Secrets of an exciting activity (from the experience of working as a teacher). How to make lessons interesting

From the experience of working as a kindergarten teacher

Secrets of an exciting activity (from work experience).

Hello my dear
Both small and large!
I see how you have grown up
How good!

Attention! Attention!
Dear viewers,
Miracles are coming now
It will be interesting here!
I'll look at you
Yes, and I’ll tell you a fairy tale!
You reel it all in,
Help me tell a story!
Don't be sad, smile!
The fairy tale gives us a surprise!

Speech settings.
- Hello guys! I'm glad to see you! Today we are waiting for fairy tales, exciting games and much more interesting things. I want you to succeed and have a good mood all day!

I am glad to see you so beautiful, kind, and in a good mood! We will spend this day together. May it bring you joy and many new interesting experiences. Let's make each other happy!

I am glad to see all the children in our group healthy and cheerful! I really want you to remain in this mood until the evening! And for this we must smile more often and help each other!

Hello my dears! Today it is cloudy and damp outside, but in our group it is bright and cheerful! And it’s fun from our bright smiles, because every smile is a little sun, which makes you feel warm and good. Therefore, I suggest you smile at each other more often and give others a good mood!

Guys, let's smile at each other, our guests! And let the good mood not leave us all day!

Invented by someone
Simple and wise
Say hello when you meet!
- Good morning!
- Good morning
Sun and birds!
- Good morning!
Friendly faces!
And everyone becomes
Kind, trusting!
Good morning lasts until evening!

2) Progress of classes in kindergarten (process).
Includes: repetition of covered material, explanation of new material, consolidation.
Fulfillment of assigned tasks, taking into account health-saving teaching methods.
The lesson can be complex. Including means to achieve several goals or just one, using game moments, visual material, dynamic pauses or physical minutes.
Independent activity.

1,2,3,4,5-
Let's start doing magic!
Our children have changed -
Everyone has turned into forest animals!

I'm the sorceress Fairfuck!
Oh, I love to do magic!
I'll charm you now
And I will bewitch all the children!

"Baba Yaga"
In one forest there is a hut (we connect our hands above our heads - a roof)
Stands backwards (turns right and left)
And in that hut there is an old woman
Grandmother Yaga lives (as if we were tying a scarf)
Crochet nose (put your hand to your nose and place your finger like a hook)
Eyes like bowls (we put the fingers of both hands into rings and apply them to the eyes)
Like coals are burning (without removing your hands, turn right and left)
And angry and angry (we show anger, wave our fist)
The hair stands on end (put your fingers spread on your head)
And only one leg (we stand on one leg)
Not simple, bone
That's how Grandmother Yaga is! (We clap our knees. To the words of Grandmother Yaga we spread our arms to the sides)

3) End of a lesson in kindergarten (result of the lesson, farewell, reflection).
- Summing up the lesson.
- Creating prerequisites for further studies.
- Evaluation of results, reflection, self-esteem, encouragement.
- Ritual of farewell.
For example:

Well, everyone stood in a circle
Everyone suddenly joined hands
We'll stand next to each other
Waving your arms
We studied for a whole hour
And we fooled around a little
And now kids
It's time for you to rest too!

Everyone joins hands and says:
We are all friendly guys.
We are preschool kids.
We don't offend anyone.
We know how to care.
We will not leave anyone in trouble.
We won’t take it away, we’ll ask for it.
May everyone be well
It will be joyfully light

The game is not easy
So smart.
Those who play it
Animals are not harmed.
And to us friends, goodbye
All that remains is to say: “Goodbye!”

Of course, each teacher can supplement this list with his own interesting findings and developments, but if this material is useful to someone, I will be glad!

Sheveleva E. G.,

Mathematic teacher

How to conduct a quality lesson.

1. The lesson objectives must be specific and observable during the lesson. The goal must permeate the entire course of the lesson from beginning to end..

1. The teacher must confidently (professionally) master the educational material:

1. use the conceptual apparatus freely, present educational material calmly and without tension;
2. present the material in an interesting and engaging manner;
3. do not shy away from answering difficult questions, encourage them to be asked.

1. The teacher must demonstrate correct, expressive, clear, precise, concise, appropriate speech.

1. It is not permissible for a teacher to interrupt a student in a lesson, show rejection, irritation, anger, or impose his point of view.

1. Establish and use connections with other objects.

1. It is appropriate to use social experience (personal, family, other people, countries, peoples).

1. Use handouts: cards, study guides, illustrations, tables, diagrams, etc.

1. Use dynamic teaching materials: audio, video, computer demonstrations, devices, etc.

1. When submitting homework, you can use assignments from three levels of education:

1. state standard (minimum level);
2. school;
3. individual component.

1. Encourage (with remarks or marks):

1. if students use facts from other areas of knowledge;
2. voluntary expression by students of their opinion about something.

1. Offer tasks that develop intuition, creative imagination, emotional and sensory perception.

1. Pay attention to the quality of students’ speech. Not only speech with errors should be celebrated, but also good examples of speech.

