Lesson summary for students project activities. Lesson on project activity "learning to plan". Stages of a creative project
Lesson development
BY DESIGN ACTIVITIES
"LEARNING TO PLAN"
Explanatory note
At different stages of design, students are required to have certain skills and abilities. One of them is the ability to plan your activities.
The organization of the lesson is based on the activity approach. Various forms of organizing the cognitive activity of students are used (frontal, pair, group).
Tasks are selected with an increasing degree of complexity, gradually turning into creative ones, requiring active cognitive activity of students.
Objectives:- develop creative thinking, imagination;
To form the ability to draw up a plan, distribute their affairs;
Promote the development of communicative, reflective and evaluative skills and abilities;
Foster a benevolent and tolerant attitude towards each other.
LESSON PROCESS
Hello children! We begin our lesson. Be active, attentive and you will succeed. I suggest you start our lesson by solving the puzzle
(Project) ... Let's remember what a project is?
Please tell me what project are we working on? ("New Year's Carnival").
Let's remember main stages of the project , name them.
(These are: problem; planning; information retrieval; product; presentation)
We already know that the project is five Ps.
- What stages have we already overcome? (Overcome the "Problem" stage)
Let's remember what the problem is with our project.
(December 26 - New Year and we need to prepare a holiday. We stopped at the "New Year's Carnival" holiday, but the problem is that the program has not been drawn up and contests have not been invented)
And at what stage of the project are we working now? (At the "Planning" stage)
So what is the topic of our lesson? (Planning)
Write the topic in your notebook.
What knowledge and skills do you think you can get based on the topic of the lesson?
What will you learn in this lesson? Set goals for yourself. (Learn to plan and work according to the plan.)
In order to achieve our goals, throughout the session we will work in groups. For group work to be successful, let's work out the rules for group work:
Think 30 sec... And formulate a rule for working in your group.
- To help each other
-distribute responsibilities;
- keep track of time ;
To achieve the goals, I offer you the following lesson outline in the form of questions to which you will receive an answer during today's lesson:
1. What is a plan?
3. Do I know how to plan?
4. How did I learn the topic of the lesson? Did you achieve your goals?
5. What impressions did I have after the lesson?
Guys, before we start our work, I want to draw your attention to the self-assessment sheet, in which you have to evaluate your performance in class and how you will cope with certain tasks. Please note that even if you cannot accept active participation in your group work, you can earn a point for yourself by listening carefully to what other guys have to say. I would like to draw your attention to the scale for transferring the points earned for classes.
To become "Successful" you need to score more than 10-15 points, ____________ from 5-9 points
What is the plan?
In order to understand this concept in detail, let's work with encyclopedias, reference books and dictionaries. Find the plan, planning in the definition sources, analyze them in a group and write down the one that is most understandable to you in a notebook.
(Plan - This is a pre-planned system of measures that provides for the order, sequence and timing of work ).
There are a lot of different things in our project that we still have to do. So let us now try to divide our affairs related to the implementation of the project into more or less important and urgent.
On the blackboard table:
"Important. Urgently"
Urgently
Do not rush
Important
No matter
Here is a table.
Name which cases are in the table numbered 1; 2; 3; four?
The fields are filled in the table:
1) important, urgent;
2) important, not urgent;
3) not important, but urgent;
4) not important and not urgent.
And now I suggest you work in a group. See what tasks you need to distribute in the table.
Option for the task (the following cases are mixed):
come up with contests for teams;
make invitations;
select the necessary equipment;
pick up poems and songs;
prepare a photo report about the holiday.
prepare a holiday script
Children work in pairs. Then there is a brainstorming discussion of the task.
Which of the proposed cases do you consider important and urgent? Why?
By what criterion will you evaluate yourself?
(According to the criterion of correct filling of the table and the quality of work in the group)
Now let's take some rest.
Guess riddles.
A wide vessel is hidden here,
Large, rounded, shallow.
Tell me what when it erases
Does the hostess collect laundry? (Taz)
I will put my toys in it:
Here are pistols, sabers, cannons.
The sister will ask very timidly:
"Isn't it a little …….?" (Box)
.
Troubled Egorka
Took up cleaning:
I started dancing around the room
I looked around - a clean floor. (Broom)
Guys, what do these subjects have to do with our lesson?
Today we will try to find unusual uses for these common objects.
You need to come up with sports competitions with non-sports subjects(basin, box, broom).
Each group comes up with 1 creative project of the competition.
And so that you get correctly formulated and understandable contests, you will also work according to plan.
The "Thinking Sun" will help you with this. (On the desk).
- If something is not clear, then you can ask me.
"SUN OF THINKING"
PURPOSE EQUIPMENT
NAME
COMPETITION
FEATURES ACCOUNTING
CONDUCTING THE RESULTS
1) A representative of each group comes to the board and, using the "Thinking Sun", defends his project.
