Modern pedagogical technologies

Modern pedagogical technologies : A feature of the federal state educational standards of general education is their activity character, which sets the main task of developing the personality of the student. Modern education refuses the traditional presentation of learning outcomes in the form of knowledge, skills; GEF formulations indicate real activities.

Modern pedagogical technologies

  The task set requires a transition to a new system-active educational paradigm, which, in turn, is associated with fundamental changes in the activities of a teacher who implements a new standard. Training technologies are also changing, the introduction of information and communication technologies (ICT) opens up significant opportunities for expanding the educational framework for each subject in an educational institution.

     Under these conditions, the traditional school implementing the classical model of education has become unproductive. The problem arose for educators was to turn traditional education aimed at the accumulation of knowledge, skills into the process of developing a child’s personality.

 Avoiding the traditional lesson through the use of new technologies in the learning process eliminates the uniformity of the educational environment and the monotony of the educational process, creates the conditions for a change in the types of activities of students, and allows for the implementation of the principles of health conservation. It is recommended that technology is selected depending on the subject content, objectives of the lesson, the level of preparedness of students, the ability to meet their educational needs, and the age category of students.

 Often, pedagogical technology is defined as:

  •  A set of techniques - the field of pedagogical knowledge, reflecting the characteristics of the underlying processes of pedagogical activity, the features of their interaction, the management of which ensures the necessary effectiveness of the educational process;
  •  The totality of forms, methods, techniques and means of transmitting social experience, as well as the technical equipment of this process;
  • A set of methods for organizing the educational and cognitive process or a sequence of certain actions, operations related to a particular teacher’s activity and aimed at achieving set goals (technological chain).

 In the conditions of implementation of the requirements of GEF LLC, the most relevant technologies are:

  1.  Information and communication technology
  2. Technology for the development of critical thinking
  3.  Design technology
  4.  Technology of developmental education
  5.  Health-saving technologies
  6. Technology of problem education
  7.  Game technology
  8.  Modular technology
  9.  Workshop technology
  10.  Case Technology
  11.  Integrated Learning Technology
  12.  Pedagogy of cooperation.
  13. Technologies of level differentiation
  14.  Group technology.
  15.  Traditional technologies (classroom lesson system)
In this article we will talk about 10 relevant technologies with their description  :

1. Information and Communication Technology

 The use of ICT contributes to the achievement of the main goal of modernization of education - improving the quality of education, ensuring the harmonious development of a person who is orientated in the information space, connected to the information and communication capabilities of modern technologies and possesses an information culture, as well as present the existing experience and identify its effectiveness.

 I plan to achieve my goals through the implementation of the following tasks:

  •  Use information and communication technologies in the educational process;
  •   To form in students a sustained interest and desire for self-education;
  •   To form and develop communicative competence;
  •   Direct efforts to create conditions for the formation of positive motivation for learning;
  •   Give students the knowledge that determines their free, meaningful choice of life path.

 In recent years, the question of the use of new information technologies in education has been increasingly raised. This is not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The introduction of ICT in the pedagogical process increases the credibility of the teacher in the team, since teaching is conducted at a modern, higher level. In addition, the self-esteem of the teacher himself, developing his professional competencies, is growing.

 Pedagogical mastery is based on the unity of knowledge and skills corresponding to the modern level of development of science, technology and their product - information technology.

Currently, you need the ability to receive information from various sources, use it and create it yourself. The widespread use of ICT opens up new opportunities for the teacher to teach his subject, and also greatly facilitate his work, increase the effectiveness of teaching, and improve the quality of teaching. 

ICT application system

 The ICT application system can be divided into the following stages:

 Stage 1: Identification of educational material that requires a specific presentation, analysis of the educational program, analysis of thematic planning, choice of topics, choice of type of lesson, identification of features of the material of the lesson of this type;

 Stage 2: Selection and creation of information products, selection of ready-made educational media resources, creation of our own product (presentation, training, training or supervisory).

 Stage 3: Application of information products, application in lessons of various types, application in educational work, application in the management of students' research and development activities.

  Stage 4: Analysis of the effectiveness of the use of ICT, the study of the dynamics of the results, the study of the rating on the subject.

2) Critical Thinking Technology

  What is critical thinking? Critical thinking is the type of thinking that helps to be critical of any statements, not to take anything on faith without proof, but to be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, responsibility for own decisions. Critical thinking, therefore, is essentially a tautology, a synonym for quality thinking. This is more a Name than a concept, but it is under that name with a number of international projects that the technological techniques that we will provide below have come into our lives.