1. It is necessary to finish the lesson on time. After the bell rings, most students do not perceive the teacher’s information well.

Lesson Plan

Specific Lesson Plan- this is a personal matter for the teacher; he has the right to independently work out his own plan model, which is convenient and useful for him.

But five points must be reflected in the plan:

1. The goals and objectives of the lesson with specific instructions on what students should remember, understand, master, and what skills to develop.

1. The topic of the lesson and the plan for its presentation. This part of the plan is compiled arbitrarily, at the request of the teacher: in the form of plan points, theses, text of assignments, solutions to problems, formulas, etc.

1. Poll questions are essentially topic cues, the main thing that attracts students' attention. You can't rely on memory. Questions (tasks, assignments, cards) are prepared in advance and solutions and options are immediately attached.

1. Assignments for independent work and consolidation (questions, paragraphs of the textbook for reading, exercises, examples).

1. Homework assignments indicating how long it will take to complete them.

Lesson Plan - this is a plan for a particular section of the topic, therefore it is believed that the teacher can use the same, but adjusted plans. The requirement to draw up plans for each lesson in each class (even on the same topic), especially in duplicate, according to a single (often complicated) scheme only leads to overload of the teacher.

First of all, the teacher needs to effectively organize preparation for the lesson. If a teacher plans not individual lessons, but a whole topic, then in this case he significantly saves his time on preparation, improving its quality.

You can suggest the following technology for preparing the topic (according to A. Gin). You need to prepare as many sheets of paper as there are lessons in the topic. Plan all lessons in parallel in an overview.

Approximate sequence of actions:

1. Base sheet. A “Basic Control Sheet” is being prepared. In the graduating class, it is better to formulate basic questions in accordance with the programs for applicants to universities.
2. Props. Props are planned: visual aids, books, experiments, etc.
3. Student participation.How will active student participation be organized? For example, what reports will they prepare?
4. Organization of repetition of previously studied topics.In what lessons and in what form is repetition organized?
5. Control. In what lessons and in what form should control be organized?

The topic as a whole is planned. Inscriptions appeared on the sheets with the corresponding lessons. Now it’s time to plan individual lessons. The stages of the lesson can be implemented using various techniques or a combination of them.

Example of a “Lesson Designer” table:

Using the “Lesson Designer” table as a universal cheat sheet, the teacher, in accordance with his goals, creates a formula (diagram, structure) for a specific lesson. Each teacher can have his own constructor. Teacher creativity is the norm of a healthy society. Pedagogical techniques are a creative tool. The techniques listed above can be discussed in A. Gin’s book “Techniques of Pedagogical Techniques: Freedom of Choice. Openness. Activities, Feedback. Ideality".

A technological map can be defined as a form of teacher planning of the educational process, combining traditional thematic planning with lesson planning. Its essential characteristic is the presentation of the educational process at the level of technology - at the level of design and construction, including a description of the actions of the teacher and students. Description of the educational process at this level allows us to consider the technological map as the basis for managing the educational and cognitive activities of students both by the teacher and the students themselves.

Planning control using a map that is drawn up for the entire topic, and even before starting to study the topic, the teacher compiles the texts of test papers. The teacher identifies all educational units (terms, facts, concepts, rules, laws), then determines at what level each of the educational units will be studied.

Each educational unit is subject to control.

If students are identified who have difficulty mastering knowledge at the standard level, the teacher will organize help for them right here in the lesson.

Based on the technological map, the nature of interaction between the school leader and the teacher changes. To do this, the head of the school, together with the teacher, structures the educational material, develops various options for students to master the educational topic, and determines control lessons at which the head of the school can be present. If necessary, using a technological map, the school head can provide methodological assistance to the teacher and identify the reasons for the teacher’s low performance.

The technological map provides for planning the acquisition of knowledge by students, the formation and development of their special and general skills at a certain level.

There are several examples of maps.

Example 1

Technological map No. n Class

On topic: (section topic)

Example 2.

1. Approximate form of a technological map

(according to T.I. Shamova, T.M. Davydenko)

Example 3.

The choice and use of a technological map is the right of each teacher at his own discretion.

To summarize, we can highlight the following:

1. The technological map allows you to plan the educational process in the system.
2. Allows you to create a general lesson structure, and applications can take into account the characteristics of each class, and even each student individually.
3. The technological map is a mobile lesson and thematic planning.
4. In the form of a technological map, you can draw up “Thematic lesson planning”

Groups of lesson objectives.

The birth of any lesson begins with an awareness of its goals. They determine the teacher’s system of actions in the upcoming lesson. The main logic of the lesson and its key points are thought out in advance as a way to achieve the goals.

Generally speaking, the goals of a lesson are understood as those results that the teacher expects to achieve in the process of joint activities with students during their training, education and development.

When preparing a lesson, it is necessary to determine the objectives of the lesson:

1. subject goals are assigned to a specific lesson,
2. goals focused on the development of the child’s personalityare assigned to an entire topic or section.