Members of other groups express their suggestions for improving the competition.
- By what criterion will you evaluate yourself?(According to the criterion of active and useful work in the group)
You have well planned your work in the New Year Carnival project and have come up with wonderful contests.
By constructive criteria they are simple and easy to carry out.
By technological- are original and rational.
And of course, taken into account economic criteria.
Necessary equipment affordable, practical, it can be used repeatedly.
The time of our lesson is coming to an end, you have assessed yourself, and now I invite you to exchange your assessment sheets within the group.
Pass your scorecard to your neighbor. Pay attention to the very last 5 point, read it carefully and evaluate the work of the person who owns this scorecard within your group.
Return the sheet back with your scores. Calculate your score.
Raise your hand, who got a “5” today, raise your hand, who got a “4”, and who will leave the lesson with a “3” today.
You worked today at 4 and 5 Well done!
Let's go back to our outline - lesson outline
Do you think we have completed the tasks of the lesson?
We compiled the first contests, and at home each of you will think about what other non-sporting items can be used in sports.
And in the next lessons we will continue to compile competition program.
What did you learn in this lesson?
Can you claim that you have learned well how to plan and distribute your affairs? (Not)
Then what goal should you set for yourself? (Continue to learn to plan and distribute your affairs)
To summarize the lesson and determine how far you have achieved your goals, select one or more phrases and continue them: LET'S START ORDER.
Today I found out ...
It was interesting to me…
It was difficult for me ...
I realized that ...
Now I can….
I managed…
I was surprised….
I wanted…
I could not get
I learned….
I tried
I thank everyone for ...
/ older age /
Program tasks:
Create a positive emotional state for the whole day.
Provide conditions for interpersonal and cognitive-business communication between children and adults.
Enhance children's skills in communication, planning and organizing their own activities.
Fix the sequence of days of the week, through the color scheme
Together with the children, choose the topic of the new project.
Develop empathy, instill communication culture skills (greetings, compliments, etc.)
Choose from personal experience the most significant interesting events, to talk about them briefly, but consistently and logically.
Listen carefully, show a constructive attitude to the statements of others.
Expand and systematize ideas about insects,
To cultivate a respect for animals.
Preliminary work:Learning physical minutes "Hardworking bee" and speech gymnastics "Insects".
Methodical techniques:Psychological attitude, method of posing questions, method of posing a problem, method of proof, method of arguments physical minutes, actualization of a new one, conversation, practical activities, verbal instruction, support during assignments, etc.
interactive whiteboard, tape recorder
Work plan:
Psychological attitude
D / and "Collect a week"
D / and "Name the day of the week"
Speech gymnastics "Insects"
Greeting
Communication game "I am transforming"
Exchange of news
Conversation, mystery
The story of the ladybug
Fizminutka
Formulation of the problem
Work in activity centers
Activity presentation and introspection
Music box sounds. This is the signal for the morning gathering of children.
Psychological attitude:
Educator:
Everything is in place?
Is everything here?
Turned around, looked back
And they smiled at each other.
Look into each other's eyes
And give everyone, in turn, your smile
After all, friendship begins with a smile.
Educator:
Guys, why didn't you come to the d / s yesterday? The children's answers are heard.
What day of the week is today?
And tomorrow?
The children's answers are heard.
Educator:
Guys, let's remember the sequence in which the days of the week are arranged, by color, in our corner of nature.
And a counting rhyme will help us with this:
"Every hunter wants to know where the pheasant is sitting."
Educator:
Guys, now I suggest you play the game "Collect a week"
/ Children are offered colored cardboard in the color of the rainbow. Children line up one after another in a certain sequence, according to the color spectrum /.
In the future, D / and "Name the day of the week"
/ The teacher shows the number, and the children name the day of the week that corresponds to the figure shown /.
Educator:
Well done boys! Now, I invite you to sit on chairs for holding
speech gymnastics.
Greetings "Hello friend".
Educator:
Well, everyone gathered. I suggest that once again everyone should say hello to each other / children clap their hands together and say words of greeting /
Educator:
We'll get some rest
let's start playing. The game is called
"I am turning"
Guys, come up with an ending to the sentence "I'm transforming ...":
For example: "I turn into a cloud and fly across the sky"
Educator:
As it was interesting for me to listen to you, all the guys came up with an interesting continuation of the proposal.
Exchange of news.
Answers of children are heard
Educator:
Guys, I also want to tell you my news.
On Saturday night, I was going through my summer clothes and in the pocket of my summer jacket, I found ... .. and was surprised. Who did I find? And why was I surprised? You will find out by guessing my riddle.
It looks like a half of a small, round, shiny, like a varnished ball, orange-red in color, with black dots, as if spots in a real sun. Who is it?
The children's answers are heard.
Yes guys, it's a ladybug.
Is a ladybug a bird?
What other insects do you know?