    The constructive basis of “critical thinking technology” is the basic model of the three stages of the organization of the educational process:

  •   At the stage of recall from memory, “called up”, existing knowledge and ideas about what is being studied are updated, personal interest is formed, the goals of considering a particular topic are determined.
  •   At the stage of comprehension (or realization of meaning), as a rule, the student comes into contact with new information. It is being systematized. The student gets the opportunity to think about the nature of the studied object, learns to formulate questions as correlation of old and new information. The formation of their own position. It is very important that already at this stage, using a number of techniques, it is already possible to independently track the process of understanding the material.
  •   The stage of reflection (reflection) is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts in them.

 In the course of work within the framework of this model, students master various ways of integrating information, learn to develop their own opinions on the basis of comprehension of various experiences, ideas and ideas, draw conclusions and logical chains of evidence, express their thoughts clearly, confidently and correctly in relation to others.

The functions of the three phases of critical thinking development technology :


  •    Motivational (incentive to work with new information, arousing interest in the topic)
  •    Information (call "to the surface" of existing knowledge on the topic)
  •    Communication (conflict-free exchange of views

Content Comprehension

  •    Information (obtaining new information on the topic)
  •    Systematization (classification of information obtained by categories of knowledge)


  •    Communication (exchange of views on new information)
  •    Information (acquisition of new knowledge)
  •    Motivational (motivation to further expand the information field)
  •    Evaluation (correlation of new information and existing knowledge, development of one’s own position, process evaluation)

The main teaching methods for the development of critical thinking :

  1.   Reception "Cluster"
  2.   Table
  3.   Brainstorming
  4.   Intelligent workout
  5.   Zigzag, zigzag -2
  6.   Reception "Insert"
  7.   Essay
  8.  Reception "Basket of ideas"
  9.   Reception "Compilation of syncwines"
  10.   Security Test Method
  11.   Reception "I know ../ I want to know ... / I found out ..."
  12.   Water circles
  13.   Role project
  14.   Yes - no
  15.   Reception "Reading with stops"
  16.   Reception "Mutual Question"
  17.   Reception "Confused logical chains"
  18.   Reception "Cross-discussion"

3). Design technology

    The project method is not fundamentally new in world pedagogy. It arose at the beginning of this century in the United States. He was also called the method of problems and he associated with the ideas of the humanistic direction in philosophy and education developed by the American philosopher and teacher J. Dewey, as well as his student V. Kh. Kilpatrick. It was extremely important to show the children their personal interest in the acquired knowledge, which can and should be useful to them in life. For this, a problem is needed, taken from real life, familiar and significant for the child, for the solution of which he needs to apply the acquired knowledge, new knowledge that remains to be acquired.

    The teacher can tell the sources of information, or can simply direct the students' thoughts in the right direction for an independent search. But as a result, students must independently and in joint efforts solve the problem by applying the necessary knowledge, sometimes from different fields, to get a real and tangible result. All work on the problem, therefore, takes on the contours of project activities.

    The purpose of the technology is to stimulate students' interest in certain problems, involving the possession of a certain amount of knowledge and through project activities, providing for the solution of these problems, the ability to practically apply the knowledge gained.

    The project method attracted the attention of Russian educators at the beginning of the 20th century. The ideas of project training arose in Russia almost simultaneously with the development of American educators. Under the guidance of Russian teacher S.T. Shatsky, in 1905 a small group of employees was organized, trying to actively use design methods in teaching practice.

     In the modern Russian school, the project-based learning system began to revive only in the 1980s - 90s, in connection with the reform of school education, the democratization of relations between teacher and students, and the search for active forms of cognitive activity for schoolchildren.

Practical application of design technology elements:

     The essence of the design methodology is that the student himself must actively participate in obtaining knowledge. Design technology is a practical creative task that requires students to use it to solve problem tasks, knowledge of the material at this historical stage. As a research method, it teaches you to analyze a specific historical problem or task that has arisen at a certain stage in the development of society. Having mastered the culture of designing, the student learns to think creatively, to predict possible solutions to his tasks. 

Thus, the design methodology:

  •   characterized by high communicativeness;
  •   involves the expression of students their own opinions, feelings, active inclusion in real activities;
  •   A special form of organization of the communicative-cognitive activity of schoolchildren in a history lesson;
  •   based on the cyclical organization of the educational process.