Subject goals may start with:

1. Create conditions for...
2. Provide conditions for...
3. Help in assimilation (consolidation) ...
4. Assist in the assimilation of...

Development-oriented goals

Child's personality:

1. Goals aimed at developing a personal and semantic attitude to the academic subject:

1. To actualize students’ personal meaning in studying the topic;
2. Help students realize the social, practical and personal significance of educational material;

2. Goals aimed at developing students’ value-based attitudes towards the surrounding reality:

1. To promote students' awareness of the value of the subject being studied;
2. Help students realize the value of collaborative activities;

3. Goals related to ensuring the development of intellectual culture among schoolchildren:

1. Create meaningful and organizational conditions for the development of schoolchildren’s skills to analyze a cognitive object (text, definition of a concept, task, etc.);
2. Ensure the development of schoolchildren’s skills to compare cognitive objects;
3. To promote the development in schoolchildren of the ability to highlight the main thing in a cognitive object(definition of a concept, rule, law, etc.);
4. To ensure the development of schoolchildren’s skills to classify cognitive objects, etc.

4. Goals aimed at developing a research culture among schoolchildren:

1. To promote the development in schoolchildren of the ability to use scientific methods of cognition (observation, hypothesis, experiment);
2. Create conditions for schoolchildren to develop the ability to formulate problems and propose ways to solve them.

5. Goals related to the development of an organizational and activity culture among schoolchildren (a culture of self-management in learning):

1. Ensure that schoolchildren develop the ability to set goals and plan their activities;
2. Create conditions for the development of schoolchildren’s ability to work in time;
3. To promote the development in children of the skills to exercise self-control, self-assessment and self-correction of educational activities.

6. Goals related to the development of students’ information culture:

1. Create conditions for the development of schoolchildren’s ability to structure information;
2. Ensure that schoolchildren develop the ability to draw up simple and complex plans.

7. Goals related to the development of students’ communicative culture:

1. Promote the development of children's communication skills;
2. Ensure the development of monologue and dialogic speech in schoolchildren.

8. Goals aimed at developing the reflective culture of schoolchildren:

1. Create conditions for schoolchildren to develop the ability to “suspend” their activities;
2. To ensure that schoolchildren develop the ability to identify the key moments of their own or someone else’s activity as a whole;
3. To promote the development in children of the ability to step back, to take any of the possible positions in relation to their reality, the situation of interaction;
4. To ensure that schoolchildren develop the ability to objectify activities, i.e. translate from the language of immediate impressions and ideas into the language of general provisions, principles, schemes, etc.

Learning activity and its connection

With other forms of training

Reminder for maintaining discipline in the classroom

1. Come to the office a little before the bell rings. Make sure everything is ready for the lesson, whether the furniture is beautifully arranged, whether the board is clean, whether visual aids are prepared, TSO. Be the last one to enter the classroom. Make sure that all students greet you in an orderly manner. Look around the class, be sure to look at the undisciplined children. Try to show students the beauty and attractiveness of the organizational beginning of the lesson, but strive to ensure that it takes less and less time each time.

1. Don't waste time searching for your subject's page in the class magazine. You can prepare it during recess; train the duty officers to leave a note on the teacher’s desk with the names of absent students.

1. Start the lesson with energy. Don't ask students: who didn't do their homework? This teaches you the idea that failure to complete a lesson is inevitable. It is necessary to conduct the lesson in such a way that each student is busy from the beginning to the end of the lesson. Remember: pauses, slowness, idleness are the scourge of discipline.

1. Engage students with interesting content and mental tension, control the pace of the lesson, and help the weak believe in themselves. Keep the entire class in sight. Pay special attention to those whose attention is unstable and who are distracted. Prevent attempts to disrupt work order.

1. Make requests and questions a little more often to those who can do something else during the lesson.

1. When motivating knowledge assessments, make your words business-like and interested. Give the student instructions on what he should work on and check the completion of this task. This will teach you to disciplined work. The student will get used to the fact that the teacher’s instructions must be followed.

1. Objectively evaluate the student's knowledge, use marks for behavior and diligence to evaluate behavior.

1. End the lesson with an overall assessment of the class and individual students' work. Let students feel a sense of satisfaction from the results of their work in the lesson. Try to notice the positive in the work of unruly guys, but don't do it too often and with little effort.

1. Stop the lesson with the bell. Remind about the duties of the duty officer.

1. Refrain from making unnecessary comments.

1. Get by without the help of others. Remember: establishing discipline may be the only area of ​​teaching practice where help in the classroom is not beneficial.Ask the students themselves for help. An offender who is not supported by the class is easier to deal with.

1. Remember: where there are doubts about the rightness of the teacher, not to mention those cases when his guilt is undeniable, the conflict should be unleashed in favor of the students.

1. Remember the words of N.A. Dobrolyubova:

“A just teacher is a teacher whose actions are justified in the eyes of his students.”

