Planning modern lesson and reflection: educational and methodical manual 9786010438910

Table of contents :
KAZAKH NATIONAL UNIVERSITY NAMED AFTER AL.doc97 Ed.
INTRODUCTION
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LIST OF USED REFERENCES

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AL-FARABI KAZAKH NATIONAL UNIVERSITY

PLANNING MODERN LESSON AND REFLECTION Educational-methodical manual

Almaty «Qazaq University» 2019

UDC 811 LBC 81.2-923 P 71 Recommended for publication by the Scientific Council of the Faculty of Philology and World Languages and RISO of Al-Farabi Kazakh National University (Protocol №3 dated 06.02.2019) Complied by: U.K. Orynbayeva, A.A. Zhaitapova, A.S. Seidikenova, A.A. Moldassanova, B.T. Utepova Manager of the general edition: U.K. Orynbayeva

P 71

Planning modern lesson and reflection: educational and methodical manual / complied by: U.K. Orynbayeva, A.A. Zhaitapova, A.S. Seidikenova, A.A. Moldassanova, B.T. Utepova. The edition was managed by U.K. Orynbayeva. – Almaty: Qazaq University, 2019. – 132 p. ISBN 978-601-04-3891-0 The purpose of this manual is to prepare the future teacher of a foreign language, who possesses scientific knowledge, modern domestic and foreign technologies of training and applies a systematic approach to solving professional pedagogical problems. On the basis of this methodological manual, the future teacher of a foreign language is able to develop communicative and reflective skills, to improve the methods of teaching a foreign language, as well as to master the basics of lesson planning, communicative activity and competence-based approach in teaching foreign languages, to teach modern models of planning a foreign language lesson, developed by domestic and foreign scientists, to effectively implement educational activities in a foreign language teaching.

UDC 811 LBC 81.2-923 ISBN 978-601-04-3891-0

© Composed by: Orynbayeva U.K., Zhaitapova A.A., Seidikenova A.S., Moldassanova A.A., Utepova B.T. © Al-Farabi KazNU, 2019

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ducation in Kazakhstan has moved to modern academic state standards. The state educational standard is based on a new ideology. Educational institutions are tasked with educating the citizen of modern society, a person who studies throughout life. The purpose of modern education is the development of the student as a subject of cognitive activity. A feature of the state educational standard of the new generation is the activity character, which is the main task of the development of the student's personality. Modern educational results abandon the traditional presentation of educational results in the form of knowledge, skills; the formulation of the standard reflects specific activities. The task requires the transition to a new paradigm of systemactivity education, which in turn is associated with fundamental changes in the activities of teachers implementing the new standard. Besides, educational technologies are changing; the introduction of information and communication technologies opens up significant opportunities for the expansion of educational circles in each subject. In accordance with the requirements of the time, the attitude to the modern lesson is changing. The modern lesson should demonstrate knowledge of the classical structure of the lesson in the framework of active use of their creative work, as the meaning of its creation, and in the choice of the content of educational material, as the technology of its transmission, and in training. The requirements of the new standards are not entirely new to teachers. Many teachers are concerned and distrust in their abilities. How to design a lesson that forms not only the subject, but also the results of metasubject? What tasks are proposed in the tutorial, what is better to choose for the lesson? What methods and techniques will

be effective? What forms of organization of students ' activities can be used? Do we need to abandon the forms adopted in the traditional method of working with students? This manual also represents a unique experience in creating conditions for the development of the school teacher's ability at a high level-pedagogical reflection. Pedagogical reflection is a neces-sary competence in modern conditions, deepening and enriching professional pedagogical activity. Reflection allows: ‒ demonstration and self-analysis of the lesson; ‒ discussions and seminars on teaching methods support teachers in learning new methods and techniques through organization; ‒ methodological developments and recommendations of various forms; ‒ publication and presentation: the lecture or open lessons, recommendations and comments on individual methods.

Lesson is logically completed, fully secured, limited by the framework of the educational process. Its composition in a complex close contact contains the main elements of the educational process: the purpose, objective, content, method, type, relationship between the teacher and the student. Classes are based on psychological and pedagogical patterns of learning, on the one hand, the requirements of the standards of education, on the other. General regularities of the educational process: 1. General provisions, setting goals depend on the needs and level of the development of the society, the requirements for the educational process, education and training of the individual. 2. Determination of the content depends on the goals and objectives of training, age and individual abilities of students, the level of theoretical and practical development of training. 3. The choice of methods depends on the objectives and content of the training, the actual learning opportunities and their use by the students. 4. The form of organization of the educational process depends on the purpose, content and methods of training. Student activity in learning activities is closely related to the coverage of students’ internal cognitive stimuli and external stimuli (social, economic, pedagogical). 1. The effectiveness of the educational process depends on the state of the organization and the relationship of all laws.

Some regularities of the educational process: ‒ includes content-process characteristics of the process (content, methods, forms, methods, forms, etc.); identifies the aspects of cognition of the essence of the surrounding world, nature, society, and self-esteem; ‒ refers to the exceptional internal mental (cognitive) activity of the student in the learning process. ‒ demonstrates the diversity of all connections in the cybernetic educational process, the spread of information flows, management of assimilation of information; ‒ participates in the process of social relationships (the relationship between the student and the students, orientation, social significance of learning, etc.) ‒ includes organizational and educational process of intellectual labor (labour organization of teaching and training, their material and technical equipment, performance). Knowledge of the requirenments for learning makes it possible to optimally build the learning process in various specific situations. Questions to discuss: 1. What is class and what are the main elements of the class? 2. What are the main regularities of the educational process?

1. General each lesson must be consistent with the objectives of education, development and upbringing. Each lesson should contribute to the implementation of the basic laws of the learning process. Alongside with the presentation of certain knowledge in the classroom, it is necessary to develop students’ judgments, promote the development of their thinking and form a decent attitude to the world around them, instill in them the skills of behavior based on these relations. For the formation of the personal qualities, it is necessary to identify the student behavior, the formation of the necessary per-sonal qualities (culture in the workplace, responsible attitude to the quality of jobs and overcoming difficulties in their implementation). А list of aims and sub-aims: Educational 1. To introduce target language, introduce and practice new vocabulary, introduce a new grammar material introduce a new functional language. 2. To provide a restricted practice in using target language and standard pronunciation, to give a controlled/ less-controlled/freer

Developmental 1. To develop students’ ability to listen and understand the main ideas in a text. 2. To develop students’ ability to identify the main ideas in the text read. 3. To develop students’ abilities and skills in listening, speaking, writing, reading, communicative competence.

Up-bringing 1. To motivate the students in learning the foreign language. 2. To promote interest in culture. 3. To teach students to respect other cultures. 4. To bring up the feeling of international friendship. 5. To bring up the culture of communication in

practice of a language point. 3. To enrich students’ vocabulary on the given theme. 4. To improve students’ ability to talk on a given topic by introducing a lexical set. 5. To acquaint students with new sounds. 6. To help students in their activities. 7. To enable students to discuss future plans using will and going to, to enable students to greet each other in English and to make simple introductions and identify people by name 8. To practice a correct pronunciation and grammar, the pronunciation of phonemes/individual sounds, word stress , sentence stress, intonation, features of connected speech. 9. To contrast two (or more) grammatical points, to contrast two (or more) functional exponents. 10. To revise a previously taught vocabulary, to revise or review one or more grammatical points, to revise or review functional exponents. 11. To consolidate knowledge, to consolidate grammar rules on countable and uncountable nouns and the use of some

4. To develop reading skills – the use of prediction/skimming/scanni ng/inferring, etc. 5. To develop listening skills - prediction/essence/ specific information/inference, etc. 6. To develop speaking skills - fluency/accuracy practice/ consolidation of the recently taught language. 7. To develop writing subskills - paragraphwriting/focusing on linking devices, etc. 8. To develop study skills note-taking/summarizing 9. To develop dictionary skills. 10. To form skills in monologue and dialogue speech. 11. To develop students’ abilities in speaking through a group work. 12. To develop students’ abilities in expressing their own opinions. 13. To develop students’creative abilities through different kinds of activities. 14. To enrich students’ outlook. To broaden students’ minds. Raise their awareness. 15. To improve pronunciation, memory. 16. Тo develop students’ cognitive mechanisms (perception, memory, thinking and attention and its operations)

different types of collective collaboration. 6. To create an English speaking atmosphere and work in groups. 7. To create a relaxed, non-threatening atmosphere in the classroom.

and any in different forms of activities. 12. To determine, how the students understand this grammar material and new words, to fix the typical mistakes and involve the methods of correction for the purposes of further learning. 13. To evaluate and check the students’ knowledge. 14. Error correction work (usually including the revision of the previously taught rules) 15. Selfaccess work. 16. Learner training. 17. The use of video materials to build the awareness of non-verbal communication. 18. Integration of the four skills. 19. Simulations for revision of the previously taught lmaterial / for fluency practice 20. Freer speaking (e.g. role play) for the revision of the previously taught material.

2. Generally, each lesson must comply with all the principles of didactics and, above all, the science and connection of learning and life. Any lesson in any academic discipline is a part of the process, so it should connect learning with life, practice, performing the role of the criterion of specificity in scientific knowledge, and in the educational process – to form the skills of using theoretical knowledge in practice, to explain the motivation for learning, to form positive attitude to it.