    Therefore, both the elements and the project technology itself should be applied at the end of the study of the topic in a certain cycle, as one of the types of repeat-generalizing lesson. One of the elements of such a methodology is a project discussion, which is based on the method of preparing and defending a project on a specific topic.

4.Problem learning technology

           Today, problematic learning is understood as such organization of classes, which involves creating problematic situations under the guidance of a teacher and active independent activity of students to resolve them, as a result of which creative mastery of professional knowledge, skills, abilities and development of mental abilities take place.
 The technology of problem-based learning involves organizing, under the guidance of a teacher, an independent search activity of students to solve educational problems, during which students develop new knowledge, skills, develop abilities, cognitive activity, curiosity, erudition, creative thinking and other personally significant qualities.

      A problem situation in training has educational value only when the problem task offered to the student corresponds to his intellectual capabilities, helps to awaken the students' desire to get out of this situation, to remove the contradiction that has arisen.
The problem tasks can be educational tasks, questions, practical tasks, etc. However, you cannot mix the problem task and the problem situation. The problem task in itself is not a problem situation, it can cause a problem situation only under certain conditions. The same problematic situation can be caused by different types of tasks. In general, the technology of problem education consists in the fact that students are faced with a problem and they, with the direct participation of the teacher or independently, explore ways and means of solving it, i.e.

  •  Build a hypothesis,
  •  Outline and discuss ways to verify its truth,
  •  Argue, conduct experiments, observations, analyze their results, reason, prove.

      In terms of the degree of cognitive independence of students, problem-based learning is carried out in three main forms: problem-based exposition, partial-search activity, and independent research activity. The least cognitive independence of students takes place with a problematic presentation: the message of the new material is carried out by the teacher himself. Having posed a problem, the teacher reveals the way to solve it, demonstrates to students the course of scientific thinking, makes them follow the dialectical movement of thought towards truth, makes them seem to be accomplices of scientific research. In the conditions of partial search activity, the work is mainly directed by the teacher with the help of special questions that encourage the student to self-reason, actively search for the answer to certain parts of the problem.

      The technology of problem education, like other technologies, has positive and negative sides.

       Advantages of problem education technology: it contributes not only to the acquisition by students of the necessary system of knowledge, skills, but also to the achievement of a high level of their mental development, the formation of their ability to independently acquire knowledge through their own creative activity; develops interest in educational work; provides lasting learning outcomes.

      Disadvantages: a large investment of time to achieve the planned results, poor controllability of cognitive activity of students.

5). Gaming technology

      The game, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

      By definition, a game is a type of activity in the conditions of situations aimed at the recreation and assimilation of social experience in which self-management by behavior develops and improves
Classification of pedagogical games :

   1. By scope:

  •  Physical
  •  Intelligent
  •  labor
  •  Social
  •  psychological

   2. According to (characterization) the nature of the pedagogical process:

  •  educational
  •  Training
  •  Controlling
  •  Generalizing
  •  Cognitive
  •  creative
  •  developing

   3. By game technology:

  •   subject
  •   story
  •   role
  •  business
  • simulation
  • dramatization

   4. In the subject area:

  •  Mathematical, chemical, biological, physical, environmental
  •  Musical
  •  labor
  •  Sports
  •  economically

   5. According to the gaming environment:

  •  Without items
  •  With items
  •  desktop
  •  Room
  •  street
  •  Computer
  •  television
  •  Cyclic, with vehicles

What tasks does the use of this form of training solve:

  •   Carries out more free, psychologically liberated control of knowledge.
  •   The painful reaction of students to unsuccessful answers disappears.
  •  An approach to students in learning is becoming more delicate and differentiated.

Training in the game allows you to teach:

 Recognize, compare, characterize, disclose concepts, justify, apply.
As a result of the application of game learning methods, the following goals are achieved:

  •  Cognitive activity is stimulated
  •  Mental activity intensifies
  •  Information is spontaneously remembered
  •  Associative memorization is formed
  •  Increased motivation to study the subject

All this speaks of the effectiveness of training in the game, which is a professional activity that has the features of both learning and labor.

 6). Case Technology

 Case technologies combine role-playing games, the project method, and situational analysis.

      Case technologies are opposed to such types of work as repetition after a teacher, answers to a teacher’s questions, retelling of a text, etc. Cases differ from ordinary educational tasks (tasks usually have one solution and one correct path leading to this solution, cases have several solutions and many alternative paths leading to it).