Sample diagram of lesson self-analysis

1. What is the place of the lesson in the topic, section, course? How is this lesson related to the previous ones, how does it “work” for subsequent lessons? What type of lesson?

1. What are the characteristics of the actual learning capabilities of students in this class? What student characteristics were taken into account when planning this lesson?

1. What tasks were solved in the lesson: educational, educational, developmental? Was their relationship ensured? What were the main tasks? How are the characteristics of the class and individual groups of students taken into account in the tasks?

1. Was time rationally distributed at all stages of the lesson for questioning, learning new material, consolidation, analysis of homework (if the lesson is combined)? Logical connection between the stages of the lesson.

1. What content (concepts, ideas, positions, facts) is the main focus of the lesson and why? Is the most important thing highlighted in the lesson?

1. What combination of teaching methods was chosen to reveal new material? Justification for the choice of teaching methods (required!).

1. What combination of teaching forms was chosen to reveal new material and why? Is a differentiated approach to students necessary? What is the basis for differentiation? What was differentiated: only the volume or only the content, or the degree of assistance provided to students, or all together?

1. How was control over the acquisition of knowledge, skills and abilities organized? In what forms and by what methods was it carried out?

1. How were the classroom and teaching aids used in the lesson?

1. What ensured the high performance of schoolchildren in the classroom throughout the lesson?

1. How was a good psychological atmosphere maintained in the lesson, how exactly was the culture of communication between the teacher and the group of students, the class? How does a teacher behave in critical situations? How was the educational influence of the teacher’s personality implemented?

1. How and through what means was the rational use of time ensured in the classroom (and in homework) and the prevention of student overload?

1. Were other methodological options for conducting the lesson provided? Which?

1. Have you been able to fully achieve all of your goals? If it failed - why?

Indicators for assessing the quality and effectiveness of educational

Classes

(based on materials from T.I. Shamova and V.P. Simonov)

1. PEDAGOGICAL ASPECT

2. ANALYSIS OF A TRAINING ACTIVITY

3. (based on materials from S.V. Kulnevich, T.P. Lakotsenina)

The pedagogical aspect of the lesson can be considered through the following components:

1. Lesson location in a lesson system on a topic or subtopic.
2. The correctness of setting the lesson goal
3. Lesson organization:

1. Lesson type;
2. Structure, sequence of stages and dosage over time;
3. Compliance of the lesson structure with its content and purpose;
4. Preparedness of the class for the lesson;
5. Forms of organizing student work: frontal, group, individual, etc.;

1. Lesson content:

1. Scientific nature of the material;
2. Correct selection of material and activities for different stages of the lesson
3. Connection of the material being studied with previously studied material. Repetition techniques;
4. Disclosure of the practical significance of the material being studied;
5. Interdisciplinary connections;
6. Teacher's speech: literacy, emotionality, lexical richness, scientific speech;

1. Lesson methodology:

1. Methods and techniques used by the teacher at each stage of the lesson;
2. Compliance of the methods used with the content and goals of the lesson, age and level of preparedness of students;
3. Setting the goal of the lesson for students and involving them in summing up the lesson;
4. Working with lagging students and students showing increased interest in the subject;
5. Knowledge assessment system;

1. Communication in class: tone, style of relationship, manner of communicating with the class and individual children.
2. Student work and behavior in class:

1. Activity of the class and individual students;
2. Students' interest in the materials being studied;
3. Attitude towards the teacher;
4. Discipline, organization
5. Students’ speech: literacy, emotionality, lexical richness, scientific speech, the ability to express and defend their point of view, the ability to ask questions.

METHODOLOGICAL ASPECT

ANALYSIS OF A TRAINING ACTIVITY

Main learning goal of the lesson:

The goal is formulated by the teacher in general terms or in the actions of students;

Achieving the goal in the lesson: at various stages, at the level of familiarization and comprehension, at the level of reproduction, etc. ;

Achieving the subject goal in the lesson;

Achieving a developmental goal in the lesson.

1. Methodological logic of the lesson

The structure of the lesson, its validity;

The expediency of time distribution, lesson timing;

The feasibility and nature of checking homework;

The nature of the teacher’s presentation of new material;

The nature of students’ perception of new material, the degree of their independence;

Development of general educational and special skills in students;

Teacher's assessment activities and students' self-assessment;

The nature of homework, ways of informing about homework;

Lesson effectiveness.

1. Using different learning tools:

Tasks of various nature, instructions, algorithms, supports (diagrams, models, illustrations, etc.);

Adequacy of the means used to the main goal of the lesson;

Efficiency of use of funds in a given class;

Proper use and combination of various teaching aids.

1. Using various methodological techniques:

The adequacy of this technique to the purpose and objectives of the lesson;

The validity of using this technique;

The effectiveness of using these techniques.

1. Using various organizational forms of training:

Individual,

Group,

Steam room,

Frontal,

Differentiated forms of work

Prevention of academic failure

1. An important condition for preventing failure in mathematics is the systematic, consistent study of program material by each student in the class:

1. establish connections between new material and previously studied material;
2. teach how to perform independent work according to a model;
3. provide timely assistance to students.