And why insects were called insects? The children's answers are heard.
That's right guys, the insect has three parts:
head, chest, abdomen. These parts are different
notches are called, hence the name
insects.
Name insects you know.
So, why was I surprised? The children's answers are heard.
Yes, guys, the ladybug that I found could not get out of my jacket pocket and went into hibernation because the cold has already come.
Guys, who do you think we are going to talk about today?
"IN different countries the name of the bug is different and this speaks of the deep respect for it of our ancestors: in Russia and France - "ladybug", in Ukraine "sun", in Great Britain "lady-bug". The innocent appearance of a ladybug is very deceiving.
However, the ladybug's lifestyle is perfect, not similar to her peace-loving appearance... Ladybug is a predator and she mainly hunts
hunting. Victims of ladybirds become
sedentary soft insects living in huge clusters and feeding on plant sap are mainly aphids. A ladybug eats a hundred insects a day. When
than not only aphids, but also eggs of butterflies, small caterpillars, pupae of insects, flower nectar and pollen. To get to root aphids, ladybugs
may even bury themselves underground. Ladybugs are migratory insects. In September, they leave for wintering, and in the spring they return.
And now I'm going to read you a story about a ladybug.
Educator:
You see, guys, what interesting story happened in America. And how the ladybug saved the orange orchards.
Physical minute.
Hardworking bee
The bee works all day (draw a circle with our hands)
And she is not too lazy to work. (wiggle index finger)
Flies from flower to flower (wave your hands)
Sticks pollen on the abdomen. (circular movements with hands on the stomach
Proboscis sucks nectar (slopes down)
He will collect a lot in a day. ("Open" all fingers in front of you)
Take the nectar to that hive (depicting flight)
And come back like a bullet. (showing index finger)
In honeycomb he tamped honey, (stamping feet)
Winter is coming soon (shivering)
The bees will have what to eat. (imitation of the movement of a spoon)
We must try them in the summer. (imitation of honeycomb application)
Educator: Well done, guys, played well and rested.
Guys, and the kids did not have time to watch the insects and they do not know anything about them, because suddenly the cold came and the snow fell. What to do?
(Supposed hypotheses of children and the validity of their choice are heard.)
Educator:
I am glad that you decided to help the kids and make for them a mock-up of a meadow with insects, make baby books with riddles and poems and colorful pictures, etc.
In the centers you will find interesting tasks, games, exercises.
Activity centers presentation:
In the art center, you can make a mock meadow with flowers, grass and insects.
Modeling "Ladybug", "Caterpillar" ...
Construction: from paper "Maya the bee hive"
Layout: "Merry Meadow"
Drawing: Cells by Pattern.
Carving: butterfly garland,
In the center of the game, you can play various games:
"Who is this?", "The fourth extra", "Collect the picture", "What first, what then", "Find differences and similarities", "Name a butterfly", "Cut pictures"
In the center of mathematics, solve interesting crosswords and examples, problems, measure the length of insects.
In the center of the book, consider illustrations, postcards about insects, look at the encyclopedia.
In the center of the letter, solve puzzles, make sentences according to the scheme, compose stories about insects, select and print words into a table
"Alphabet".
The center of experimentation to examine an insect under a microscope.
The Culinary Center will prepare a cake "Anthill".
After the presentation, the children disperse to the centers of activity, practical work.
After the work is completed, the children gather in a circle and present the results of their activities.
Educator:
Guys, what new have you learned?
What did you like?
Work plans for the future are being discussed.
What is the name of our circle?
What does the School of Researchers teach you?
- Updating basic knowledge.
What qualities have you discovered in yourself during your work?
What discoveries did you make for yourself?
2. Checking homework.
What guys did you meet?
What is your impression of them?
USP 2 cl. p. 5-6; 3cl. page 3
B) "Let's think about it."
USP 3kl.s.2-3 (Break)
C) "Remember and Play"
Remind me where I started our lesson?
What was the name of E. Uspensky's poem? (Amazing thing)
What words were encrypted in the puzzles in the order of their arrangement?
(wardrobe, pumpkin, panama)
III. Setting the goal of the lesson.
For what purpose did I ask you these questions? (check memory)
What will be discussed in our lesson today?
Read the topic of our lesson.
Topic: " Traffic light of thought: turn on memory! "
Write it down in a notebook.
Define the purpose of the work, the problem, put forward a hypothesis.
IV. Consciously performing various actions to identify and master ways to solve educational problems.
1. The concept of "memory".
How do we start our work? (find out what memory is)
What is memory in your opinion?
Read and try to write your definition.
Memory is important property person. Thanks to memory, a person remembers various events, objects. People have always attached great importance to memory, since without memory a person could not survive.Yes, memory is very important for a person. If it were not for it, then people would not be able to transfer all knowledge and skills to the future generation. We would not know how to read, count, we would not remember our parents and friends. Developed attention helps to remember very well. If you are attentive, then you notice all the details, remember them, and then easily repeat everything that you saw or heard.