Principles of foreign language teaching. Principles of FLT

principle of conscious approach

activity

individualization

communicative approach

visuality

consecutiveness

differentiated and integrated instruction

accessibility and durability

systematicness

3. Each lesson should be described, first of all, with a clear didactic purpose, which is often replaced by the theme of the lesson. For each topic several sessions can be conducted, and each of them should have a clear didactic goal: arming students with thinking operations (classification, copying, generalization, etc.), acquisition of skills of practical application of knowledge, acquaintance with separate facts of training on a subject, formation of skills of independent formulation of theoretical conclusions, etc. In preparation for the lesson, we have to determine the content of the educational material transmitted by the teacher, depending on the purpose, the structure of the lesson, methods, and means of training. The lack of a clear purpose of each lesson leads to the fact that such lessons are one-sided, and this leads to the fact that there is no interest in learning. 4. A variety of methods and techniques of teaching in order to enhance the cognitive activity of students should be used at all stages of the lesson. Any long-term impact on students (for example – a long oral explanation) can lead to the disintegration of their desire, passivity. They do not behave properly, do not perceive the information

of the teacher. Therefore, at each lesson it is necessary to strive for a reasonable change in the activities of students at each stage. To do this, it is necessary to use various methods and techniques of learning that affect various senses, contribute to more effective cognitive activity. When preparing for a lesson, you need to think over – when, in which part of the lesson a certain method or tool should be used. However, when changing activities in the classroom the teacher should take into account the age characteristics of the students, because the children cannot always easily move from one activity to another. Methods and techniques of teaching a foreign language.

methods and techniques

Practical methods

exercise

display explanation, instructtion, questions

game

Verbal methods

Visual methods

modeling

sign, symbol, model, scheme

layouts and manuals

speech therapy the village, sandpit, fairy frigates

viewing pictures

subject pictures, series of pictures

listening recordings

voices of animals and birds, samples of smooth speech

story

short, selective, expanded

talk

preliminary, final, summarizing

game dramatization

word game, fairy tale logo

5. One of the requirements for the lesson is its emotionality. It encourages students to significant activities in the classroom – mastering new knowledge, contribute to more effective cognitive activity. It can be observed only in the classroom (loud voice of the teacher, clapping of hands) and emotionality can be evaluated from the point of view of the attitude of the teacher to the educational process in the classroom. The lesson should be emotional, this is one of the ways to increase their activity. The use of different problem situations in the classroom also contributes to emotional development, accelerates cognitive activity of the students. 6. At each lesson it is necessary to keep a continuous record of students ' knowledge. The learning process will be effective if there is constant reflection at any lesson. At each stage of the lesson, the teacher must know the level of assimilation of educational material by the student, as it should contribute to the constant growth of this level. Therefore, it is necessary to use different forms of control of students ' knowledge. For this purpose the teacher may use various computer programs, written tasks, questionnaires, punch cards, which allow you to immediately obtain the results of the knowledge test. The most important thing here is that each teacher should develop reflection, so that each teacher will evaluate the results of cognitive activity of the student in the classroom. 7. To achieve the sense of positive results, each lesson should be different in its organizational patterns. A sense of advance at each previous lesson should motivate the teacher and the student. The lesson should provide a significant increase in knowledge or improve quality, or both. Such a significant increase in knowledge (skills) causes a sense of satisfaction, causes an active attitude of the student to study. Each lesson should be the final part of the learning process. 8. Each lesson should have elements of systematic revision. While presenting the new material the teacher should link it with the previous lesson. 9. Each lesson should be technically optimal and didacticaly equiped. Cognition begins with emotion. However, judicious use of visual means has to have limitation. The time spent by the teacher on the development and preparation of visual, didactic materials are justified by the results of training.

10. Any subject creates the relationship of each occupation with the past and the previously studied. Any lesson should not be isolated from other lessons, it should be a certain link in the general system of lessons. The teacher should have a good idea of the lesson in preparation for the lesson on a particular subject. Each teacher, if possible, tries to link the lesson material with the material passed. Besides, the structure of the upcoming lesson should be well based on the content of school knowledge. This is very important for primary school teachers. The teacher, forming knowledge at any lesson, is obliged to lay the foundation for the next lesson. The need for this method in the organization of the educational process is theoretically based on the research of L.S. Vygotsky. A specific example of the implementation of this idea can be attributed to the activities of the famous teacher-innovator Lysenkova. 11. The entire lesson time should be used with high profitability. When preparing for the lesson, it is necessary to consider the organization of students’ work during 40 minutes. The class should never be left without attention of the teacher, who has accumulated a sufficient number of tasks and questions for the whole class. The lesson should be provided with pre-tested visuals, devices, technical means, so as not to waste time on their production. The traditional structure itself (request, explanation, approval) leads to the loss of time in the transition from one activity to another. Therefore, it is necessary to think that the transfer of the structure remained invisible to students. If possible, you should not spend time figuring out the reasons for individual students being late to classes, other violations in the classroom, what you can talk about after the bell rings. Many teachers advocate an oral response of the student without standing up, as it also helps to save time. 12. It is necessary to ensure the educational and labor discipline of students throughout the lesson. Fulfillment of the requirements set out at the previous one ensures discipline in the classroom. Class team should be intolerant of violations, as discipline in the classroom-the basis of their motivation. K.S. Stanislavsky noted that "enthusiasm is not only to set eyes on the object". Students should be not only attentive to the teacher and

listen, but be active in relation to the material to be read, to maintain working conditions that contribute to effective cognitive activity in the classroom. 13. One of the requirements of the lesson is its structural flexibility. For example, the teacher thought of a clear structure of the lesson, its specific purpose, but sometimes the classes do not go according to the plan. In this case, the teacher must make the necessary adjustments during the lesson, change its structure, use additional techniques, but achieve the goal. 14. Professional orientation of the lesson. Each lesson should have a professional orientation, regardless of the discipline. If possible, each time it is necessary to note the importance of educational material in the future for the acquisition of a profession, the value of knowledge gained in all future life. 15. The effectiveness of homework and its mandatory verification. The teacher, giving homework, must be sure that all students can do it. Sometimes a very difficult task is offered, but in any case, the teacher is obliged to give an explanation of the homework, explaining what its essence is, what is the purpose, where they can read the basic rules for its implementation. Each homework performed by the students must be checked, analyzed, otherwise the students' interest in independent cognitive activity is eliminated. 16. Creation of favorable moral-psychological and sanitaryhygienic conditions. In most cases, this is determined by the implementation of all the above requirements for lessons. At each lesson, first of all, it is necessary to establish a normal attitude of students between the teacher and the students. It is necessary to take into account the psycho-physiological characteristics of the students. Questions to discuss: 1. Why must each lesson be consistent with the objectives of education, development and upbringing? 2. What skills and habits can the teacher develop in each objectives of the lesson planning? 3. How can we enhance the cognitive activity of students at all stages of the lesson? 4. How can the teacher be sure in overpowering the hometask by children?

"Pedagogical technologies are a complex and open system of disciplines and methods, combined with the priority goals of education: objectives, content, types and methods of organization of the educational process, linked by a common concept, where each element affects the other, and ultimately constitutes a set of favorable conditions for the development of the student". The use of new technologies in the educational process leads to the development of creative, intellectual abilities of students, the formation of skills of using their knowledge in life. The use of new technologies is carried out through the following stages: Stage I: training; Stage II: development; Stage III: implementation; Stage IV: development. 1. The purpose of the new pedagogical technology is the humanization of learning, i.e. the means of learning should be such that students could independently conduct cognitive activity. There are many kinds of new pedagogical technologies. Modern educational technologies include: ‒ developing training; ‒ problem-based learning; ‒ multi-level training; ‒ collective learning system; ‒ technology of the study of inventive problem solving (TSIPS); ‒ research methods in teaching;

‒ project teaching methods; ‒ technology of game methods use in training: role-playing, business and other types of training games; ‒ training in cooperation (team, group work; ‒ information and communication technologies; ‒ health-saving technologies, etc. 2. Game technology. Technology of pedagogical games is a set of methods and techniques of organization of pedagogical work in the form of a game. Work in the form of a game creates a favourable atmosphere in the classroom and is used as a means of motivating students. The following groups of games are distinguished by the nature of the pedagogical process: – educational, training, controlling and generalizing; – cognitive, educational, developmental; – reproductive, productive, creative; – communicative, diagnostic, vocational guidance, psychotechnical, etc. 3. Technology problem-based learning. Problem learning is the creation of a teacher’s guide and difficult problems and the active independent solution of students’ problems. As a result, their mental abilities develop, contribute to the formation of creative skills. Methods of creating a problem situation of classic motivation, in brief: – statement of the subject of the lesson using a "bright spot". – demonstration of incomprehensible phenomena. – message topic with the use of the "actualization". – problem situation "with surprise". – problem situation "with difficulty". – stimulating dialogue from a problem situation. – dialogue leading to the problem. 4. Critical thinking technology. Implementation of the goals and objectives will be carried out according to the following long-term plans:

– association; – activity of association; – protection of views in the form of analysis and argument. Advantages of this technology: – an increased interest in the educational process; – allows the students to learn independently; – improved information linguistic abilities of the student. The constructive basis of the "technology of critical thinking" is the basic model of the three stages of the educational process: "Challenge – thinking – reflection". Functions of three phases of critical thinking development technology Call Motivational (motivation to work with new information, awakening of interest in the topic) Information (call "to the surface" of the available knowledge on the topic) Communication (conflictfree exchange of views)

Understanding the content Information (getting new information on the topic) Systematization (classification of the received information by categories of knowledge)

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

5. Technology of differentiated training. The technology of differentiated training is manifested in the form of a set of learning tools, solutions for the organization and coverage of a certain part of the learning process. It requires the creation of various favorable conditions for the training of classes, groups; combined methodological psychological, pedagogical and organizational and managerial measures. The purpose of the technology of differentiated training: to ensure the assimilation of educational material by each student at the level of its development. 1) differentiated training allows each student to create conditions for education, using their opportunities;

2) differentiated training allows children of different categories to work in detail. 3) in the structure of level-differentiated training provides several levels of development of knowledge: the minimum level (basic), program, complicated level that each student must have. 6. Technology of individual training. In particular, provide for the following forms of organizing the educational process. – the teacher only works with one student; – the student has only textbooks and devices (textbooks, computers, etc.). The main achievement of personal learning allows the child to adapt the methods and content of learning activities to their abilities. 7. Group technology. This is the third and fourth levels of organizing the educational work in the class. Such work requires the division of the class into temporary groups for the joint solution of a certain task. Taking into account the individual characteristics of students makes it possible to study together. The purpose of group work: active participation of each student in the learning process. – activation of cognitive activity; – development of skills of independent educational activity: – definition of leadership and intermediate tasks, the choice of the optimal way, consideration of the consequences of their choice, its objective assessment; – development of successful communication skills (listening and hearing, building dialogue, understanding, asking questions); – improvement of interpersonal relations in the classroom. Principles of group work. In order to successfully conduct group work, it is important to observe the following principles: – take into account the level of educational opportunities of students; – take into account the composition of the group; – create tasks for a joint search for solutions, i.e. for a limited time ability to decide only in a group;

– distribute roles between group members; – organize interaction between groups; – analyze the mode of action. The result of group work should be a reflection of learning activities. Types of group work. Group activities that you can use in class. ‒ working in pairs; ‒ brainstorming; ‒ the game "go"; ‒ the Treasury; ‒ snow drift; ‒ mosaic group or puzzles; ‒ the "zigzag" method. Brainstorming: – used to generate ideas. – strict regulations are observed. – roles are assigned within the group (leader, secretary, timekeeper). – when the collective decision has been reached within the group, reports / communications from different groups are made. Treasure hunt. The teacher makes up questions. Questions may require both knowledge of the facts and understanding. The student or group must answer questions using the Internet resources, additional literature, textbooks.

The Chain The game we can use based on different subjects (for example, when writing an essay, in the preparation of a story about an animal, the review of historical events).