2. The next condition is that each student masters the necessary techniques for independent work.

Techniques for organizing students' educational activities

1. Methods of working with a mathematics textbook.

Well-organized and systematically conducted work in the textbook is one of the decisive conditions for students to acquire knowledge and skills in mathematics.

Reading mathematics textbooks must be specially taught.

1. Reading rules, definitions, statements of theorems after the teacher’s explanation.
2. Reading other texts after the teacher explains them.
3. Analysis of textbook examples after their explanation by the teacher.
4. Reading textbooks aloud by the teacher, highlighting the main and essential.
5. Reading the text by students and breaking it down into meaningful paragraphs.
6. Reading a textbook paragraph, drawing up a plan independently and students answering according to the plan.

It is necessary to teach how to use not only the text and illustrations of the textbook, but also its table of contents, notes and tables placed on the endpapers, annotations, and a subject index. Proper use of this textbook aid significantly speeds up the search for the required material in the textbook.

2. General method of working with the textbook.

1. Find the task by table of contents.

2. Think about the title. Those. answer the questions:

1. What will we talk about?
2. What do I have to learn?
3. What do I already know about this.

4. Highlight all incomprehensible words and expressions, find out their meaning (in a textbook, reference book, from a teacher, parents, friends).

5. Ask questions as you read. For example:

1. What are we talking about here?
2. What do I already know about this?
3. What should this not be confused with?
4. What should come of this?
5. Why is this being done?
6. What can this be applied to?
7. When and how to use?

And answer them.

6. Highlight (write out, underline) the main concepts.

7. Highlight the main properties of these concepts (rules, theorems, formulas).

8. Study the definitions of concepts.

9. Study their basic properties (rules, theorems, drawing).

10. Disassemble and understand illustrations (drawing, diagram, drawing).

11. Analyze examples in the text and come up with your own.

12. Conduct independent substantiation of the properties of concepts (derivation of a formula or rule, proof of a theorem).

13. Make diagrams, drawings, drawings, tables, etc., using your notations.

14. Remember the material using memorization techniques (retelling according to a plan, drawing or diagram, retelling difficult passages, mnemonic rules).

15. Answer specific questions in the text.

16. Come up with and ask yourself such questions.

17. If everything is not clear, note what is unclear and contact the teacher (parents, friends).

3. General organization of homework.

1. Understand the purposes of homework and their importance.

2. Familiarize yourself with the tasks, determine in what sequence it is best to complete them (alternating oral and written, easy and difficult).

3. Remember what you studied in class, look at the notes in your notebooks.

5. Complete written assignments.

4. What you need to know about the theory.

1. Basic provisions of the theory.
2. Experienced facts that served as the basis for the development of the theory.
3. Mathematical apparatus of the theory (basic equation).
4. The range of phenomena explained by this theory.
5. Phenomena and properties predicted by theory.

5. Algorithm for solving the problem.

1. Understand the content of the problem, establish what is unknown and what is given and what the condition is.

2. Draw a diagrammatic representation of the content of the task, breaking it down into parts according to its meaning.

3. Establish the relationship between these quantities and the required ones.

4. Express the numerical data of all unknown quantities in terms of known and designated quantities based on the patterns established between these quantities.

5. Based on the compared values, create an equation or system of solutions.

6. Check the solution to the problem in a way known to you (by creating an inverse problem, solving this problem in a different way, etc.)

6. How to solve a geometry problem.

1. Read the task conditions carefully.
2. Reading the condition a second time, establish a relationship between the numeric data.
3. Make a drawing according to the numerical data of the problem.
4. Write down the condition of the problem to the right of the drawing.
5. If necessary, perform additional constructions.
6. Think about what is needed to answer the question posed.
7. Using the conditions of the problem, the drawing and previously studied material, find the necessary elements.
8. Then determine the elements you are looking for.
9. When you have a general plan for solving a problem, write it down.
10. Accompany each action with brief explanations.
11. Do not write intermediate names.
12. See if the solution found satisfies the conditions of the problem.
13. write down the answer to the problem.
14. Think about whether the problem can be solved in another way.
15. Solve geometric problems starting with the main question.

7. How to prove the theorem.

To prove a statement means to move from its conditions to the conclusion using logical reasoning.