      In case technology, an analysis of the real situation (some input data) is performed, the description of which simultaneously reflects not only some practical problem, but also actualizes a certain set of knowledge that needs to be learned when solving this problem
      Case technology is not a repetition of a teacher, not a retelling of a paragraph or article, not an answer to a teacher’s question, it’s an analysis of a specific situation that forces you to raise the layer of knowledge and put it into practice.

 These technologies help to increase students' interest in the subject being studied, and develop among schoolchildren such qualities as social activity, sociability, the ability to listen and correctly express their thoughts.

 When using case technologies in children’s primary school:

  •   Development of analysis skills and critical thinking
  •   The combination of theory and practice
  •   Presentation of examples of decisions made
  •   Demonstration of various positions and points of view
  •   Formation of skills to evaluate alternative options in the face of uncertainty

 The teacher is faced with the task of teaching children both individually and as part of a group:

  •   Analyze information
  •   Sort it to solve a given problem,
  •   Identify key issues
  •   generate alternative solutions and evaluate them,
  •  Choose the optimal solution and formulate action programs, etc.

 In addition, children:

  •   Gain communication skills
  •   Develop presentation skills
  •   Form interactive skills that set aside you to fact act together and brew collective decisions 
  •   Acquire expert skills
  •   Learn to learn by independently looking for the necessary knowledge to solve a situational problem
  •   Change the motivation for learning

      With active situational training, analysis participants are presented with facts (events) related to a certain situation according to its state at a certain point in time. The task of students is to make rational decisions, acting as part of a collective discussion of possible solutions, i.e. game interaction.

 The methods of case technologies that activate the educational process include:

  •   The method of situational analysis (the method of analysis of specific situations, situational tasks and exercises; case stages)
  •   Incident method;
  •   The method of situational role-playing games;
  •   Method of parsing business correspondence;
  •   Game design;
  •   Discussion method.

       So, case technology is an interactive learning technology, based on real or imagined situations, aimed not so much at mastering knowledge, but at forming students with new qualities and skills.

7). Creative Workshop Technology

   One of the alternative and effective ways to study and acquire new knowledge is workshop technology. It represents an alternative to the classroom lesson organization of the educational process. It uses the pedagogy of relationships, comprehensive education, training without rigorous programs and textbooks, the project method and immersion methods, and students' invaluable creative activity. The relevance of the technology lies in the fact that it can be used not only in the case of studying new material, but also in repeating and consolidating the previously studied.

A workshop is a technology that involves such an organization of the learning process in which a master teacher introduces his students to the cognitive process through creating an emotional atmosphere in which the student can prove himself as a creator. In this technology, knowledge is not given, but is built by the student himself in a pair or group, relying on his personal experience, the master teacher only provides him with the necessary material in the form of tasks for reflection. This technology allows the individual to build his own knowledge, this is its great resemblance to problem-based learning. Conditions are created for the development of creative potential for both the student and the teacher. The communicative qualities of the personality are formed, as well as the subjectivity of the student - the ability to be a subject, an active participant in activities, independently determine goals, plan, carry out activities and analyze. This technology allows you to teach students to independently formulate the objectives of the lesson, find the most effective ways to achieve them, develop intelligence, and contribute to the acquisition of experience in group activities.

 The workshop is similar to project training, because there is a problem that needs to be solved. The teacher creates the conditions, helps to understand the essence of the problem, which needs to be worked on. Students formulate this problem and propose solutions to it. Various types of practical exercises can be problems.
 The workshop necessarily combines individual, group and frontal forms of activity, and training goes from one to another.

The main stages of the workshop.

Induction (behavior) is a stage that is aimed at creating an emotional mood and motivating students to be creative. At this stage, it is supposed to include feelings, subconsciousness and the formation of a personal attitude to the subject of discussion. An inductor is all that prompts a child to act. A word, a text, an object, a sound, a picture, a shape can act as an inductor - everything that can cause a stream of associations. This may be a task, but unexpected, mysterious.

Deconstruction - destruction, chaos, inability to complete the task with available means. This is work with material, text, models, sounds, substances. This is the formation of an information field. At this stage, the problem is posed and the known is separated from the unknown, work is carried out with information material, dictionaries, textbooks, a computer and other sources, that is, an information request is created.

Reconstruction is the reconstruction from the chaos of your project of solving a problem. This is the creation by microgroups or individually of their own world, text, drawing, design, solution. The hypothesis is discussed and put forward, methods for solving it, creative work is created: drawings, stories, puzzles. Work is underway to complete the tasks that the teacher gives.