Snowball. Work in a group, which begins with the assignment of an individual task. All students receive similar assignments and perform them on their own. This is followed by work in pairs. In pairs, the students offer their own ways of solving this task, and the best solution is chosen. Then the two pairs are combined and the work continues in a group of four, where again there is a discussion of solutions and the best of them is selected. At the end of the work, all students fall into the same group. At this last stage, there is no discussion of solutions, the groups make reports on their work.

Puzzles. The teacher divides the topic into several parts so that each group gets its part of the topic. In addition, all groups receive a list of necessary sources or training materials using which they learn the basics of the proposed part of the topic. After studying the material or completing the task, the groups are reorganized so that each new group includes 1 person from each previous group. Each member of the new group explains to his new colleagues his part of the topic, the basis of which he studied in the previous group and answers questions. Finally, the conclusion is made.

The Method Of "Zigzag". Students are organized in groups of 4-5 people to work on educational material, which is divided into fragments. Then the young people studying the same problem, but belonging to different groups, meet and exchange information as experts on this issue. This is called the "meeting of experts". Then they return to their groups and teach the other members of the group what they have learned. Those, in turn, report on their part of the job.

Criteria for the effectiveness of group work. Parameter 1. The adequacy of the group form to the stage and the type of lesson: ‒ 0 level (0 points): GW was needed but not used; ‒ Level 1 (1 point): GW was unfolded at one stage of the lesson, but was used inadequately; ‒ Level 2 (2 points): GW was unfolded at the main stage of the lesson and was adequate to the purpose of the lesson; ‒ Level 3 (3 points): GW was unfolded at the main stage of the lesson and was adequate to the situation at the lesson. Parameter 2. Goal-setting (purpose of group work): ‒ 0 level: the goal for the group is either not voiced or not understood by the students; ‒ Level 1: the aim of the work is announced by the teacher; ‒ Level 2: the purpose of the work is put forward by the students; ‒ Level 3: the purpose of the work is put forward by the students, the teacher checks understanding and retention of the goal in the course of group work. Parameter 3. The content of group work (each indicator is estimated as 1 point): ‒ the teaching process is going in the form of dialogues, discussions within the group and between the groups;

‒ the teacher explains modeling techniques, schematization of students’ solutions; ‒ attention is drawn to the coordination of actions in the group; ‒ group and inter-group communication is organized; ‒ work on self-correction within the groups and individually is organized; ‒ the teacher checks understanding and misunderstanding of the students, accurately fixing all children's versions (no distortion or substitution of children's versions of their understanding); ‒ The work goes with all versions of children, not only with the "true"one. Parameter 4. Organization of group work reflection: ‒ 0 level (0 points): no lesson; ‒ 1 level (1 point): the teacher assesses the work of groups (result and process) by the ready criteria; ‒ Level 2 (2 points): students are given an assessment of the group (result and process) by the ready criteria; ‒ Level 3 (3 points): assessment and reflection of the work of groups carried out by the students by the criteria that are discussed and refined. 8. Step-by-step learning technology. 1. Cultural communication is formed between the participants of the educational process. 2. The students are taught to state opposite concepts and principles. Step-by-step learning technology is used for the following purposes: – current assignment; – determination for whose needs it is used; – accumulation of terminology. The main feature of the technology content is the transformation of the traditional didactic structure of educational material. 9. Formation of mental activity by stages, purposeful technology-effective development of oriented knowledge and skills. This

technology requires monitoring the work of each student, each step of the teacher. Control at all stages of the lesson development is one of the most important components of the technology. It will be aimed at warning the student against mistakes. 10. Individual subject pedagogical technology. 1. General technology: early learning and early literacy. The educational process is based on the natural thinking of the child through activities and relationships, comprehensively reviving the cognitive power of the child's brain. 2. Technology based on the system of effective training. Target areas: – mastering common knowledge and skills; – mastering of mental activity; – development of gifted children; 11. The technology of self-development (M. Montessori). Target direction: – comprehensive development; – education of the individual; – to unite in the child's mind the images of thinking and objects. The main goal-training skills: small motors, the development of posture. 12. Technologies of developing education. 1. General provisions of L.V. Zankov’s developing training system. The main motivation of educational activity is cognitive interest. Zankov’s method is a method of learning through various activities, discussions, didactic games, as well as a way of enriching speech, thinking, and imagination. 2. D. Elkonyn’s and V. Davydov’s technology of developing training. D. Elkonyn and V. Davydov based the technology on content knowledge. The theoretical basis of knowledge consists of a deep generalization. Unlike traditional technologies, developing education differently assesses learning activities. The work and quality of the students are considered not from the teacher's point of view, but from the student's capabilities and ability to acquire knowledge.

3. The system of developing training, focused on the development of personal creativity. The main content of training is the processes of search, inventive activity. The content of development consists of the transition from the nearest to the middle, and then to the distant target future. In this technology, the method of collective work is widely used; mental attack, organizational and active play, free creative discussion. 13. Technology of modular training. The module is a specific, relatively independent part of any system, concept. The training module consists of a three-component part as a renewable training cycle; it consists of introduction, negotiation part and final part. The number of hours in each student's learning module will be different. This depends on the number of hours devoted to the topic, topic group, or curriculum section. Questions to discuss: 1. What is the importance of pedagogical technologies in teaching process? 2. Do all technologies direct on developing student’s cognitive skills? 3. What is the aim of early teaching a foreign language at school?

1. General provisions taking into account the specifics of the class of students. Class level. Students’ interest in the subject. The dynamics of the class. Formation of knowledge, skills, attitudes to various activities, attitude to different types of educational work, as well as to non-traditional forms of work, the general regime of students. 2. Taking into account individual characteristics: the type of nervous system, sociability, mood changes, emotionality, guidance of the student’s perception of the new material, the ability to cope with a decrease in mood; the reliability of their knowledge and skills. 3. Compliance with the rules that allow to conduct classes well: 1) determine the place of classes on topics, themes at an annual rate, the distribution of the overall objectives of the classes; 2) select three types of books on the topic of the lesson: scientific, popular science, methodical, familiarization with their content; 3) view the curriculum, re-read the explanatory note, study the requirements of the standard on the subject, determine what is required of the teacher in connection with the lesson; 4) memorize the educational material, select reference knowledge and skills; 5) specify the tasks of the lesson, highlight the main task, formulate it understandable for the students; 6) determine what the student should understand at the lesson, what to remember, what to know and what to teach at the lesson;

7) determine what training material, to what extent, how much should be presented to the students, what interesting data indicating leadership ideas can be presented; 8) classify the content of the lesson in accordance with the objectives of the lesson, choose effective methods that form new knowledge, skills, acquiring new material; 9) consider what and how is written on the blackboard and in exercise books of the students; 10) write down the course of the intended lesson in the lesson plan, considering the lesson as a holistic phenomenon. Questions to discuss: 1. What directions we should take into consideration while preparing for the lesson? 2. Why is it important to compliance with the rules that allow to conduct classes well?

Calendar-thematic plan is made for half or full academic year based on reflection of unity and interrelation of all forms of training, the curriculum, the manual on a certain discipline. It indicates the number of hours foreseen for each subject, the type of a lesson, date, interdisciplinary communication, summary of the topic, the type of work of the student, the list of references. Lesson plan is drawn up for each lesson and includes the basic form of planning of educational work, that is, the definition of the form of work and preparation of the teacher for a particular lesson. Content of preparation for classes: 1. General lesson planning, development of a work programme. 2. Planning of individual lessons. 3. The definition of the topic, lesson objectives. 4. Determination of the type and structure of the lesson. 5. Determination of the content of the lesson. 6. Definition of methods of education. 7. Preparation of visual and technical means for the necessary training manuals. 8. Allocation of time for implementation of each of the stages of activity. 9. Preparation of reinforcing exercises. 10. Identifying methods for assessing and testing students’ knowledge. 11. Explanation of homework. 12. Making a plan of the lesson.

In the lesson plan one has to record: day, month, year, class, theme, purpose, type of lesson, structure, teaching methods and tools, visual materials, method of reflection, assessment of students answer, homework. For obtaining a comprehensive knowledge of educational equipment, the teacher studies the basic and additional textbooks, scien-tific and pedagogical methodological, historical, fiction, special publications, selects the needs, selects reliable examples, interesting new information, determines the educational memo, writes notes of lessons. The main contents of the new theme. The teacher must know clearly the requirenments of pedagogical science. Planning is the final stage of preparation for the lesson. The result is a lesson plan. A young teacher should write a complete plan, summaries of lessons. A sample lesson plan: ‒ the time of the lesson, the planned number of topics; ‒ morning lessons, class conducting lessons; ‒ tasks for training, education, development of students; ‒ structure of the lesson, its stages and distribution of time spent on each period of the lesson; ‒ content of training material; ‒ methods and techniques of work in the context of each lesson; ‒ training equipment for classes; ‒ homework. Design classic tutorial (Stolyarenko) The real formulated theme. The purpose of this lesson: a) didactic; b) educational; b) developing. Equipment (audio, video, tutorial): Sound devices. The course of the lesson (a script, questions asked by students in the classroom, students must draw their own conclusions). The results of the lesson. Creative task.

Conclusion. Ask students what they liked, what they did not like, ask who was active. Then thank the students for a good lesson. In preparation for the lesson, the teacher once again considers the curriculum, studying the educational material, working with additional literature, gives assignments to students, selects and considers textbooks (tables, diagrams, models, handouts), selects methods and techniques, determines the type and structure of the lesson, writes everything in the curriculum. Mass work: the teacher explains the topic for all students. So the characteristics of mass work are: a teacher, leading training activities, who creates direct communication with all students in the class, speaks, explains, introduces students to problem analysis, directs and gives instructions to all students; teacher directly influences on formation of ideological ideas,as well as on feelings of the students, thoughts, emotions of the students; each student strives to understand the information provided by the teacher; each student contributes to the achievement of the goal; the teacher must design learning, communicate with the class. At the end of the lesson, ask questions that will test knowledge. The topic can be revealed in a problematic, explanatory and illustrative way, but there should be a business connection with students; the effectiveness of mass work depends on the degree of the teacher’s keeping all students in attention, attracting every student to active work, being able to concentrate attention, maintain discipline. If only the educational information is provided to students, the shortcomings of mass work are revealed. An overall assessment of the results is given. Short-term plan pattern Unit 1 Home and away School: Unit of a long term plan unit1 Date: Teacher’s name: CLASS: Students present: absent: Homes 1 Lesson title L1. Understanding the sequence of supported Learning the objecticlassroom instructions ves(s) that this lesson is S7. Use appropriate subject- specific vocabulary and contributing to (link to the Subject programme) syntax to talk about a limited range of general topics

Lesson objectives

Assessment criteria

Language objective Values links

UE3. Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives in a limited range of familiar general and curricular topics W3 write with support factual descriptions at the text level which describes people, places and objects All learners will be able to: Name the parts of the yurt, understand vocabulary, describe places Most of learners will be able to: Understand specific vocabulary Say topic words with clear pronunciation. Say expressions clearly, describe places and objects, use adjectives in degrees Yurt , shanyrak, uwyk, carcass To keep, to increase and to pass on traditions and friendship between people art Review

Cross-curricular links Previous learning Plan Planned Planned activities (replace the notes below with Resourtimings your 9 planned activities) ces Start Greetings, Good morning pupils! Who is on duty today? Who is absent? Teacher divides pupils in 2 groups using cards: “Yurts”, “Homes” Middle L1 Task 1 Listen to and repeat attentively after the teacher : a bedroom, a dining room, bathroom, a living room, a toilet, a study, a round-shaped, a shanyrak, a kerege, an uwyk

L 1 Task 2 Match the pictures with the words Yurt is round-shaped; it consists of three main parts and many other smaller parts. Three main parts include Shanyrak – the top of the Yurt,

Kerege – wall carcass and Uwyk – a carcass part from Kerege to the Shanyrak. Yurt usually does not have rooms in it, and it was a common practice to have a separate Yurt as a bedroom, a separate one as a kitchen, guesthouse, etc. as long as people could afford that.