For this:

1. It is necessary first of all to know what the condition is and what the conclusion of the theorem is.
2. When starting the proof, highlight all points of the conditions and conclusions of the theorem and use the conditions of the theorem in full in your reasoning.
3. Replace each term with its definition.
4. Transform the conditions and conclusion of the theorem so that it is easier to prove.
5. Use analogies with proofs of well-known theorems.
6. Find other methods of proof.

tests

1. Tests are carried out to identify the levels of formation of the system of student knowledge qualities.
2. The topics of the tests are determined in accordance with the leading ideas of the academic subject or course.
3. After choosing a topic, it is necessary to determine the basic concepts, facts, laws that form the essence of a particular theory, the quality of assimilation of which must be tested.
4. When selecting the content of a test, it should be taken into account that in order to obtain objective information about the final result, it is necessary to test knowledge at the final stage of its assimilation.
5. When compiling assignments, you should proceed from the principle “from simple to complex.” Each previous task should help complete the subsequent one, and the subsequent one should prepare for the perception of new tasks and reinforce the previous one.
6. The following sequence of tasks is required:

1. A task to reproduce the definition of a concept or the formulation of a rule, law, theorem with the requirement to indicate all quantities included in the definition, law, etc.;
2. A task that requires students to apply knowledge according to a model based on the first task (tasks to solve problems using the formula, law, etc. reproduced in the first task);
3. A task of a constructive nature, during which the student has to use several algorithms, formulas, theorems, if they are given explicitly. When starting to complete such a task, the student must analyze possible general ways to solve problems, find characteristic features of a cognitive object, i.e. see a pattern in a changed situation;
4. A task of a creative nature, during which the student needs to find a way out of a non-standard situation.

The test can take 30-45 minutes

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1. Episheva O.B. Technology of teaching mathematics based on the activity approach: Book for teachers / O.B.Episheva. – M.: Education, 2003 (Teacher’s Library)

16. Manvelov S.G. Designing a modern mathematics lesson. Book for the teacher / S.G. Manvelov. M.: Education, 2002 – (Teacher’s Library)

Many children complain to their parents that they are incredibly bored in math lessons. They don't understand why they need to learn stacks of formulas and how they can be useful in real life. That is why we have prepared 8 ways that will help diversify a math lesson and interest the student.

1. Make the lesson meaningful

Most math lessons in school suffer from the following:

1. Sometimes teachers themselves cannot explain why they teach certain topics to their students. It is difficult for such teachers to see the connection between mathematics and other subjects of the school curriculum.
2. As a result, students also do not understand why they are studying these topics. A common question they ask themselves is, “Why should I learn this?” makes sense. Do you have a good answer to it, instead of the usual “It will be on the exam” or worse - “Because you need it”?

Several possible options to fix this:

• Show your student the practical importance of mathematics, explain how he can solve real life problems using the knowledge gained in your lessons.
• Check out the curriculum for other school subjects. After this, you can use examples in your lessons that are understandable and interesting to your students.

2. Start with concrete examples - leave abstract concepts for later

Modern mathematics looks like a science that studies abstract concepts. Practical ways to solve real problems that were solved by the great mathematicians of the past are today presented in the form of algebraic formulas, axioms and theorems. Students do not always understand how everything written in their textbooks can be useful to them in life. Help them understand this.

Instead of starting each topic with a formula, start with specific examples of problems that were originally solved by that formula. Help students see how theoretical mathematics can solve such problems by showing them the thinking process first and then the solution.

3. Start with an interesting, real problem (preferably local)

Most math lessons start like this:“Here is the new formula for today's lesson, here is how you should insert the values, here is the correct answer.”

The problem is that this approach does not even attempt to motivate the student.

It will be great if you stimulate the students' interest. Use presentations, training videos and other aids. Search the Internet for interesting information and use it in your lessons.

Here's an example problem:10 most dangerous cities in Russia (the norm of air pollution in cities is exceeded from 11 times to 34 times).

(photo taken from flickr.com)

What can you do in class?: identify the main causes of air pollution, decide together what needs to be done to reduce the level of pollution. With the help of simple calculations, students will be able to calculate under what conditions the level of pollution can be reduced.

Or you could suggest the following topic:The world's largest telescope has been built in China .

(photo taken from topblognews.ru)

What you can do in class:find the area of ​​a 500 meter telescope, discuss how the construction of the telescope affected the environment, and decide how much area was cleared to build the telescope.

4. Creativity and control over the situation

We believe that mathematics is an extremely interesting science that requires a lively and open mind to master. You should not reduce work in class to memorizing formulas and monotonously solving similar tasks using a ready-made algorithm.

We're all creative and love to be, but most schools don't encourage creativity (check out this great video from TED Talks,Ken Robinson: How Schools Stifle Creativity(there are Russian subtitles)).

There are many ways to encourage student creativity in math lessons. Use new technologies to describe math concepts: prepare animations, diagrams, or interesting infographics for class. Create something yourself or download it from the Internet.

Give students individual assignments that engage creative thinking and build confidence in their abilities.

5. Ask more interesting questions

Read the condition. Which answer is correct?

A boat with a lot of pebbles floats on the lake. Pebbles are thrown into a depression in the lake. At this time, the water level in the lake (relative to the shore):

a) will rise

b) will go down

c) will remain the same.

For many students, math questions are most often associated with problems in a textbook. The problem for them looks like a long sentence: “Here is the problem in words. Take the numbers, plug them into the formula, do the calculation, and move on to the next problem.”

