.
- Do you like it when a teacher uses games in class?
- How often would you like the game to be used in class?
- Which form of play do you prefer: individual, group or pair?
- What activities do you like to play in (list)?
- Are there times when you don't like a game and why?
- Does your desire depend on the teacher who uses games?
- What do you like most about the game?