End

Task 2 Find out which of these adjectives is in the positive degree, in the comparative degree, in the superlative degree 1 A building is bigger than a yurt. 2. A yurt is smaller than a building. 3. A house is modern. 4. A living room is the most comfortable room in the house. 5. The yurt is the oldest house. Descriptor: Learners specify the degrees of the adjectives. W3 Task 4 Write down the things you remember from the texts: yurt, kerege, house, shanurak, small, beautiful, modern, bedroom, living-room, comfortable. Descriptor: Pupils write the names of rooms describing the house. Answer the question “What can be a modern house?”

Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more capable learners? Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the

Assessment – how are you planning to check students’ learning?

Health and safety check

Use this section to record the techniques that you will use to assess what the students have learned during the lesson.

Health saving technologies. Use physical exercises and physical activities. Rules from the Safety Rules book which can be

individual abilities of leaners applied at this (Theory of Multiple lesson. Intelligences by Gardner). Reflection Use the space below to reflect on your lesson. Answer Were the lesson the most relevant questions from the box on the left objectives/learning about your lesson. objectives realistic? Did all the learners achieve the lesson objectives/learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? evaluation Summary What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson? Questions to discuss: 1. What is a calendar-thematic plan? 2. When does the teacher write the plan? 3. What is the content of the lesson plan? 4. Write the sample of one lesson.

One of the main problems of modern work to improve the lesson are its types and structure. In school practice, there are no similar classes. Therefore, for a systematic and effective implementation of training work, its consolidation is of a great importance. Therefore, each teacher must know excellently the classification of lessons. Classification of lessons is a grouping of lessons according to the structure, types. In didactics, special attention is paid to the definition of the classification of lessons. The general opinion on this problem has not been formulated in the pedagogical treatises yet. Every year the society transforms the system of education, in this connection the content, methods and means of education are changed and updated. According to I.N. Kazantsyev: 1. The first lesson is the classes in each subject at the beginning of the school year. 2. Introductory lesson is the first lesson, which takes place in complex sections and topics of the program. 3. Lesson on the development of new knowledge is a lesson in which the new training material is trained. 4. Lesson practicing the passed training material. 5. Training session is a lesson training knowledge and skills of students. 6. Experienced lesson is a lesson that reflects the ways students use their knowledge in life. 7. Reviewing lesson of the passed difficult sections and topics. 8. Test lesson is a lesson that studies the knowledge of students.

9. Lesson evaluating the quality of education is the lesson assessing the knowledge received by students. 10. Final lesson is a summary of the annual course of each subject at the end of the school year. According to S.V. Ivanov: 1. Introduction lessons. 2. The first lesson of acquaintance with educational material. 3. Lesson on the development of new knowledge. 4. Lesson of practical application of the acquired knowledge. 5. Skills lesson. 6. The lessons of revision, elaboration and synthesis. 7. Control classes. According to B.P. Esypov: 1. Mixed classes. 2. Lesson of acquaintance with new educational material. 3. Lesson processing. 4. Lesson generalization. 5. Lesson training knowledge and skills of students. 6. Lesson testing knowledge. The most common types of classes in modern school practice include: 1. Introduction lessons. 2. The lesson of including new knowledge. 3. The lesson consolidating the acquired knowledge, abilities and skills. 4. Training and practical classes. 5. Laboratory research. 6. Lesson of rewision-generalization. 7. The lesson of control and verification of knowledge, skills and abilities of students. 8. Mixed activity 9. Self-education lesson. Determining the structure of the lesson is of particular importance for a more clear and correct organization of educational work. This will be a very serious point in the teacher's lesson plan. Thus, the classification of lessons and the construction of the structure are

interrelated, but each has its own specifics. As described above, grouping of lessons, the definition of the lesson structure mainly depends on the didactic goals and objectives and stages of the lesson. The structure of introductory classes: 1. Organization of the beginning stage of classes. 2. The purpose of the lesson: to give students the idea of the purpose of the lesson. 3. Preparation for the classes. 4. Introduction of a new educational material. 5. Studying, consolidation of new knowledge. 6. Summing up the lesson, assignment of the home task. The peculiarity of the introductory lesson is the study of new topics or sections of the curriculum. The teacher reveals the educational meaning of the chapter or topic, explains to students the order of their activities in the upcoming classes, demonstrates how to study the content of new teaching materials. The structure of the lesson alerts new knowledge: 1. Organization of the beginning stage of classes. 2. The purpose of the lesson is to explain to students the goals and objectives of the lesson. 3. Preparation for the classes. 4. Introduction of new educational material. 5. Revision, approval of new educational material. 6. Summing up the lesson, assignment of the home task. In case the decision on the questions concerning the first chapter or introductory thematic lessons is taken, the teacher organizes the learning system, corresponding to the acquisition of each of the current training material. The lesson is working on the presentation or explanation of new knowledge. Therefore, it is the main part of the lesson. In accordance with the goal in the classroom and in accordance with the age characteristics and cognitive abilities of students the necessary amount of time to present new knowledge is given. Explanation of the material by the teacher in the announcement of a new lesson is accompanied by independent work of students in the classroom.

The structure of the lesson consolidating knowledge and skills: 1. Organization of the beginning stage of classes. 2. The purpose of the lesson is to explain to students the goals and objectives of the lesson. 3. Preparation of students for classes. 4. Revision, completion of previously acquired training materials. 5. Independent work of students. Performing various exercises and practical and laboratory work. 6. Summing up the lesson, homework, explanation. In the process of aacquisition and assimilation of new knowledge the students are actively working on the development and consolidation of the lesson. After all, the study of new material is an essential element of each lesson. Withnout consolidation, it is impossible to get high quality and durability. Therefore, the lesson of consolidation of knowledge is diverse in its structure. In the case of the explanation of the teacher, alongside with his words, an experiment on self-training and experimental laboratory work of students, the display of visual materials should be included. Despite this diversity of teaching, the word of the teacher plays a leading role. These classes include the work to check the quality, volume, depth of assimilation of the previously studied educational materials by the students. Structure of exercises and practical training: 1. Organization of the beginning stage of classes. 2. The purpose of the lesson is to explain to students the goals and objectives of the lesson. 3. Preparation for the classes. 4. Independent work of students. Performance of various exercises and practical and laboratory work. 5. Summing up the lesson, assignment of the home task. Practical training aims to link, practice and consolidate students’ theoretical knowledge with practice. For practical training various activities are used. They are performed depending on the characteristics of each discipline. That is, in practical classes, alongside with the introduction of new knowledge for students the development of their skills is provided.

The structure of the lesson: 1. Organization of the beginning stage of classes. 2. The purpose of the lesson is to explain to students the goals and objectives of the lesson. 3. Preparation of them for classes. 4. Systematization and generalization of previously completed training materials by revising, refining, reminding and drawing conclusions. 5. Summing up the lesson, assignment of the home task. Revision is the most common form of the lesson. The purpose of revision is to revise the most important problems of the training material (revision is the mother of learning), to teach students to make independent conclusions. It is held at the end of the school quarter and at the end of the school year, in connection with the study of chapters or topics large in terms of the curriculum. For a successful organization of lessons of revision it is necessary to designate work on studying issues and corresponding literature and prepare the necessary means used during a lesson beforehand. The lesson of revision can be organized in various ways (oral, written, graphic, laboratory work and travel). At the end of the lesson, the teacher can summarize and give students additional tasks. The teacher focuses the students ' attention on the problems that should be paid more attention to in the future. Mixed lesson structure: 1. Organization of the beginning stage of classes. 2. The purpose of the lesson is to explain to students the goals and objectives of the lesson. 3. Prepar ation for the classes. 4. Checking the homework completed by students. 5. Introduction of new educational material. 6. Revision, approval of the new educational material. 7. Summing up, the end of the lesson. 8. Assigning homework, explaining it. Mixed learning is a form of learning that is widely used in school practice. During this lesson, all didactic stages of the lesson or links are combined with a series of activities. Revision of the lesson,

assimilation, revision and verification of new material, its evaluation increase the ability of students to logical thinking, makes them more stable. Therefore, it is ideal for the teacher training activities and students’ understanding of the material. Mixed classes, especially in primary and secondary classes, as well as in language disciplines are very useful. One of the options for such classes R.G. Lemberg offers in his work "Didactic Essays". Its peculiarity lies in the fact that after the stage of organization in a traditional lesson, most teachers begin to study and evaluate the homework of students, but in this option, on the contrary, the teacher introduces new educational material and attaches a special importance to explanatory work. For example, its structure may be as follows: 1. Explanation of the new training material in relation to the previous material. 2. Homework. 3. Answers to students’ questions. 4. Revision of the covered educational material, testing knowledge of pupils and working off of a new lesson. Checking the knowledge and skills of students, the structure of the control classes: 1. Organization of the beginning stage of classes. The purpose of the lesson is to explain to students the goals and objectives of the lesson. Preparing them for classes. 2. Organization of verification and control works. 3. Independent work of students. 4. Assessment of students’ knowledge and skills. 5. Summing up, the end of the lesson. The purpose of this type of lessons is to assess the quality of knowledge of the students, as well as to determine their skills. Verification and assessment of knowledge are carried out both in the course of daily classes and in the form of special classes. This allows students to deepen the understanding and assimilation of educational material. This work is important in educational activities. First, for the control of students’ knowledge, the completion of their knowledge, and secondly, plays an important role in the education and comprehensive development of the individual. Systematic implementation of testing and evaluation works allows reaching students, timely identifying deficiencies in their knowledge and skills.