State your answer.
Write it down in your notebook.
Remember the proverb: "Repetition is …………. (Mother of learning)."
How is it related to memorization?
What do you think our memory is like?
Our memory can be compared to notebook, which stores important information, with a chest with valuable contents, with a casket, with a tape, disk, etc.
When we want to remember something, we first fix it in our memory, that is, as if we put it in a chest. Then the memory saves the most important and necessary, that is, it tightly closes the chest with a lock. And if necessary, we extract from our memory what we have memorized and saved, that is, we open our magic chest.
So, memory is:Memorization; Save; Play.
2. Exercise to determine the types of memory.
Every person has different types memory. Now we will play with you a little more - we will define the types of memory.
a) Auditory memory.
Each of you received a leaflet (it is upside down).
After I tell you 7 words, you turn over the piece of paper and cross out the pictures on it that correspond to the named words.
Words: sun, doll, ball, apple, leaf, flower, mushroom.
Let's check. What did you do before you cross out the drawing? (They listened.)
Right.
What memory was used? (auditory)
You use auditory memory when the teacher explains something in the lesson, when you listen to your mother at home, watch TV, etc.
b) Visual memory.
Each of you will receive a blank sheet, divided into 5 cells. Within 10 seconds I will show you the same sheet, but each cell will have a drawing. Your task is to draw the same drawings in the same sequence.
Let's check.
What did you do before starting to paint? (Watched)
Means, vision helped you. How can you name this type of memory? (Visual)
c) Motor memory.
If we had only these types of memory, we would not be able to learn to swim and dance. And while learning to write, you also memorize certain movements. This means that memory also helps us to move.
Who wants to test their motor memory?
Now three students will take some pose for 5 seconds, and after that the person who wishes will have to repeat it.
d) Tactile memory.
Close your eyes. (Unexpectedly for the child I say - the kettle is hot. The child removes his hands.)
Why abruptly removed the hands?
Close your eyes and remember the touch of a fluffy and soft carpet or kitten. Now remember the touch of cold snow when you make a snowball and your hands are chilly.
What memory worked for you? (This kind of memory is called tactile)
E) Olfactory memory.
Now remember the smell of a fire, baked potatoes (or the smell of perfume).
What memory works in this case?
E) Gustatory memory.
I show the lemon. What happened? (sour)
Showing an orange. What happened? (sweet)
What memory was working?
V. Control, self-control.
What topic did you work on?
What did you find out?
How to test a hypothesis?
Vi. Homework.
Glue the works neatly into the notebook. Choose methods for studying memory. Examine your memory and that of your parents. Make a conclusion and draw up the research results in a notebook.
Method name:
Research results (table)
Conclusion: What memory do you have better developed?
Vi. Reflection.
What did you learn in today's class?
What helped you solve the problems?
Where can you apply your knowledge?
Give your opinion on the lesson.
Reception "Plus - minus - interesting"
Project with children middle group "Air country"
Participants the project: educators, pupils, parents.
Duration the project: short-term.
A type the project: experimental.
Relevance the project: insufficient formation of knowledge and ideas of children about the phenomenon of non-living nature - the air, its properties, influence on wildlife.
purpose the project: To create conditions for the development of children's interest in experimental and experimental activities, to give an idea of \u200b\u200bthe air, its properties, its meaning.
Tasks the project:
Educational:
Expand children's ideas about the importance of air in human life;
To acquaint children with some of the properties of air and how to detect it;
Activate and expand the vocabulary of children.
Developing:
Develop mental operations, the ability to draw conclusions.
Develop cognitive interest in the process of experimental activity;
Develop environmental awareness.
Educational:
Cultivate interest in the life around.
Expected results: Upon completion preschoolers will be able to:
Show interest in the natural world, independently formulate questions and seek answers to them (independently and together with adults).
Search for information (independently and together with adults).
Collect, generalize and evaluate facts, formulate and present your own point of view (independently and together with adults).
Problematic issues solved during the project:
What is air?
What is he?
Why do people, animals and plants need it?
How can you see the air?
How can you hear the air?
How can you feel the air?
Does air have a shape?
Does the air have a color?
The intended result:
Presentation project in preschool;
Creative presentation with the participation of children;
Experiments and experiments at home.
Implementation stages the project:
Stage 1: preparatory.
Creation of a technical base for children's experimentation. Equipping a center for experimentation on this topic.
Reading the encyclopedia.
Questioning parents on this issue.
Consulting parents.
Familiarity with safety rules during experiments.
Problem statement, definition of the purpose and objectives of research work.