Socialization is the correlation by students or microgroups of their activities with the activities of other students or microgroups and the presentation to all of the intermediate and final results of labor in order to evaluate and adjust their activities. One task is given for the whole class, work is being done in groups, answers are reported to the whole class. At this point, the student learns to speak. This allows the teacher - master to conduct the lesson at the same pace for all groups.

Posting is a hanging, a visual representation of the results of the activities of the master and students. It can be a text, a diagram, a project and familiarization with them all. At this stage, all students walk, discuss, highlight original interesting ideas, defend their creative work.

The gap is a sharp increase in knowledge. This is the culmination of the creative process, the new selection of the subject by the student and the awareness of the incompleteness of his knowledge, the impetus for a new deepening into the problem. The result of this step is insight (insight).

Reflection is a student’s awareness of himself in his own activity, this is a student’s analysis of his activities, this is a generalization of the feelings that arose in the workshop, this is a reflection of the achievements of his own thought, his own worldview.

8). Modular learning technology

        Modular learning has emerged as an alternative to traditional learning. It is connected with the international concept of `` module '', one of the meanings of which is a functional unit. In this context, it is understood as the main means of modular training, a complete block of information.

  In its original form, modular instruction originated in the late 60s of the XX century and quickly spread to English-speaking countries. Its essence was that a student with a little help from the teacher or completely independently can work with the individual curriculum offered to him, which includes a targeted action plan, a databank and a methodological guide to achieve didactic goals. Teacher functions began to vary from information-controlling to consultative-coordinating. The interaction between the teacher and the student in the educational process began to be carried out on a fundamentally different basis: with the help of the modules, the students realized a conscious independent achievement of a certain level of preliminary preparedness. The success of modular training was predetermined by observing the parity interactions between the teacher and students.

 The main goal of the modern school is to create a training system that would ensure the educational needs of each student in accordance with his inclinations, interests and capabilities.

 Modular learning is an alternative to traditional learning, it integrates everything progressive that is accumulated in pedagogical theory and practice.
 Modular training, as one of the main goals, pursues the formation of students' skills of independent activity and self-education. The essence of modular learning is that the student, independently (or with a certain dose of help), reaches the specific goals of educational and cognitive activity. Learning is based on the formation of a thinking mechanism, and not on the exploitation of memory! Consider the sequence of actions for building a training module.

 A module is a target functional unit in which: educational content and technology for mastering it in a system of a high level of integrity are combined.

The algorithm for constructing the training module:

  •   The formation of a block module of the content of the theoretical educational material of the topic.
  •   Identification of educational elements of the topic.
  •   Identify the relationships and relationships between the educational elements of the topic.
  •   The formation of the logical structure of the educational elements of the topic.
  •   Determining the levels of mastering the educational elements of the topic.
  •   Determination of the requirements for the levels of mastering the educational elements of the topic.
  •   The definition of awareness of the assimilation of educational elements of the topic.
  •   The formation of the block algorithmic prescription of skills.

 The system of actions of the teacher in preparation for the transition to modular training:

  •  To develop a modular program consisting of CDC (integrated didactic goals) and a set of modules to achieve this goal:
  •  To structure the educational content in certain blocks
  •  KDC is formed, which has two levels: the level of mastering of the educational content for students and orientation to its use in practice.
  •   IDCs (integrating didactic goals) are distinguished from CDC and modules are formed. Each module has its own IDC.
  •   IDC is divided into CDC (private didactic goals) based on them are allocated UE (training elements).

 The feedback principle is important for managing student learning:

  •   Before each module, carry out incoming control of ZUN students.
  •   Current and intermediate control at the end of each RE (self-control, mutual control, reconciliation with the sample).
  •   Output control after completion of work with the module. Purpose: to identify gaps in the assimilation of the module.

 The introduction of modules in the educational process must be carried out gradually. Modules can be integrated into any training system and thereby strengthen its quality and effectiveness. You can combine a traditional learning system with a modular one. The whole system of methods, techniques and forms of organization of students ’CPD fits well into the modular training system, individual work, in pairs, in groups.

 The use of modular learning has a positive effect on the development of students' independent activities, on self-development, and on improving the quality of knowledge. Students skillfully plan their work, are able to use educational literature. They are proficient in general educational skills: comparison, analysis, generalization, highlighting the main, etc. Active cognitive activity of students contributes to the development of such qualities of knowledge as strength, awareness, depth, efficiency, flexibility.

9). Health Saving Technology

 Providing the student with the opportunity to maintain health during the period of study at school, the formation of the necessary knowledge, skills in a healthy lifestyle, and the application of the knowledge gained in everyday life.