A rational structure of the lesson provides: ‒ integrated planning of learning, education and development goals; ‒ disclosure of the main content of the lesson and the importance of the theme; ‒ determination of the amount of the material and the distribution of time, new material for reading , determination whether the homework assignment should be approved; ‒ selection of optimal teaching methods and techniques; ‒ individual and differentiated approach to students; ‒ Provision of the necessary educational and material conditions of training. Structure of the lesson. A strong relationship of its elements defining the expected order and method of activity of the teacher and the student. Report on the topic and purpose of the lesson. Learning new The main elements material. Formation of knowledge and skills Consolidation and of the lesson. improvement of the formed knowledge, abilities, skills Application of acquired knowledge and skills. Analysis of learning outcomes in the classroom. Verification and evaluation of habits and skills. Individual Organization of the Frontal lesson Group Collective Objectives For different ages Methods Explanation. Discussion. General characteristic. Vocabulary, conversation, explanation, training lecture, reports) Teaching methods Visual (observation, demonstration, television and computer technology) Practical (various exercises) General didactic Interesting explanation. methods Instant motion. Problem. Research. Selection of Formation of knowledge and skills. methods by didactic Application of knowledge. tasks Creative activity. Control. Structure

1. Organizational stage. 2. Stage of the homework checking. 3. Stage of preparing students for the development of new material. 4. Stage of developing new topic 5. Step of verification of students’ understanding of a new topic. 6. Stage of elaboration of a new topic. 7. Stage of giving homework and instructions on its implementation. 8. Stage of summing up the lesson. 1. Organizational moment 1.

Didactic stage goal

2.

Content of the stage

3.

Conditions for achieving optimal results Performance indicators of the didactic task Ways to increase activity Errors

4.

5. 6.

Preparing students to work in the classroom, determining the goals and objectives of the lesson. Greeting, checking the students, the sanitary and hygienic condition of the classroom, readiness of the students for classes, the organization of students’ attention (the time of psychological training) Sequence of requirements, demands, systematizetion of organization of the teacher. Brevity of the organizational stage; full readiness of the class to work; quick entry of students into work; organization of attention of all students. Reporting duty, the use of the board. Lack of stimulation of cognitive activity of students.

Types of warming up activities in the classroom: Write a list of two or three questions on the board that introduce the theme of the lesson. For example, if you are going to talk about books, you could write: What is your favourite book? What was the last book you read? What kind of books do you prefer? Etc. Give the students 5-10 minutes to discuss the questions and then have students report back to the class. Write a topical vocabulary item on the board. In twos or Make more words threes, students make as many new words from it as they can. Use longish seed words such as apologise, dictionary or September. Score teams a point per word and award a bonus point for the longest one. Write a topical target word vertically down the board, for Make the longest example, WINTER. In twos or threes, students attempt to words come up with the longest word that begins with each letter. Give teams a point per word and a bonus point for the longest. Waterfall Industrious Nausea Terrified Empty Retailer What does your name Using a dictionary, google or any other resource, students find and write down an appropriate adjective that begins mean? with each letter of their first name. For example: Flirtatious, Relaxed, Extrovert, Desirable Write a sentence on the board but mix up the word order, Mixed-up sentence and then challenge students to reconstruct the original sentence. For example: morning hadn’t eaten wish that döner kebab I at this 5 am This popular game can also be a great way to start a lesson Hangman with beginner learners who are still unsure of the alphabet. Just put a recently learned word on the board and let the students take it in turns to guess a letter. If you do not know how to play, you can read an explanation here. In this activity, a word must be transformed step by step Word ladders into a target word. To illustrate the idea, write the word run on the board and explain that the target word is fit. For each turn, only one letter can be changed. See if the class can find a valid sequence together. Some possible sequences are: Quick questions

run fun fin fit

cat cot cog dog

head bead beat boat boot foot

gives lives likes lakes takes

Students will need access to a dictionary in order to check if their words are valid. If you want to find possible word pairs, there is a website with a handy word ladder generator. Arrange students in pairs and have them create their own word ladders to test their classmates. Write a sentence on the board but this time scramble the Mixed-up sentence letters of each word. For example: (anagram variation) hwy ddint’ I dusty draher ta vieyunrsit? Give students a theme, for example, jobs, things you take The A to Z game on holiday, food. Write letters A to Z on the board. Teams of students must race to write an appropriate word next to each letter on the board. Find a group of compound words or collocations that share What is the missing a common word. For example, bedroom, bathroom, living word? room, classroom, showroom, etc. Give students one of the word/collocation parts, such as bed and have them guess the missing part, add to the list writing bath, living, class, etc., until they successfully guess the word. Here are some more examples: ‒ ear, boxing, diamond, finger, wedding (ring) ‒ tea, soup, table, dessert (spoon) ‒ kitchen, tea, bath, beach (towel) ‒ green, light, ware, boat, work, wife (house) Set a five-minute time limit and in groups have students What do you know think up and write down as many facts as they can about about bananas? bananas (or cats, Belgium, David Beckham, etc.). One point should be given for each true sentence. How many sounds can Students sit in silence for two minutes and write down every sound that they hear. Let them compare their lists you hear? with their neighbours and find out who has the longest list. (one of many brilliantly simple ideas from this very handy Things to do with a book) Produce a potato (if that is not possible, introduce potato the concept of a potato). Ask students to come up with a list of as many unconventional uses for it as they can. For example paperweight, weapon, penholder, smartphone dock. The longest list wins the potato.

Odd one out

Name ten

Two truths and a lie

Mastermind (AKA Bulls & Cows, Jotto)

Give the students a couple of examples to guess, and then get students to come up with their own ideas. Here are some examples: apple, peach, banana, tomato – a banana doesn’t have seeds strawberry, branch, bowling ball, boat, iceberg – bowling balls don’t float window, river, envelope, client, oregano – client doesn’t begin and end with the same letter comb, champagne, knife, plum – the word plum doesn’t contain any silent letters Note: There can be more than one correct answer Have students think of 10 items that fit particular criteria. For example: – Jobs where you have to wear a uniform – English football clubs – Sports that are played with a ball – Foods that contain egg – Animals that lay eggs – Three-letter parts of the body – eye, arm, leg, hip, ear, toe jaw, rib, lip, gum An ESL classroom staple. Write or dictate three sentences about yourself. Two statements should be true and one false, for example: I used to be an air steward I can ride a unicycle My favourite food is sushi Now invite students to discuss in pairs which statement they think is false. Ask each pair which statement they think is untrue and have them explain why. Reveal your answer, and ask students to come up with three sentences about themselves. I find students need quite a lot of time (at least five minutes) to come up with three ideas. If some students are still short of a sentence or two, start the game, anyway, and they can finish their statements during play. Check students’ statements and then have them read in turns their statements to the class. In each case, the other students have to guess which the untrue statement is. Based on the code-breaking board game where players have to deduce the order of 4 coloured pegs, which the other player had hidden behind a plastic guard. It is slightly complicated to grasp but fun when you get the hang of it. Think of a four-letter word and write XXXX on the board, each X represents one of the letters of your word.

Invite the first student to guess what the word is. Start a new line underneath your original XXXX. If the first letter in the student’s word is the same as the first letter in your word put a ✓ in the first position. If the first letter is not the same as the first letter in your word but is contained somewhere in your word put a half-tick /. If the first letter of the student’s word is not contained anywhere your word put an X. In the following example, the teacher chooses the word FIRE. XXXX XXXX – COAT X/XX – BEST X✓X✓ – HIKE /✓X✓ – RIDE ✓✓✓✓ – FIRE A word of warning. Stick to 4 or 5 letter words. It is much more difficult to guess longer words and it can be tricky trying to mark each guess. When students are familiar with the game you can get them to come and put their own words on the board. I’m going on a picnic This is a guess-the-rule type game. Think of a rule that governs which items can be taken on a picnic, for example, and I’m taking a … it must be six letters long, or it must start with a vowel. In this example, the rule is that the word must be an uncountable noun. Teacher: I’m going on a picnic and I’m taking milk. Student A: I’m going on a picnic and I’m taking eggs. Teacher: No, you can’t take eggs. Student B: Can I take orange juice? Teacher: Yes, you can take orange juice. And so on. Continue adding items to your picnic list until a student correctly guesses the rule (the choices don’t have to make sense within the picnic scenario e.g. love, information, air). When you have finished, invite the students (alone or in pairs) to come up with their own rules and let them run the game. This must be one of the oldest ESL warm-up activities, but Word Association sometimes the simplest ideas turn out to be surprisingly effective and word games do not get any simpler than word association. Give an initial word, for example, banana and each student takes it in turns to say a word that they

associate with the previous word. If the connection is not obvious, challenge the student to justify their choice. banana – monkey – zoo – tourists – hotel – bible … This is a great icebreaker, but you can also use it as a leadThree things in in to a theme, or as a means to test your students’ knowcommon ledge of a grammar point. Simply ask students to work in pairs and find three things that they have in common and then report to the class. You can narrow the topic down to areas like three things we both did at the weekend, three foods we both like, three things we both don’t like about this city, three things neither of us has done yet but would like to, etc. Just a Minute Tic Tac Based on the BBC Radio show. Draw a Tic Tac Toe grid on the board and in each space write a topic that you think Toe some of your students might be interested in or have some knowledge of. Play the game with two teams, to claim their X or O, a team member must attempt to talk about the topic in the chosen square for 45 to 60 seconds (depending on their level) without pausing or revision. Check out this tic tac toe past tense activity for more information about how to play this popular ESL game. Possible topics for your Tic Tac Toe board might include Sport, Breakfast, Smartphones, Family, Movies, Cats, Rock Music, Soap Operas, Chocolate, etc. Start by explaining the concept of one-upmanship, that One-upmanship some people always like to appear to be more interesting or superior to others in their company. Tell the students a relatively mundane story about something that happened recently and invite a student to tell a similar story but to top it in some way. Each student, in turn, tries to top the previous student’s tale. For example: You: Yesterday I overslept and was five minutes late to class. Student: That’s nothing, I overslept and was an hour late. Student B: An hour! I once overslept a whole day! If the students are sufficiently advanced you could have them watch and read Monty Python’s Four Yorkshiremen sketch, which is a very funny skit on the subject of oneupmanship. Spontaneous Scatter Scatter Sheets are a great way to review vocabulary, introduce a theme and get students talking. As a warmer, Sheet have students brainstorm words connected to a theme, for example, the seaside, London, marketing, etc. Write these words on the board randomly, not in straight lines or