Children love to bring in kindergarten bubble. Once again, when the child brought in and started blowing bubbles, I said: "Do you know that there is air inside the bubbles?" Many children laughed. The children were surprised how air? Then we took a container of water and began to blow into the water through the tubes. Bubbles began to appear in the water. Where did they come from in the water? So, by a logical chain, we assumed that this is air... The children identified the problem: “What is air? "," Where does it come from? "
In accordance with the problem, the children, together with the teacher, set the tasks for further research of the problem:
1) Learn about air, as much as possible.
2) Conduct experiments with by air.
Stage 2: main.
Organization of research within the project.
To motivate interest in experimentation, some problem situations were formulated on behalf of fairytale hero... So, in our center for experimentation, a bear-traveler appeared on hot-air balloon, who flew in from an air country, on whose behalf tasks were offered, and to whom the children talked about their experiments and conclusions.
Theoretical part:
Drawing up a long-term plan for working with children,
Parents' questioning,
Description of experiments;
Advising parents on the topic "Experiment with children at home."
Practical part:
Observations during a walk (when we exhale, the air is visible, because it is cold outside).
Games-experiments on this problem in the preschool educational institution and at home:
1.How to see the air;
2.How to hear the air;
3. How to feel the air.
Experimentation center: water tanks different sizes, air balloons, soap bubbles, cocktail tubes, rubber and inflatable toys, shampoo, fans, napkins, whistles, sultans, turntables, properties diagram air.
On the problem of air pollution, we decided with the guys to build a city from a designer, in the center of which a plant was built, the cars were chaotic, disorderly. The residents of the city were not comfortable, there were no green recreation areas, trees, roads. Then the children were asked the question: “What do you think needs to be done to make the air cleaner in our city? And the residents felt themselves cozy and comfortable. " "Can you help in solving this problem?" "Of course yes!" - the guys exclaimed and began to rebuild. The plant was moved outside the city, trees, a park with a pond and ducks appeared in the city itself, a road was built outside the city for cars.
Stage 3: final.
Presentation p project in the preschool educational institution.
Result project.
Pupils can independently conduct experiments on
detection air.
Know how to talk about detection methods air.
Have an idea of \u200b\u200bthe properties air.
Know the need air to people, plants, animals.
Know that the air cannot be polluted.
(2 slide)
Today there are reasons to assert that the development of innovative activity is one of the strategic directions in education. Innovation is changing the traditional management pyramid and is not putting leaders at the fore educational institution, but a teacher and pupils, scientific and methodological assistants, their professional requests and needs.
It is not administrative will and pressure that becomes the driving force behind the development of an educational institution, but the real, creative potential of teachers: their growth, attitude to work, the ability to reveal the potential of pupils, the ability to work in a team.
(3 slide)
Clip about the team
(4 slide)
What is innovation? An innovation is a new or improved product or a new or improved technology used in practice
Although someone else's knowledge can teach us a thing or two,
you are wise only by your own wisdom.
M. Montaigne
(5 slide)
Exercise 1. Sheets with a blank are on the tables (Appendix 1). Within 5 minutes, you are invited to come up with a logical series of conclusions, answering the question "Why do you need to study?" The sample is in front of you on the board.
Why study?
Everyone is looking for the answer to this "childish" question independently. Even for us adults with higher education (and sometimes not just one), it can be difficult to formulate it, although everything is intuitively clear. And children who are just beginning the path to knowledge need clarity.
"You need to study in order to know more." Why know more?
"You need to study in order to enter a university." Why go to university? To study again?
"You need to study in order to be able to truly live in a real adult life." How does this relate to study?
(6 slide) - while the groups are working
(7 slide)
Each of us is faced with the need to achieve this goal. We must realize
what we want;
plan the path of achievement;
pick up the necessary funds;
master the necessary methods and,
adjusting their actions as necessary, carry out the planned.
This path is as universal as it is differentiated, and because of this it is often unconscious. Many have mastered it by the notorious "trial and error" method, having filled a lot of cones and stepped on a rake many times. As you understand, the school needs to teach children in other ways, but what can we offer?
Each subject teacher acts within the framework of the classroom-lesson form of education strictly defined by the educational standard. In algebra lessons, they solve equations and simplify expressions. Do you need it in adulthood? Have you personally ever needed? (Exclude math teachers from the survey.)
In biology lessons, they teach which separate phases consists of sexual and asexual cell division. Is this knowledge in demand in adulthood? Why do we teach children what they don't need? Probably, then, that in the very process of study is contained that necessary knowledge, without which it is impossible to survive in modern world... This is knowledge about how to get knowledge.
How do you think the use of which method allows children to acquire knowledge on their own?
(8 slide)
The requirements for high school graduates list not only knowledge, but also skills that they must master. Graduates must be able to read, write, speak (including foreign languages!), count, analyze information presented in the form of tables or diagrams, sing, draw, swim and much more ... From this variety of skills it is difficult to choose the really important ones. What is more important - to sing, write or count?
