Lesson plan - "alpha" and "omega" of the teacher's activities. A detailed, detailed plan will help conduct the lesson as effectively as possible, save time and allow you to quickly achieve your goals. A clearly structured lesson structure helps the teacher keep students’ attention throughout the lesson.
Stage 1. Lesson topic
The topic of the lesson is always indicated in the teacher’s annual lesson plan. But in some cases clarification is required. For example, the topic “Biography of A. Pushkin” in 5th grade will differ in volume and coverage of material from the same topic in 9th grade. Therefore, when formulating a topic, clarify the volume of material in advance.
Stage II. Lesson Objectives
Modern methods do not require the division of goals into teaching, educational and developmental. But it is more convenient for young teachers to use the old, proven method and clearly distinguish the objectives of the lesson into three positions:
Educational goals. These could be goals such as:
Give an idea about...;
Summarize and systematize knowledge about....;
Introduce students to (concept, rule, facts, law, etc.)
Develop skills (for example, analysis of lyrical text).
Educational:
To instill in students a sense of patriotism, humanity, hard work, respect for elders, aesthetic taste, ethical standards, discipline.
Developmental. Here are goals that will help develop students’ memory, imagination, thinking, cognitive skills, will, independence, and communication. If the lesson provides group species work, then we can indicate that the main developmental goal will be to teach how to work in a team, express and defend one’s point of view, and develop communication skills.
Stage III. Planned tasks
This indicates the minimum knowledge and skills that students should acquire during the lesson. The planned tasks should be compared with the requirements for the knowledge and skills of students, which are designated by the Ministry of Education for each grade and for each subject.
Stage IV. Type and form of the lesson
They may not be indicated in the plan, but each time you should clarify for yourself whether this will be an explanation lesson, a conversation lesson, or whether you are aiming to teach a non-standard lesson.
For convenience, we provide examples of the most common types and forms of lessons.
Types and forms of lessons
1. Lesson on introducing new material.
Forms: conversation, problematic lesson, lecture.
2. Lesson to consolidate what has been learned.
Forms: games, competitions, KVN, travel, benefit performance, briefing, auction, fairy tale, briefing, performance, etc.
3. A lesson in applying new knowledge and skills in practice.
Forms: the same as for consolidation lessons. You can also conduct research lessons, laboratories, creative workshops, competitions, testing, excursions, etc.
4. Lesson on generalization and systematization of knowledge.
The form is chosen freely, at the request of the teacher.
5. Test lesson.
Shapes: as traditional test papers, tests, dictations, essays, and more creative types: seminars, briefings or consultations.
6. Integrated lessons. The forms are free, since 2 or more subjects are involved in one lesson.
Stage V. Equipment
This lists everything the teacher will use during the lesson. These are multimedia presentations, reproductions of paintings, audio and video materials, visual and handout materials.
Stage VI. During the classes
1. Organizing time - a mandatory stage of all lessons. Helps to concentrate students' attention, determine their composure and readiness for the lesson.
2. Checking homework. Experienced teachers practice checking homework every day. This helps not only to check how well the previous topic has been learned, but also to remind the class of the main points of previous lessons.
Exceptions are control lessons.
3. Updating students’ knowledge on the topic. This stage is not mandatory, but is very popular in teaching methods. Actualization helps students tune in to the perception of the topic and identify the range of issues that will be discussed in the lesson. In addition, updating makes it possible to set practical purpose lesson.
For example, listening to P. Tchaikovsky’s composition “The Seasons” activates imagination and prepares students for the fact that we will talk about the seasons.
4. Announcement of the topic and objectives of the lesson. The teacher can define the topics and goals of the lesson himself. And you can lead students to this during preliminary conversation, creating a cluster or mini-testing.
5. The main part of the lesson.
This part of the lesson will vary depending on the type and form of the lesson. But the principle of construction is the same: from simple to complex, from general to specific.
6. Summing up. This step is optional. Many teachers replace this stage with reflection. It is important for the teacher to understand what students have learned, what questions remain unclear, what problems remain unresolved.
7. Grading. This step is self-explanatory. There is only a clarification. Grades can be given by the teacher himself, analyzing and evaluating the work of students in the lesson. IN Lately more practice of self-assessment or cumulative points system. In this case, students evaluate their own work.
8. Homework.
Traditionally, this stage is left until the end of the lesson. But homework can be given both at the beginning and in the middle of the lesson. Especially if homework is assigned, for example, writing an essay, an essay, or doing a laboratory test. In this case, the teacher draws attention in advance to the fact that the points developed in class will be important when doing homework.