columns but higgledy-piggledy and at jaunty angles. When you have around 20 words on the board, go around the room asking each student, in turn, to describe one of the words, when it’s been successfully guessed, circle it and move on to the next student. Encourage students to let the describer produce at least two sentences before shouting out the answer. Sometimes students just want a chance to talk and express Spin the marker themselves in an unstructured way and it is a good idea to encourage this. Spin the marker pen and the student it points to, will dictate the conversation, ask questions, suggest the topic, etc. Spin the marker again when you feel the conversation has run its course. I find this activity works best when students are sitting in a small circle not too far apart. English learners often have trouble remembering and Fortunately / correctly pronouncing these two useful words. One way to Unfortunately practice it is to start a story and have learners alternately advancing the story using these adverbs. For example: Teacher: Yesterday my car was stolen. Student A: Fortunately, it was insured. Student B: Unfortunately, the insurance company went bankrupt. Student C: Fortunately, my grandfather said he would buy me a new car. Student D: Unfortunately, he’s lost his mind and doesn’t have any money. Etc. Organise yourselves! Have students arrange themselves in order according to a given criterion. For example by age, alphabetical order of first name or surname, the number of shoes owned, etc. Letter string dictation This is a great way to lead into the topic that you want to cover in the class and serves as a simple activity to help students recognise letters of the alphabet. Think of a couple of questions for students to discuss in pairs or groups. Write the questions down and then dictate them as a long string of letters. For example: whatsyourfavouritecolour? whatdidyoudoattheweekend? whatkindofbooksdoyouliketoread? After dictating the letter strings, students should attempt to form the questions and then discuss and report to class.

To make it more challenging, dictate the letters backwards and then have the students figure out the question. This is more challenging because students will find it more difficult to predict the next letter and therefore must focus on the letters dictated. ?teemotekiltsomuoydluowohw For more ideas on using dictation, see the article 10 dictation activities. Give each student a slip of paper and ask each student to Whose weekend? write down three things they did at the weekend. Collect up the slips of paper and randomly read each one out. The students must guess whose weekend is being described. Write a provocative statement on the board and then put Provocative students into small groups to discuss their opinion of it. For statements example, some drugs should be legalised, Facebook should be banned, Breaking Bad is overrated, one child is enough, organic food is a waste of money, etc. Have students report back to the class. You could make a list of arguments for and against the thesis. Ask the students to think of a room or area, which they are Draw the kitchen all quite familiar with and then have them guide you as you try to draw a plan of the room on the board. This is great for practising there is and there are as well as prepositions of place and furnishing vocabulary. The Categories Game Put students into teams and write on the board six vocabulary categories. Now give them a letter of the alphabet and the teams must race to think of a word beginning with that letter for each category. Writing stops when the first team yells, “finished!” and points are given for each correct answer. See The Categories Game post for a more detailed explanation as well as a list of possible categories.

2. Checking the home assignment stage 1.

Didactic stage goal

2.

Content of the stage

Identify the correctness and understanding of all students’ performance of the homework, to eliminate identified in the course of testing deficiencies in knowledge. Determination of the degree of assimilation of the material assigned as a hometask; determination of similar deficiencies in knowledge and their causes; elimination of identified deficiencies.

3.

4.

5. 6.

Conditions for achieving optimal results Performance indicators of the didactic task

Efficiency of the teacher commitment activities; most students use a system of techniques that allow the teacher to check their homework. The ability of the teacher in the shortest possible time (5-7 minutes) to identify the level of knowledge and uneven errors in most students; repeat the basic concepts and correct errors when checking homework.

Ways to increase Various forms and methods of control. Search for creative, individual tasks. activity Homogeneity of survey methods. Reproductive nature of Errors questions and tasks. Lack of consideration of individual characteristics of students. Material studied erasing should not be ignored.

Original ways to check home assignment For its implementation, the class must be divided into groups; each group will defend its position or view of the problem. One point of view can be expressed in a textbook or Handbook, and the other, different from it, may belong to one of the students or the teacher. The discussion is important reasoning and arguments of students, and the result will be a deeper knowledge of the essence of the phenomenon studied. Question to the author This is an unusual and very interesting way to check homework. The teacher offers the children to come up (in the form of with a few questions to the author of the discovery, interview) invention, work, to get to know its meaning. The most prepared students can answer the questions, and the most difficult of them – the teacher. For example, when checking homework, you can address questions. Unexpected questions The teacher's task is to formulate the question in a different way than in the textbook after the paragraph. If the student has faithfully prepared for the lesson, he will not have difficulties with the answer, and a certain variety in the verification process will be possible. Oral response review Students are invited to listen to the answer of a classmate, prepare and make an oral review of it (taking into account the advantages and disadvantages, making additions and clarifications). When checking the written homework offer students to Mutual checking exchange notebooks with a neighbor, check the performance of the tasks, put an assessment and talk about mistakes, discussing controversial issues. Discussion

Short written answers Instead of an oral survey, the teacher asks to answer simple questions on the topic in writing. The answer should consist of two or three words. This task helps students to better assimilate theoretical knowledge. The teacher on the projector screen displays the correct Checking with version of the homework. Students check with it, correct projector mistakes, getting in the course of checking the necessary comments from the teacher or classmates. Recommendations for Checking homework by interviewing students is the traditional and most popular way. Often it is used to find organization of oral gaps or shortcomings in knowledge, forgetting about the examination main task of the survey – to support the student, to help, to teach. We will show you how to implement it in practice. Survey “traffic lights” In our case, a traffic light is a long cardboard strip of red on one side and green on the other. Addressed to the teacher the green side indicates the readiness of the student to answer the question ("I know!"), the red one – that the student is not ready to answer, ("do not know!"). If the student shows the red side when the basic level questions are asked, it is an alarm for the teacher. It is an unsatisfactory mark, which the student himself has set. You can ask creative questions, and the red signal means "I do not want to answer!", and green - "Want to answer!". If the student at the blackboard cannot cope with the task, A joint survey you must seek help from the class. Who wants to help? Of those who wish to help, the teacher chooses the most powerful student and offers him in a whisper to give a hint to a friend. As an option – the student chooses someone whose help he needs, and the teacher gives coach 10-15 minutes to prepare. The teacher instructs the three most prepared students to Mutual survey conduct a survey of those who prepared for "5", "4"or " 3". A student, who is enrolled in the third group and successfully answered the questions in it, can once again try his capabilities. Programmable survey In this case, the student must choose the correct answer from those offered by the teacher. This form of work in an oral survey is rarely used. In addition, utterly in vain. After all, the clash of different opinions of the students "melts" misunderstanding. The teacher can defend the wrong answer to give the children an opportunity to argue. The teacher is quietly talking with one or some students Quiet survey and the entire class performs a different task.

Survey chain

Sheet " protection»

Game " Draw the answer»

Play "Pat-Pat»

Team game "What and why?»

The Game "Flower»

The game "Catch the ball»

It is recommended to use this method of polling to get a detailed and logically connected response. In this case, one student begins the answer, the teacher in any place may interrupt him by gestures and offer to continue the thought to another student. It is created for untrained students and is always in the same place. A student, who is not ready for the lesson, puts down his name in the protective sheet and can be sure that he will not be asked today. The teacher's task is to keep the situation under control. The teacher needs to prepare questions on the topic, the answers to which the children will be able to quickly and easily draw. Children should be warned that the answers should not be voiced, but depicted on paper. Checking homework, the teacher asks questions and offers answers to them. In the case of the correct answer, the task of children is to clap their hands, if the answer is incorrectto stomp their feet. This game is a great warm-up and a good way to relieve tension in the classroom. In the generated teams the teacher is appointed the captain. The task for each of the teams is to come up with questions on the studied topic and answer them one by one. The right answer provides captain. It is important that all members of the team take part in the discussion. The teacher must prepare in advance paper flowers with seven colored petals by the number of teams. For the correct answer on the topic, the team gets one petal. Play until one of the teams will gather the flower. The game is held in a circle. The teacher asks a question and throws the ball. The student who caught it gives the answer. Posing unexpected questions. The unexpected question asked by the teacher is a question that is formulated a little differently than the task after the paragraph. If children are attentive to the home exercise, it will not be difficult for them to answer it. For example: “What discoveries did you make for yourself during your work?”

3. Stage of preparation of students for the development of new material 1. 2.

3.

4.

Organization and purposeful orientation of cognitive activity of students. Content of the stage A talk about the new topic and the purpose of its study to show its practical significance, to put the problem of learning to students. The teacher should foresee the students ' interest in the Conditions for new educational material, clearly define the educatioachieving optimal nal purpose of the lesson, explain to students what results they should learn in the educational process, what knowledge, skills should gain. In subsequent stages, it is the activation of cognitive Performance activity of students; the effectiveness of the developindicators of the ment and perception of a new topic; students’ underdidactic task standing of the practical significance of the new topic (determined in the subsequent stages of the lesson). Didactic stage goal

4. Stage of developing new topic 1.

Didactic stage goal

2.

Content of the stage

3.

Conditions for achieving optimal results

4

Performance indicators of the didactic task

5.

Ways to increase activity

6

Errors

Give students a clear idea of the concepts, phenomena; provide understanding, assimilation, and systematization of a new topic. Organization of students’ attention; providing understanding, assimilation, systematization of the new topic. The application of the techniques, aimed at assimilation of the most important aspects of a new topic; it is necessary to give a full and clear definition of the specific differences of the studied objects and phenomena, to record in a notebook definitions, reference schemes, theses, to apply methods of analysis, comparison, generalization, vocabulary work, elimination of the problem situations. Correct answers of the students; active participation of students in independent work, the quality of knowledge of the students in the subsequent stages of the lesson. Application of non-standard methods and forms of training. A high degree of independence in the development of a new topic. Settting goals that are not clear, the new material is not systematized, not well developed and not connected with the previous material.

5. Stage of verifying students’ understanding of a new topic. 1.

Didactic stage goal

2.

Content of the stage

3.

Conditions for achieving optimal results

4.

Performance indicators of the didactic task

Identification, assimilation by the students of new concepts, patterns, elimination of the revealed shortcomings. Check the students' understanding of the training material. Formulation of questions that require active mental activity of students; creation of non-standard conditions in the use of knowledge; offer students to complement the answer, to find and specify other solutions. The teacher has interviewed the students of the middle and junior levels, involved the class in the evaluation of the responses of students; during the test, the teacher ensures the elimination of misunderstandings on the new topic; the main criterion for the implementation of didactic goals is the assimilation of a new topic by the students of the middle and low level of knowledge, the level of understanding

6. Stage of elaboration of a new topic. 1.

Didactic stage goal

2. 3.