Today you need to be a narrow specialist. It is no longer possible to do without a laboratory with instruments, without computers, without combining the knowledge and skills of many people in research centers. Does this mean that there is a need to teach children even more differentiated?
But children need not only get the finished result. They have to do something like that themselves, and from the very beginning. They need to understand that each trick is preceded by a long preparation period, that the rabbit must be placed in the top hat.
We must teach the child such methods of achieving results that are universal and work regardless of the specific content. Within the framework of the traditional classroom-lesson form of education, this can be done, but it is difficult, it is much more convenient to apply the project method. Its essence, in short, boils down to the fact that the child is taught the stages of achieving a goal, offering to complete a specific task.
The main feature of the project method is learning on an active basis, through the purposeful activity of the student, corresponding to his personal interests.
(9 slide)
Project method is a set of techniques, actions of students in their specific sequence to achieve the set task - solving a specific problem that is significant for students and designed in the form of some kind of final product.
The main goal of the project method is to provide students with the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from various subject areas. If we talk about the project method as a pedagogical technology, then this technology presupposes a combination of research, search, problematic methods, creative in nature.
The teacher in the framework of the project is assigned the role of a developer, coordinator, expert, consultant.
(10 slide)
The teaching project method has been used in pedagogy for almost a century. The American pragmatic philosopher, psychologist and educator John Dewey (1859-1952) is considered the founder, although he did not use the word "project" in his works. In his book School and Society, he wrote: “From the point of view of the child, the biggest disadvantage of the school comes from the impossibility for him to freely, to the full extent, use the experience acquired outside of school, in the school itself. And, on the contrary, on the other hand, he is unable to apply in everyday life what he learned in school. "
A follower of John Dewey, professor of pedagogy at the College of Teachers at Columbia University, William Heard Kilpatrick considered it extremely important to show children their personal interest in the acquired knowledge, which can and should be useful in their life. “Imagine a girl who made a dress for herself. If she put her soul into her work, worked willingly, with love, independently made a pattern and came up with a style of dress, sewed it on her own, then this is an example of a typical project, in the very pedagogical sense of the word. "
The project method, in the minds of many, is a purely American invention, like cowboy jeans or a hamburger.
But, as with jeans and hamburgers, not everything is so straightforward. Back in 1905, a small group of teachers appeared in Russia under the leadership of S.T. Shatsky, who tried to actively introduce new educational methods into pedagogical practice, very reminiscent of American projects. The implementation was not well thought out and consistent. After the revolution of 1917, the young Soviet state had enough other problems: expropriation, industrialization, collectivization ... But in a series of serious matters, there was a place for pedagogy. In 1931, by the Decree of the Central Committee of the CPSU (b), the project method was condemned, and its use at school was prohibited.
(11 slide) - audiobook
A description of the method and the reason for the prohibition can be found in the novel "Two Captains" by V. Kataev. “An old teacher Serafima Petrovna came to school with a travel bag on her shoulders, taught us ... Really, it’s even difficult for me to explain what she taught us. I remember we passed a duck. These were three lessons at once: geography, natural science and Russian ... It seems that it was called then complex method... In general, everything came out "in passing". It is very possible that Serafima Petrovna mixed something up in this method ... ... according to Narobraz, our orphanage was something like a nursery for young talents. Narobraz believed that we are distinguished by talents in the field of music, painting and literature. So after school we could do whatever we wanted. It was believed that we freely develop our talents. And we really developed them. Who ran to the Moscow River to help firefighters catch fish in the ice holes, who pushed on Sukharevka, looking after what was badly lying ... ... But since it was possible not to go to lessons, the whole school day consisted of one big change ... ... communes came out later famous and respected people. I owe her a lot myself. But then, in the twentieth year, what a mess it was! "
In the USSR, the project method was not in a hurry to revive the school, but in the English-speaking countries - the USA, Canada, Great Britain, Australia, New Zealand - they were actively and very successfully used. In Europe, it has taken root in schools in Belgium, Germany, Italy, the Netherlands, Finland and many other countries. Of course, there have been changes over time; the method itself did not stand still, the idea was overgrown with technological support, detailed pedagogical developments appeared, allowing the project method to be transferred from the category of pedagogical "works of art" to the category of "practical techniques." Born from the idea of \u200b\u200bfree upbringing, the project method gradually “self-disciplined” and successfully integrated into the structure of educational methods. But its essence remains the same - to stimulate students' interest in knowledge and teach them to practically apply this knowledge to solve specific problems outside the school.
SOS "Soft" adaptation of participants to the training environment
Psycho-gymnastic exercise.
All participants sit in a circle.
Host: “I will name the numbers. Immediately after the number is named, exactly as many people should stand up as the number sounded (no more and no less). For example, if I say “four,” then four of you should get up as quickly as possible. They can sit down only after I say “thank you”. You must complete the task in silence. Tactics for completing the task should be developed in the process of work, focusing on the actions of each other. "
Better to call 5-7 at the beginning, 1-2 in the middle. During the exercise, it is necessary to block the attempts of the group members to discuss and adopt any form of algorithmic work.