Modern methodology recommends, in addition to the mandatory task, to offer students options for more difficult level or aimed at development creativity. For example, not just learn a poem, but also create a collage, draw a picture on a topic, or prepare a report or presentation.
Recommendations: Remember that every lesson should contain a “zest”. It could be interesting fact, non-standard task, unusual shape presentation of the material, an intriguing epigraph - something that will promote student interest.
We know that notes can be taken while listening to some information, for example, a lecture or someone's interview. Abstract is short note the main essence of what was heard, which will be used later (for example, by a student to prepare for an exam or by a correspondent to publish an article). This is indeed true. However, in pedagogical science the concept of “lesson summary” has a slightly different meaning: the fact is that lesson notes, contrary to the usual understanding of the word “compendium”, compiled before class, and not in its continuation. And it is compiled not by the student, but by the teacher. What is a lesson summary, who needs it and why?
First of all, we note that a lesson outline is a detailed plan for the intended training session with a detailed description of its progress. In other words, the teacher writes down what the lesson will consist of, what he will say, what it is devoted to, in what form it will take place with the class, and what literature and other aids will be used.
Any teacher encounters the concept of “lesson summary” already in the process of studying at a university: studying subjects such as “ General pedagogy" and "Teaching Methodology": in the latter case self-composition lesson notes are a mandatory element of the training program, practice in high school and often - one of the conditions for admission to taking a test or exam. Subsequently in his practical activities
Any teacher working in a school constantly draws up plans and notes for the lessons he teaches.
Why do you need a lesson summary? This document is needed, first of all, by the teacher himself.
, and not just the director or head teacher of the school, as some teachers, especially beginners, believe. The fact is that any lesson requires preparation, and even carefully preparing for the lesson, the teacher may miss something, forget what he wanted to say because of the current situation in the class. Obviously, this affects the course of the lesson, and not for the better. So, for example, a teacher can always put the lesson notes on the table and even if something inadvertently “flew” from memory, look at this sheet and find a “hint” there. Therefore, such a plan is an integral element educational process . Although, on the other hand, indeed, he is also official document
, indicating how effectively the curriculum is being implemented, whether teaching is being conducted correctly, and whether there are any methodological shortcomings and errors on the part of the teacher.
What does a lesson summary consist of?
Like any note, a lesson note consists of several parts, or subsections. Let's list them.
1. Lesson topic.
2.Purpose of the lesson (educational, developmental and educational).
3. Lesson progress.
4.Methodological support of the lesson.
5.Homework (if any is offered to students) or other form of control.
Lesson topic Here, perhaps, everything is more than obvious: The topic of the lesson is what the lesson is dedicated to. It is expressed informatively, but at the same time succinctly. For example, the topic of a mathematics lesson can be formulated: “Signs of divisibility by two.” It follows from this that the lesson will be devoted to describing the signs, the presence of which can determine that a number is divisible by the number two. Or the topic of a history lesson: “ Serfdom V Tsarist Russia ", - therefore, we will talk about serfdom as a historical phenomenon , and the students will be told what the essence is this phenomenon
, and what impact it had on the course of national history.
The purpose of the lesson Here, too, everything is quite unambiguous - The teacher indicates why he is conducting this lesson and why the students need it.
True, in pedagogy the goal of the lesson is divided into three subgoals:
· Educational,
· Developmental and
· Educational. Note that For example, we cannot specify the educational purpose of a chemistry lesson devoted to the study of molecular composition organic acid, however, there is a clearly expressed educational (cognitive) goal here, which needs to be briefly described.
During the classes
This is the most important and time-consuming part of the lesson notes. In other words, the course of the lesson is “ step-by-step instruction“for the teacher, how to conduct the lesson, and compiled by the teacher himself.
The course of the lesson is divided into subparagraphs, each of which is an element of the lesson. At the same time, all these elements must be titled and indicated in brackets how much time the teacher himself allocates for completing each element, while keeping it within the allotted 45 minutes. Such elements could be:
· Greetings,
· Frontal survey,
· Checking homework,
· Carrying out tasks at the board,
· Educational discussion,
· Explanation of new material,
· Performing laboratory work,
· Summing up the lesson,
· Announcement of homework. We also emphasize that simply listing the names of the lesson elements is not enough: the outline plan assumes short description
what actions the teacher and students will perform. For example, indicate what questions will be asked to schoolchildren, what task they need to complete, what the discussion is devoted to.
Methodological support for the lesson
- The teacher must indicate what he and the students need to successfully conduct the lesson. It can be:
- Textbook,
- Didactic (handout) material,
- Geographical or historical map,
- Instruments for laboratory work,
Technical teaching aids (projector, computer, laptop, language equipment, tape recorder).