Content of the stage Conditions for achieving optimal results Performance indicators of the didactic task Ways to increase activity Errors

4.

5. 6.

Development of knowledge and skills necessary for independent work on a new topic. Study of the acquired knowledge and skills. Formation of skills of application of new knowledge, performance of theoretical and practical tasks, use of various forms of study. The ability of students to compare and identify facts, concepts, rules and ideas, activity in the differentiation of the main ideas of the new topic. Various tasks, their practical orientation. Uniformity of methods of teaching. Lack of time for improvement.

7. Give homework; give instructions on its implementation. 1. Didactic stage goal

Coverage of homework for students, explanation of the methods of its implementation and summarizing the lesson.

2. Content of the stage

3. Conditions for achieving optimal results

Information about homework; the instructions on its implementation; determination how the students are doing homework; summing up: how well the class did that, which student was active, what students learned. A proportionate explanation of the content of the work, the way of doing it; the ability to give students brief, clear instructions for doing homework; the inclusion of cognitive tasks in the composition of the homework; offering tasks corresponding to the level of students. All students do homework correctly for.

4. Performance indicators of the didactic task Individuality of tasks, creative nature of their perfor5. Ways to increase mance (interview, project protection, etc.) activity Submission of homework after the bell ring, excessive 6. Errors and difficult work, lack of instructions on the implementation.

8. Concluding stage 1. Didactic stage goal 2. Content of the stage

3. Conditions for achieving optimal results 4. Ways to increase activity 5. Errors

Analysis, evaluation of the effectiveness of achieving the goal. Assessment and self-assessment of the class and individual students to prove the grades, to make remarks on the lessons, to offer the following material. Accuracy, compactness, active participation of students in the assessment of their knowledge. The use the algorithm for evaluating the class. Encourage personal opinions about the class. The stage is carried out in a hurry, or after the bell ring. Lack of objectivity in assessment, lack of encouragement of students.

Questions to discuss: Assessment of the overall structure of the lesson: 1. What type of lessons does this lesson belong to? 2. What is the role of this lesson in the section, chapter, title? 3. Are the elements clearly defined during the lessons of this type? 4. Is the time spent on each part of the lesson set correctly?

‒ setting and achieving cognitive, educational and developmental goals; ‒ the convenience of the educational process (the use of individual capabilities and abilities of students); ‒ choice of the most appropriate option at all stages of training; ‒ formation of cognitive interests of students; motivation; ‒ application of methods and techniques to stimulate learning; ‒ organization of independent activities of students; ‒ formation of the integrity of general and special knowledge and skills; ‒ organization of reflection; ‒ student-teacher cooperation, formation of a favorable psychological climate. Students in cognitive activity, increased activity: ‒ students’ perception and understanding of educational and cognitive tasks; ‒ plan solutions; ‒ practical resolution of the problem; ‒ control over the process of solving the problem; ‒ evaluation of the result according to the sample; ‒ identification of tasks for further improvement of the obtained knowledge. The teacher needs to organize independent creative and educational activities in the classroom and monitor the learning process,

using the "active" method of learning, organizing special communication, using a variety of methodological techniques. Realization of the didactic purpose of the lesson: 1. Are there any requirements of the program on this subject (in question)? 2. How are the students active in explaining new material (perception, understanding, awakening of cognitive interest)? 3. Are the solutions of the individual “parts” of the new material chosen correctly? 4. What needs to be changed when learning new material and how? 5. Could the first prolonged consolidation find its place? (special class) Is there a consolidation in the explanation of the new material at the selected stage)? 6. How was the quality of students' knowledge and skills evaluated (coverage of students, the principle of invitation to the board, etc.)? Didactic analysis of the lesson is the analysis of the main didactic categories (implementation of the principles of didactics, selection of methods, techniques and means of teaching and teaching students, didactic processing of the lesson material, pedagogical guidance of independent cognitive activity of students, etc.). Scheme: didactic analysis of the lesson 1 General information about the teacher and the group of students 2 Theme of the lesson, its place in the system of lessons on the topic 3 Goals-objectives of the lesson (training, education, development), the complexity of their achievement. 4 Optimal selection of training content for the set goals. 5 Adequacy, i.e. correspondence of methods and means to the aims and content of the lesson, their optimality and intensity. 6 The type of lesson, the rationality of the chosen structure of the lesson, ie, compliance with its objectives, content and teaching methods. 7 Didactic interaction in the classroom. Technology of implementation of cooperation in training. 8 The feasibility of the volume and complexity of homework. 9 The degree of implementation of the three-task lesson.

Implementation of student development in the learning process: 1. Is there (analysis, synthesis, grouping, systematization) the coverage of students as the basis of mental operations? 2. Is it built within the discipline and interdisciplinary connections? 3. Are the methods of creative thinking development used? 4. Is there any information concerning the general development? 5. Is there an aesthetic development of students? Education during the lesson. 1. Were all educational possibilities of the content of educational material used? 2. What work was carried out in the formation of knowledge about the world? 3. How was the lesson carried out from the point of view of connection of training with life? 4. What was the educational effect of the teacher's personality? Compliance with the basic principles of didactics. 1. Is the student's work properly organized in the implementation of training principles? Choice of teaching methods. 1. Are there general requirements taken into account in choosing teaching methods (didactic purpose, specificity of educational material, the relationship of the subject, age characteristics and individual abilities of students, etc.)? Teacher's work in the classroom. 1. What was the activity of the teacher in the classroom (speech activity, listening, writing etc)? 2. Is there a relationship with the class? The work of students in the classroom. 1. What is the activity of students at different stages of the lesson?

2. What actions of students took place in the classroom? 3. What was the order of the lesson and why? Hygienic state of the lesson. 1. Were the classrooms adequately lit? 2. Were the students different in the health, growth, progress? 3. Are the classes correctly put in the schedule? Some social tasks. Tasks related to the decision of the pedagogical Council, methodical Association or school research. Depending on the situation, you can get only one or two types of analysis from the listed ones mainly based on all the parameters of the analysis. Self-analysis is the beginning of the teacher's preparation for the next lesson.

Types of lessons. Lesson analysis and self-assessment as an element of teacher's creativity. It is impossible without own analysis: ‒ to create a complete training system; ‒ to improve skills, development of creative abilities; ‒ to introduce best teaching practices; ‒ to reduce time spent on technical work; ‒ to ensure teachers’ self-esteem and psychological climate. Types of analysis of the lesson and their characteristics: – complete – definition of style of activity of teachers and identification of the experience; – controlling – control over the qualitative organization of the educational process; – brief – in order to assess the overall quality and define the main didactic categories; – complex – involves a comprehensive study of the relationship and unity between the forms, methods, content, objectives of the lesson. (In most cases, it is used to analyze several lessons and train young professionals related to one approach); – aspect – is used to determine the effectiveness and shortcomings of individual approaches to the activities of the teacher, if necessary, a more in-depth study of one type of a lesson. Each type of analysis has several types: didactic, psychological, educational, methodical, organizational.

The objectives of pedagogical analysis can be different, and, on this basis, one aspect of the lesson (general pedagogy, psychology, etc.) is analysized separately. Basic requirements for the analysis of teacher's lesson: ‒ purpose and objectives of the analyzed topic; ‒ fundamentals of didactics, psychology, methodology, program, regulatations and guidelines; ‒ ability to analyze the lesson positions and indicators; ‒ characteristics of learners and their recognition in the work of the class; ‒ justification of the plan, type, structure, content, methods and techniques of the lesson; ‒ psychological and pedagogical assessment in the system of educational tasks of exercises and tasks performed by students during the lesson; ‒ evaluation of the development of students’ independent thinking at different stages of the lesson; ‒ implementation of the planned lesson objectives; ‒ evaluation of pedagogical expediency of facts and actions in the classroom; ‒ ability to evaluate and demonstrate the relationship of the stages of the lesson; ‒ satisfaction (dissatisfaction) with the lesson (or some stages); ‒ elimination of failures or deficiencies. "Lesson analysis pattern" Worksheet for monitoring and evaluation of the lesson. Data _________20___ Teacher’s name and surname__________ Subject____________lesson number according to scheduale №_________________ Purpose of visiting the lesson_____________________________ Theme of the lesson____________________________________ Number of students_____ Present_________________Absent___________________

What is the type of the lesson?

learning new material formation of skills and abilities generalization and systematization

knowledge control combined creative application of knowledge unsatisfactory

Organization of good satisfactory the lesson Does the teacher formulate the purpose of the lesson? Yes / no. Is it achieved in the classroom? Yes / no working with the group work How is textbook learning listening and independent work organized? remembering frontal work use of ICT individual work explanatory partially – search What methods reproductive research are used? problem statement The pace of the high above medium below average low lesson. average

What textbooks are used?_______________________________ Phsycological atmosphere in the classromm_________________ Requirements to the teacher’s activity 1. The beginning of the lesson. 2. Revision and testing of knowledge. 3.Theoretical level of presentation: a) scientific; b) consistent; c) systematic; d) consistent;

Grade good sat

unsat

Requirements to Grade the teacher’s good sat activity 1.Attention of students at different stages: a) at the beginning of the lesson; b) in the course of the lesson;

c) at the end of the lesson. 2. Student activity: a) in the survey;

unsat

e) accessible. 4.Opening theme 5.Selection of material. 6. Organization of students ' attention. 7. The educational side of the lesson. 8. The use of ICT, clarity, didactic material. 9. Individual approach. 10. Emotionality of the story. 11. Pedagogical tact. 12. Speech. 13. Timing. 14. Organization of independent work. 15. Objectivity. 16. Homework.

b) in the study of a new material; c) fixing. 3. Interest in the topic under study. 4.Strength: a) knowledge, skills; b) skills.

5. Independence of judgment. 6. The attitude of the teacher. 7. Work culture. 8. Speech. 9. Questions to the teacher. 10. Self-checking. 11.Discipline:

a) readiness for the lesson; b) during the lesson; c) in independent work; d) during the teacher's explanation; e) during the assignment of homework; (e) response to the bell.