Concluding questions to the group: "What helped us to cope with the task and what made it difficult to complete it?" "What were you guided by when you decided to get up?"
Purpose: Removal of fatigue.
Group members should, without talking to each other, stand by height, then by eye color, then by hair color (from lightest to darkest), then by birthdays.
Exercise "One, word - two word" (greeting)
Purpose: to create a favorable, relaxed psychological atmosphere in the group.
The trainer invites group members to compose a general greeting from each and every one and all. The participants in the training, in order of priority (the facilitator begins), speak one word at a time. Each subsequent member of the group complements the previous one. The coach commands “STOP” when the greeting text is complete.
(12 slide) Interactive game (group)
Questions:
What is a project.
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Let's turn to the dictionary: "Project (Latin projectus -" thrown forward ") - |
the project involves the definition of a goal |
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How does a project start? |
with goal setting |
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What is the driving force behind the project? |
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If we follow the logic of project definitions, then practically everything in our life is a project: receiving guests, choosing a gift for the holiday, buying household appliances, travel, renovation (of course); and if you think about it, the projects should be marriage and raising children ... Based on these concepts, define the word "Design" |
1) draw up a project; 2) suppose to do something, to schedule |
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Varieties |
Define the type of project: aimed at collecting information about an object or phenomenon in order to analyze, summarize and present information for a wide audience |
Informational |
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Varieties |
Determine the type of project: assumes the most free and unconventional approach to the implementation of the project and presentation of its results |
Creative |
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Varieties |
Define the type of project: by participating in which, designers take on social roles or roles literary heroes in order to recreate various situations of social or business relations through game situations |
Role-playing |
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Varieties |
We call the whole complex of didactic, psychological, pedagogical and organizational and managerial means, which, first of all, allow to form the project activity of the student, to teach the student to design ... |
project learning |
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Define the type of project by duration: projects requiring 4-6 lessons, which are used to coordinate the activities of project teams. The main work of collecting information, making a product and preparing a presentation is done in the framework of extracurricular activities and at home |
Short term projects |
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Determine the type of project by duration: can fit into one lesson or part of a lesson |
Mini projects |
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Define the type of project by duration: projects that can be carried out both in groups and individually. It is desirable to implement them within the framework of the student scientific society. The entire cycle of the annual project is carried out after hours |
Long term |
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Define the type of project in terms of duration: projects are completed within 30-40 hours. In the implementation of such a project, a combination of class and extra-curricular forms of work is possible. It is desirable to hold a project week |
Medium-term |
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The most interesting |
Define the type of project: it is aimed at solving social problems that reflect the interests of the project participants or an external customer |
practice-oriented |
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The most interesting |
Define the type of project: in structure it resembles scientific research) - it includes substantiation of the relevance of the chosen topic, formulation of research objectives, the obligatory advancement of a hypothesis followed by its verification, discussion and analysis of the results |
Research |
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The most interesting |
Determine the type of project: they are implemented, as a rule, within the framework of one academic subject or one area of \u200b\u200bknowledge, although they can use information from other areas of knowledge and activity. The leader of such a project is a subject teacher, a consultant is a teacher of another discipline |
Monoprojects |
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The most interesting |
Determine the type of project: they are carried out exclusively outside of school hours and under the guidance of several specialists in various fields of knowledge. They require deep meaningful integration already at the stage of problem statement |
Interdisciplinary projects |
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For a snack |
Cognition of objects of the surrounding reality; study of ways to solve emerging problems, mastering the skills of working with primary sources; setting up an experiment, conducting experiments - what are these goals? |
Cognitive |
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For a snack |
Mastering the skills of self-organization; the ability to set goals, plan activities; develop skills in group work, mastering the technique of conducting a discussion - what are these goals? |
Organizational |
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For a snack |
Creative goals, design, modeling, design - what are these goals? |
Creative |
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For a snack |
What the main objective any project? |
formation of various key competencies |
(13 slide)
Summarize.
There are several classifications of projects.
Here are some of them
In terms of complexity, monoprojects and intersubject.
By duration, mini-projects, short-term, weekly and annual.