Homework
- The teacher must decide in advance on the nature and volume of homework and reflect this both in the lesson notes and in the class journal, and the volume of homework should not exceed 1/3 of the material studied in class. Homework is used to further consolidate acquired skills and abilities. Be critical of the Internet : A lot of resources have appeared on the Internet where you can simply rewrite a lesson summary compiled by another teacher. The lesson is creative process , and each lesson is unique and unique in its own way, and no one knows the audience, its features and peculiarities better than the teacher himself (including his colleagues) curriculum applied to this class
- Be concise: a note is not a transcript, but only a short “libretto” of the lesson, which is designed to help you conduct the lesson better.
- Analyze tutorial, teacher's manual, decide on the volume educational material, with the level of existing skills and abilities of the class, decide on a set of tasks and questions offered to the class.
- Select homework (and determine whether it is needed in in this case basically?). Homework is not an end in itself, but a means of developing a system of skills and abilities. It should not be burdensome for the student, on the one hand, and should be understandable to him, on the other.
Although, however, there cannot be a recipe “for all occasions.” As noted above, the lesson has creative nature, which means you are its author. It is not without reason that many scientists believe that pedagogy is not only a science, but also an art.
An article from the Belarusian republican newspaper “Zvyazda” translated into Russian.
Greeting cards were once very common. They still exist, and even much brighter and more beautiful than the previous ones...
Now you can send congratulations via the Internet, and send text messages with congratulations... And it’s simple: take your mobile phone and call about this or that holiday. And in the years of my youth, not everyone even had regular telephones, so we congratulated our family and friends on this or that holiday through the mail service.
And what a difficult task it was for me: writing texts for greeting cards! It seems that there’s nothing complicated about it: just come up with a few congratulatory lines. But these lines just couldn’t come out to me: so that it wouldn’t be stereotyped, so that these congratulations wouldn’t be similar to one another.
Thus, writing every night outline plans for each lesson somehow reminded me of those old congratulations. With only one difference: there were about a dozen congratulations for the year, no more, and plans for each day - five or six...
Do teachers even need these daily lesson plans?
Probably still needed, especially for a novice teacher. A young teacher may not even look at this outline during the lesson (or almost not look at it), but the mere fact that it is there and can help at any moment fills his soul with confidence. The outline will help you not to lose the rhythm of the lesson, correctly calculate the duration of a particular stage, and complete it in a timely manner. Then this “sense of time” will come on its own... But also experienced teachers when preparing for a particular lesson, they outline rough plan- notes - rather for safety, since during the lesson they may not even look at these notes.
So the teacher still needs the outline plans. Another thing is which ones?
This could be a small schematic sketch of an approximate lesson, or maybe a full-fledged detailed outline... This is exactly the form that all inspectors require.
What must be included in this plan?
It must contain two parts: formal and substantive. Formal part of the outline includes the lesson number in the topic being studied, the topic and purpose of the lesson. Content part outline plan includes a description of the stages of the lesson, namely repetition background knowledge, learning new material, developing skills (so-called reflection) and homework.
Of course, these stages can be described in different ways. It can be abbreviated, schematically, or so completely that almost every minute will be taken into account. Such complete outline plans usually to open lessons preparing... But making a shortened version is also not a quick task.
What if you need to write as many as six of them in one evening? And everyone is different?..
It was writing the purpose of the lesson that always reminded me of that long-ago compilation of congratulatory texts to relatives. It seems, what should be the goal of any lesson without exception? The only one, in my opinion, is students' mastery of lesson materials. Then why in every lesson notes write about this goal?
But, according to those who developed a rough plan of notes, the goal of the lesson should be “triune”: cognitive, developmental and educational. In the formal part of the outline plan, each of these three goals must be described in detail. And write it down in such a way as not to repeat it in each of the outline plans!
How can you avoid repeating yourself here, I would like to know?
So they “stamp” it into the outline plan (as in those greeting cards) official phrases like: “ to cultivate a sense of humanism, respect for elders, a negative attitude towards bad habits etc."(this is for the educational component of the goal) or: " develop logical thinking, memory, ability to correctly summarize data and draw conclusions..."(this, as you yourself understand, will be a developmental component).
Good words, correct... And they are suitable for all subjects without exception - from physics to chemistry to the Belarusian language. Well, if they are so comprehensive, these goals, then maybe write them once a day. thematic planning- is that enough?
Gennady Avlasenko. Newspaper “Zvyazda”, November 4, 2015.
Original on Belarusian language: zviazda.by/2015/11/108768.html