Organization of educational activities, taking into account the basic requirements for the lesson with a set of health-saving technologies:

  •   Compliance with sanitary - hygienic requirements (fresh air, optimal thermal conditions, good lighting, cleanliness), safety regulations;
  •   The rational density of the lesson / lesson (the time spent by students on academic work) should be at least 60% and not more than 75-80%;
  •   Clear organization of academic work;
  •   Strict dosage of the training load;
  •   Change of activities;
  •   Training taking into account the leading channels of perception of information by students (audiovisual, kinesthetic, etc.);
  •  Place and duration of application of TCO;
  •   The inclusion of technological techniques and methods that promote self-knowledge, self-esteem of students;
  •   Building a lesson taking into account the performance of students;
  •   An individual approach to students, taking into account personal opportunities;
  •   The formation of external and internal motivation of students;
  •   A favorable psychological climate, situations of success and emotional discharge;
  •   Stress prevention:
  •   Work in pairs, in groups, both in the field and at the blackboard, where a guided, “weaker” student feels the support of a friend, encouraging students to use different methods of solution, without fear of mistakes and getting the wrong answer;
  •   Conducting physical education and dynamic pauses in lessons;
  •   Focused reflection throughout the lesson and in its final part.

 The use of such technologies helps preserve and enhance the health of students: prevention of students overwork in the classroom; improving the psychological climate in children's groups; introducing parents to work to improve the health of students; increased attention span; a decrease in the incidence of children, the level of anxiety.

 10) .Integrated Learning Technology

Integration is a deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular field.

The need for integrated lessons comes from a variety of reasons.
 The world surrounding children is recognized by them in all their diversity and unity, and often the subjects of the school cycle, aimed at studying individual phenomena, fragment it into disparate fragments.

 Integrated lessons develop the potential of the students themselves, encourage active knowledge of the surrounding reality, to comprehend and find causal relationships, to the development of logic, thinking, communication skills.

 The form of conducting integrated lessons is non-standard, interesting. The use of various types of work during the lesson maintains the attention of students at a high level, which allows us to talk about the sufficient effectiveness of the lessons. Integrated lessons reveal significant educational opportunities.

 Integration in modern society explains the need for integration in education. Modern society needs upscale, well-trained specialists.
 Integration provides an opportunity for self-realization, self-expression, teacher’s creativity, contributes to the disclosure of abilities.

Benefits of integrated lessons:

  •  They contribute to increasing the motivation of learning, the formation of cognitive interest of students, a holistic scientific picture of the world and the consideration of the phenomenon from several sides;
  •  To a greater extent than ordinary lessons contribute to the development of speech, the formation of students' ability to compare, generalize, draw conclusions;

 Not only deepen the idea of ​​the subject, broaden their horizons. But they also contribute to the formation of a diversified, harmoniously and intellectually developed personality.
 Integration is a source of finding new connections between facts that confirm or deepen certain conclusions. Observations of students.

Patterns of integrated lessons:

  •  the whole lesson is subject to the author’s intention,
  •  the lesson is united by the main idea (the core of the lesson),
  •  the lesson is a single whole, the stages of the lesson are fragments of the whole,
  •  the stages and components of the lesson are logically-structurally dependent,
  •  the didactic material selected for the lesson corresponds to the plan, the chain of information is organized as “given” and “new”.

 The interaction of educators can be built in different ways. It can be:

  •   parity, with equal share participation of each of them,
  •   One of the teachers can act as a leader, and the other as an assistant or consultant;
  •   The whole lesson can be taught by one teacher in the presence of another as an active observer and guest.

Methodology of the integrated lesson

 The process of preparing and conducting an integrated lesson has its own specifics. It consists of several stages.

 1. Preparatory
 2. Executive
 3. Reflective.
 5. organization of a creative group,
 6. construction of the content of the lesson / lesson,
 7. rehearsals.

The purpose of this stage is to arouse students' interest in the topic of the lesson, in its content. Ways to arouse student interest can be different, for example, a description of a problem situation or an interesting case.

 In the final part of the lesson, it is necessary to summarize everything that was said in the lesson, to summarize the reasoning of the students, to formulate clear conclusions.
 At this stage, the lesson is analyzed. It is necessary to take into account all its advantages and disadvantages.

So, now we read 10 Modern pedagogical technologies. I hope it helpful for you.Thank you. 

Modern pedagogical technologies Modern pedagogical technologies Reviewed by Tanublog on September 27, 2019 Rating: 5

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