(14-18 slide)
Sequence of work on the project
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Stage of work on the project |
Student activities |
Teacher activity |
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Training |
Defining the theme and objectives of the project, its starting position... Selection of the working group |
Discuss the topic of the project with the teacher and receive additional information if necessary |
Introduces the meaning of the project approach and motivates students. Helps in defining the purpose of the project. Observes the work of students. |
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Planning |
a) Determination of the sources of the necessary information. |
Form the project tasks. Develop a plan of action. Choose and justify their criteria for success project activities. |
Suggests ideas, makes assumptions. Observes the work of students. |
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Study |
1. Collection and refinement of information (basic tools: interviews, polls, observations, experiments, etc.) |
They work actively and independently: |
Not involved, but: |
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Analysis of information. Formulation of conclusions |
Do research and work on a project by analyzing information. Draw up the project |
Observes, advises (at the request of students) |
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Presentation (defense) of the project and assessment of its results |
Preparation of a report on the progress of the project with an explanation of the results obtained (possible forms of the report: oral report, oral report with demonstration of materials, written report). Analysis of the project performance, the results achieved (successes and failures) and the reasons for this |
Demonstrate: |
Accepts the report: |
(19 slide)
Project passport
(20 slide)
Project folder design
Project folder (project portfolio) - one of the required
outputs of the project presented at the defense (presentation) of the project.
The task of the protected folder is to show the progress of the project team.
In addition, a well-designed project folder allows you to:
Clearly organize the work of each member of the project team;
Become a convenient collector of information and reference during the work on the project;
8) short description all the problems that designers have to face, and ways to overcome them;
9) sketches, drawings, product sketches;
10) materials for the presentation (script);
11) other working materials and group drafts.
All members of the group take part in filling the project folder.
Student notes should be as short as possible, in the form of small sketches and annotations.
(21 slides)
Assignment to groups. You have sample projects on your tables. It is necessary to analyze the content of projects in accordance with the table.
A specific feature of such lessons is their focus on teaching children elementary techniques of joint activities during the development of projects. Should be considered age features children of each class. In this regard, lessons containing project activities should be drawn up taking into account the gradual increase in the degree of independence of children, an increase in their creative activity. Most types of work, especially at first, are a new interpretation of tasks already familiar to children. In the future, they increasingly acquire specific features of the actual project activity.
Consider the main features of the lessons using the project activities of the lessons. All lessons are characterized by approximately the same structure.
First step includes organizing time... At this stage, children get acquainted with the specifics of project activities in general (the first lesson of the cycle) and specific activities in this lesson (all other lessons). During the same stage, children are assigned to initiative groups. Taking into account the work with first graders, these can be such groups: analysts, experimenters, illustrators, testers. In the lessons in other classes, this division into groups is cross-cutting. To create optimal conditions for the implementation of joint activities, it is necessary to transplant children in accordance with the formed groups. The composition of the groups should be thought out in advance with a differentiated approach. The strongest children are united in groups of "analysts" and "testers."
Second phase aimed at formulation themes and goals of the activity. It is structured differently depending on the content of the lesson.
Stage three is preparatory. In the course of it, in the first lesson of the cycle, overall plan project development activities. In further lessons, this plan is only adjusted if necessary. The third stage is also needed to define the main sections of the project. Here it should be clarified that in our case the project is considered as the development of a certain topic, the result of which is a certain product. At the first stage, such a product of joint activity can be: reference tables compiled by children, used to prepare messages on the topic; illustrated albums; didactic games... The definition of the sections of such projects is best done in the form of "brainstorming". This is one of the specific techniques of joint activity, which is also used among groups of younger and older age. The reception itself is somewhat difficult for first graders. Therefore, the teacher can direct the work of the children so that the result of the "brainstorming" is a choice close to the choice planned by the teacher. The role of “analysts” is very important here, who will have to correct the proposals of the other children.
Stage four represents the stage of the actual project activity. During this stage, the development of the main sections of the project is carried out. The work is carried out in a group groin. Moreover, the work can be organized in different ways. Each section can be developed by each group in turn. Then the result of the design of each section will be made up of intermediate products of the groups' activities. This form of organization is convenient in the first lessons of the cycle, when students are learning and the leadership role of the teacher is needed. In the future, each group can be entrusted with the development of its own section and thereby increase the degree of independence of the children. At the fourth stage of the lesson, role participation of children in the project is very important. This is where each participant must contribute according to their chosen role. Common to all lessons of the cycle is a single technology of group work. The "experimenters" begin their work. They make observations that allow "analysts" to draw conclusions and organize their in the form of rules, schemes, drawings and so on. Illustrators provide visual reinforcement of each section of the project. For practical application, testing of individual parts and of the entire project as a whole, the "testers" are responsible.
The fifth stage is the stage practical application of the developed project. At this stage, the main role is assigned to "testers". But this does not detract from the importance of the other groups, since each of them monitors the "work" of its part of the project and, if necessary, can make adjustments.
Sixth stage is an introspection of project activities. This is mainly a learning phase, during which children learn to analyze positive and negative sides their activities.
SELF ANALYSIS !!!
Seventh stage is to summarize the results of the entire work as a whole.
It is very important that the teacher's guidance is hidden, unobtrusive, variable and very delicate, ensuring the greatest independence of the student. In the course of work on a project, the teacher is a coordinator and consultant, sometimes an expert or a source of information, but his role is of the second plan, and the student is in the foreground.