An interesting condition of the problem will definitely catch the attention of students, in contrast to a task like: “There are these numbers, find one or more unknowns.” The example above will evoke more emotion than a typical question from a book.

Here's another example:

Imagine that you are jumping with a parachute. What would a graph of your speed look like versus time, from the time you jump out of the plane until you reach your terminal speed?

a) Concave down to increase

b) Concave down to decrease

c) Straight line with a plus slope

d) Growing and curved upward

When students get used to solving such problems, they themselves will begin to come up with interesting real-life examples related to calculations using the formulas they have already learned.

6. Let students create their own questions.

Students understand much more when they have to come up with their own questions. The easiest way is to ask students to write test questions on the topic.

You can divide the class into 2-4 groups. Each group must create a block of questions for the test. During the lesson, the children exchange sets of tasks and solve them.

If one of the components made a mistake or prepared a task that cannot be solved, you can figure out in class why this happened: what the component did wrong, what could have confused him.

7. Magazine

Invite students to keep a math journal, just as great scientists documented their progress toward solving a problem.

You should know that reflection is a key element of effective learning.

A math journal will help you and your students track how they perceive course material, what challenges they encounter, and what helps them succeed.

How to Keep a Math Journal:

1. An entry is made in the journal after each problem is solved.
2. All thoughts should be written down in a separate notebook.
3. In a mathematical journal, you need to describe in detail all the difficulties and achievements.
4. The time for recording in the log should not exceed 5-7 minutes.
5. Math journaling can be done with both young children and adults. Younger students can draw a math problem in a journal.
6. A mathematical journal should not be kept daily, but as you progress in solving individual mathematical problems or when moving to study a new topic.
7. Be tolerant. Journaling takes a lot of time, but it is a good help for developing mathematical thinking.

8. Projects

The most effective way to interact with students is to give them the opportunity to do something on their own. Help students see mathematics around them: in the things that surround them, in natural phenomena and processes.

You can use modern teaching tools that will help you show students of different ages how interesting mathematics can be.

(photo taken from technabob.com)

Here are just a few ideas:

• Design Lego robots
• Create visual representations on the siteGeoGebra
• Create a dynamic presentation inPrezi

If you know what could be added to our list of tips, share your ideas in the comments. We are sure that thousands of teachers will be grateful to you for this.

Anatole France very accurately noted the importance of an unusual presentation of educational material, saying: “The knowledge that is absorbed with appetite is better absorbed.” Many experienced and novice teachers are wondering how to conduct an interesting lesson? Such that the children would be afraid to be late for it, and after the bell would not rush to leave the class.

How to awaken students’ “appetite” for new knowledge? How to make each lesson interesting and unusual? How to competently use well-known pedagogical techniques and techniques to teach memorable lessons? Our material is devoted to this topic.

Secrets of preparing and conducting an interesting lesson

So, every lesson should arouse the child’s interest. Yes, yes, exactly everyone. A history and English lesson, an open lesson and a traditional one, should be interesting. In this case, the effectiveness of school teaching increases noticeably, and new material is easily absorbed. We will tell you how to prepare and conduct productive and fun lessons.

• Plan a lesson taking into account the age characteristics of the students, their emotional mood, and their inclination to work individually or study in a group. The concept of every interesting activity should have a creative beginning.
• Put yourself in the place of a child, do not limit the flight of your imagination - and non-standard solutions will definitely come up. And impeccable mastery of the material and pedagogical improvisation will allow you to conduct the prepared lesson in an interesting way.
• Always remember that a great start to a lesson is the key to success! Start the lesson actively (maybe with a little surprise!), clearly formulate its objectives, check your homework using.

• An interesting lesson is always divided into clear fragments with logical bridges between them. For example, do not dump a portion of new knowledge on students, but smoothly and logically move from one stage of the lesson to another. Each individual part of the lesson should not be lengthy (on average, up to 12 minutes, with the exception of explanations of new material).
• Use a variety of techniques to create an engaging lesson. Using a computer or electronic projector, you can simply and easily make both open and traditional lessons in any discipline interesting. Thus, presenting a significant event on the big screen or watching military newsreels will help the teacher teach an interesting history lesson.
• Be flexible! Equipment breakdown, student fatigue or unexpected questions are situations from which the teacher must be able to quickly and competently find a way out. For example, in order to relieve tension in the classroom, you need to have simple and fun tasks on the topic (preferably in a playful form).

• How to conduct interesting lessons for high school students? Don't be afraid to break stereotypes! Don't be afraid to experiment and improvise! Avoid templates! After all, the lack of interest in the lesson is most often due to the fact that students know all its stages in advance. This chain, which is pretty boring for the guys, can and should be broken.
• Don't do all the work for students to avoid silence and help them! Encourage constant student activity. Give children simple and logical instructions for completing tasks of any complexity. Make the most of every task.
• Use group work: such activities are not only interesting, but also teach children to make collective decisions and develop a sense of partnership. This form of work is often used to conduct an interesting open lesson.
• To teach interesting lessons, constantly search and find unusual and surprising facts about each topic that are not in the textbook. Surprise your students and never cease to be surprised with them!
• Create and constantly replenish your own methodological collection of the most successful, interesting and exciting tasks and forms of work, use entertaining material in every lesson.
• Thematic games will make lessons interesting in any classroom. The game creates a relaxed and relaxed atmosphere in the lesson, in which new knowledge is well absorbed. For example, by passing a small ball along the rows, you can arrange an active blitz poll. And role-playing games will help you conduct an interesting English lesson.

The focus is on the personality of the teacher

It is no secret that children often develop an interest in a subject thanks to the bright personality of the teacher who teaches it. What does that require?

• Leave your fatigue, worries, and troubles outside the school door! Open up to communication with students! Children really appreciate appropriate and accessible humor in the classroom and dialogue on equal terms.
• Behave outside the box! Go beyond the usual boundaries, because the personality and behavior of the teacher in the classroom are extremely important. Do you traditionally wear a business suit? Wear a bright sweater to your next lesson! Is energy always in full swing? Conduct the lesson in a calm manner. Do you prefer to explain new material while standing at the board? Try talking about a new topic while sitting at the table. As a result, children will follow the teacher with interest, subconsciously expecting something new and unusual from each lesson.
• Give more interesting examples from personal experience, because a teacher, first of all, is a creative person and an extraordinary person. Vivid life examples are remembered much better than fictitious ones.

We hope that our recommendations will help teachers in preparing and conducting new, fun lessons. Remember that the desire for personal and professional self-improvement is the basis of successful and effective teaching activities, the guarantee that each new lesson will be interesting.

They are practically not limited to anything, but in drawing lessons at school things may be different. Rules, prohibitions, strict limits sometimes turn such a process, beloved since childhood, into a painful serving of the number. Unconventional approaches and methods, which are so necessary for drawing lessons in general and in particular, will help and make the drawing lesson itself interesting and exciting.

How to conduct a drawing lesson in an interesting way: 11 unconventional ideas

The drawing process is very useful for children, because it develops attention, fine motor skills, imagination and memory. These can be used not only in school drawing lessons, but also used for entertaining a child and his friends outdoors or at home.

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Outline the shadow

Drawing can be turned into if you move the whole process into fresh air. All you need is paper, objects that will cast a shadow, and markers. This is also a way to explain to children the role of light and shadow, the movement of the sun and the change of day and night.

Self-portrait

Let the children draw their self-portrait, but not drawing it from scratch, but completing only the right/left part. The principle of symmetry has not been canceled.

Portrait from memory

Or invite the children to draw portraits of each other from memory. Attach the leaves to the children's backs (this will already amuse them), line everyone up one behind the other and let everyone draw a portrait of the one who is standing in front of them. Those standing in front are prohibited from turning around. The technique lifts your spirits beautifully and for a long time.

Fancy patterns on film

Instead of traditional paper canvas, use wide cling film. Stretch the film between two tables, cover the floor, and let the children put on aprons. Divide the children into groups: one draws, and the other lies under the film and watches the process through the film from bottom to top. Tell us that paint applies differently to different surfaces, so even the splashes look unusual.

The longest brush

Attach a long stick to each tassel with tape. Invite the children to start, and only then move on to drawing. This original way of painting develops motor skills, coordination and dexterity, because handling a long brush is much more difficult than a regular one.

Drawing with feet. Everyone knows how to draw with their hands. But what about drawing with feet? This is also an equally interesting and exciting process that requires concentration and patience. This drawing technique is especially useful for.

Turn your head. In addition to drawing with your feet, you can also use... your head. How? Attach two tassels folded at an acute angle to each bicycle helmet, distribute the helmets to the children and hang a large piece of whatman paper in front of them. The children's task is to draw on paper by moving their heads. Excellent exercise for the cervical region.

Drawing-blowing

Instead of brushes, you can use cocktail tubes and blow through them onto the paint, thereby making colorful stains on a sheet of paper. This makes the hairstyles of pre-drawn characters interesting.

Inside out

You can draw not only at the table, but also under it. Attach leaves to the inside of the table and invite children to draw while sitting or lying on their backs, as Michelangelo did. The kids will love it, you'll see.

From figure to abstraction

To create a collective abstraction, you can use a grid of body contours. Cover the floor with large strips of paper and have the children trace each other's bodies, layering each other's outlines. Afterwards, children choose individual parts of the drawing for themselves and paint them over at their discretion.

Luminous painting

Liquid from fluorescent bracelets or sticks can serve. Take a few of these neon sticks, carefully cut off the ends and remove the stems. It is better to do everything with gloves. Place the glowing “filling” of the bracelets or sticks in plastic cups half filled with water. Hand out paper to the kids, turn off the lights and let the magic begin!

These will add variety to the standard drawing program and help make drawing lessons interesting and exciting. How do you draw with your children at home or in class? Share your approaches in the comments.