Conclusions and suggestions for the lesson:

N.S of attending teacher __________________ signature

"Lesson analysis pattern" Form ________ Subject _______ 1 1

2

3 4 4.1 4.2 4.3 5. 5.1 5.2 5.3

5.4 6. 6.1

6.2

6.3 6.4

Stages of the analyze Points The main objectives of the lesson, practical, developmental, educational. Whether the realization of the purposes of a lesson set by the teacher is traced? The organization of the lesson: type of the lesson, structure of the lesson, stages, their logical sequence and time setting, the correspondence to the structure of the lesson, its content and goals. How the teacher provides motivation to study this topic (training material). Compliance with the requirements of the lesson Focus on new educational standards. Focus on the formation of skills The use of modern technologies: project, research, ICT, etc. The content of the lesson: Scientific correctness of the coverage of the material in the classroom, its compliance with age characteristics Compliance of the lesson content with the requirements of the program. Connection between theory and practice, the use of life experience of students in order to develop cognitive activity and independence. Connection of the studied material with the previously studied material, interdisciplinary connections. Methods of the lesson: Actualization of students ' knowledge and ways of activity. The formulation of problematic issues, the creation of a problematic situation. What methods were used by the teacher? What is the share of reproductive and search (research) activities? Compare the ratio: the approximate number of tasks of a reproductive nature: ("read", "retell", "repeat", "remember") and the approximate number of tasks of a search character ("prove", "explain", "evaluate", "compare", " find the error») The ratio of teacher’s activity and students’ activity. The volume and nature of independent work. Which of the following methods of cognition the teacher uses (observation, experience, information retrieval, comparison, reading, etc.)

6.5 6.6

The use of dialogue forms of communication. Creation of non-standard situations when working with knowledgable students. 6.7 Implementation of feedback: student – teacher. 6.8 Combination of frontal, group and individual work. 6.9 Implementation of differentiated training. The presence of tasks for children of different levels of learning. 6.10 Means of training. The expediency of their use in accordance with the theme, the stage of training. 6.11 The use of visual material: as an illustration, for emotional support, to solve educational problems. Visual material is excessive, sufficient, appropriate, or insufficient. 6.12 Formation of skills of self-control and self-assessment. 7. Psychological basis of the lesson: 7.1 Teacher's account of the levels of actual development of students and the zone of their nearest development. 7.2 The implementation of the developmental function of training. Development of qualities: perception, attention, imagination, memory, thinking, speech. 7.3 The rhythm of the lesson: alternation of the material of varying degrees of difficulty, a variety of educational activities. 7.4 The presence of psychological pauses and discharge of the emotional atmosphere of the lesson. 8 Homework: optimal volume, availability of instruction, differentiation, representation of the right to choose. For each criterion points from 0 to 2: 0 – criterion is absent, 1 – is shown partially, 2 – is shown in full.

General criteria for lesson analysis. Effectivenesses. The effectiveness of the lesson is considered dependent on the technology of the lesson, based on the implementation of the basic provisions of the educational process and the quality of the technique. Therefore, all the activities of teachers and students should be based on modern psychological and pedagogical achievements. Level of self-analysis of the lesson: 1. General provisions – emotionally-irreplaceable level, level of satisfaction or dissatisfaction of the teacher with the pedagogical activity. 2. Assessment – assessment of the lesson results for compliance with the goals and plans;

3. Methodological analysis of the lesson based on the accepted requirements for the lesson; 4. Reflexive level requires the determination of the result coming from it. This is a high type of analysis, for its implementation it is necessary to involve psychological and pedagogical theory. Self-analysis of the lesson requires to assess the final result of its activities by comparing the actual performance and the planned one taking into account the progress, achievements of students, to hold a systematic discussion of the content and objectives carried out in order to assess the final result of the activities. Samples of self-analyzes: Model 1 1. Establish the place and role of this lesson in the studied topic. 2. Characteristics of the goals and objectives of the lesson, based on the characteristics of the class, which should be achieved at the lesson, based on the specifics of the student team. 3. Characteristics of the lesson: a) what is the content of the training material; (b) how the students will assimilate the content of the educational material, that is, what are the methods of instruction and the forms of organizing cognitive activity; c) what part of the material they can assimilate themselves; d) what part of the material will require the help of the teacher in mastering it; e) what is necessary to remember firmly; f) what is necessary to reviset and what to rely on when studying a new material; g) how to fix the newly learned material; h) what will be interesting and easy, and what will be difficult; i) how the development aspects will be achieved at the lesson. 4. how the lesson is constructed, based on its idea: a) characteristics of teaching and educational tasks; b) highlighting the stages, moments of the lesson, which most positively or negatively influenced the course of the lesson, the final result of it.

5. Structural aspect of self-analysis: evidence of the optimality of the choice of the content of the educational material, teaching methods and forms of organizing cognitive activity (analysis is carried out through the goals and objectives of the lesson). 6. Functional aspect of the analysis. It is necessary to determine: a) how the structure of the lesson was consistent with the goal and objectives of the lesson, the capabilities of the class; b) how the actions of the teacher and students affected the final result of the lesson (the most successful and unfortunate moments in the activities of the teacher and students are highlighted); c) the conformity of the teacher's style of teaching and student's style of learning to a successful formation of the final result of the lesson. 7. Aspects of the evaluation of the result of the lesson: a) assessment of the quality of knowledge received by students at the lesson; b) determination of the gap between the topic, the purpose of the lesson and the end result; c) conclusions and self-assessment of the lesson. Model 2 Grade: Subject: Theme of the lesson: Type of the lesson and its structure: 1. What is the place of this lesson in the study of the topic? How does this lesson relate to the previous one and work for later lessons? 2. Brief psychological and pedagogical characteristics of the class (the number of weak, gifted, etc.) What features of the students were taken into account when planning the lesson?

3. What is the tripple didactic purpose of the lesson (its teaching, developing, educational object)? Was the TDP of the lesson successfully achieved? How does it reflect the product of the lesson? 4. Selection of the content of the material, the expediency of aligning precisely these stages. Highlight the main stage and give a full analysis of it, based on the learning outcomes of the lesson. What combination of teaching methods was chosen? 5. Was the time allocated for all stages of the lesson rationally distributed? Are the "bundles" between the stages logical? Show how other stages worked at the main stage. 6. Selection of educational and methodological support for the lesson (didactic material, ICT, visual aids, questions, assignments for students). 7. How is the control of mastering the knowledge, abilities and skills of students organized? What are the stages of the lesson? In what ways, by what methods were these stages carried out? How is the regulation and correction of students' knowledge organized? Did you receive the planned product of the lesson? What is its quality? 8. The psychological atmosphere at the lesson and the reflection of the teacher and students. 9. How do you assess the results of the lesson yourself? Did you manage to implement all the

objectives of the lesson? If it was not possible, then identify the reasons. 10. Outline the prospects of activities.

Model 3 Grade: Subject: Theme of the lesson: Type of the lesson and its structure: 1. What is the place of this lesson in the topic, section, course? Is it related to the previous ones, what does it rely on? How does this lesson work for later lessons? What is its specificity? 2. What is the characteristic of the real educational opportunities of students in this class? What features of students were taken into account when planning this lesson? Was there reliance on the test of general educational special skills? 3. What tasks were solved at the lesson: – Relating to general knowledge; – Educational; – Developing (what?) Was their complexity ensured? What were the main tasks, core, how were the peculiarities of the class and certain groups of schoolchildren taken into account in the tasks? 4. Why was the chosen structure of the lesson rational for solving these problems? Was the time for questioning on the studied new material rational, fixing, the

homework parsing (if the lesson is combined) was rationally allocated? Logical link between different stages of the lesson. 5. What content (what concepts, ideas, regulations, facts) is mainly emphasized at the lesson and why? Is the object of lasting assimilation identified? Based on the above, point out the main idea clearly and precisely, so that children were not lost in the volume of the minor ideas. 6. What combination of teaching methods was chosen to disclose the main material? Give a rationale for the choice of teaching methods (it is necessary to do this!). 7. What combination of forms of training was chosen to disclose the new material and why? Is a differentiated approach necessary for students? What is the basis for differentiation? What is differentiated? Only the volume or only the content, or the degree of assistance provided to the student, or everything in aggregate. 8. How was the control of mastering knowledge, skills, and habits of students organized? According to what norms and by what methods was it implemented? 9. How was the textbook used at the lesson? Was it expedient to use teaching aids? 10. How was a high performance of the students throughout the lesson ensured? 11. Due to what the psychological atmosphere was

maintained at the lesson, what exactly was the culture of your communication with the group, the class? How did the teacher behave in a critical situation? How was the educational influence of the teacher's personality organized? 12. How and due to what was provided at the lesson (and in the homework of the students) the rational use of time, prevention of overload? 13. What were the spare moves for the unforeseen situation? Were there any other methodical variants for conducting the lesson? 14. Did you manage to fully realize all the tasks? If it was not possible, why? When is it planned to perform unrealized tasks?

Self-analysis of the lesson model №4 Scheme for self-analysis of the lesson from the position of the system approach Components of the lesson as a system Aim Content Activity of students Activity of the teacher Forms, methods and means Outcomes of the lesson and its stages

What was What and how did you chan- Explanations planned? ge in the course of the lesson? and conclusions

Criteria-based assessment is a process of identification of actually achieved results of students with expected learning outcomes based on the established criteria. Read more about the result of training of students to all participants of the educational process based on evaluation criteria for improving the educational process obtaining reliable information that methods of evaluation may differ depending on the types of criteria assessment, the content of the discipline. Formative assessment is an integral part of the educational process, systematically conducted by the teacher during the quarter. In the formative assessment scores, points are not set, that provides continuous feedback between the teacher and the student. When forming the assessment bear in mind that students have the right to make a mistake and the right for its correction. This will allow identifying the opportunities of students, revealing difficulties, helping them to achieve a positive result, correcting the educational process in a timely manner. Types of Assessments Close-Ended Selected Response – multiple choice – true-false – matching

Open-Ended Constructed Response – fill in the blank – short answer – label diagram – “show your work”

Products – essay – research paper – log/journal – lab report – story/play – poem

– portfolio – art exhibit – science project – model – video/ podcast audiotape – spreadsheet

Performances – oral presentation – dance/movement – science lab demonstration – athletics demo/competition

– visual representation (e.g., web, concept map, flow chart, graph/table, picture) Process-Focused – oral questioning – observation – interview – conference – process description – “think aloud” – learning log

Student Self-Assessment – Teacher-made prompts for reflection – content/skills-specific conferences – discussion (whole-class or smallgroup) – reflection logs – weekly self-evaluations – self-assessment checklists and inventories – teacher-student interviews

Formative assessment Assessment of teaching and learning Benefits of Formative Assessments for Teachers 1. Teachers are able to determine what standards students already know and to what degree. 2. Teachers can decide what minor modifications or major changes in the instruction they need to make so that all students could succeed in upcoming instruction and on subsequent assessments. 3. Teachers can create appropriate lessons and activities for groups of learners or individual students. 4. Teachers can inform students about their current progress in order to help those set goals for improvement. (Boston, 2002)

Benefits of Formative Assessments for Students 1. Students are more motivated to learn. 2. Students take responsibility for their own learning. 3. Students become users of assessment. 4. Students acquire valuable lifelong skills such as self-evaluation, selfassessment, and goal setting. 5. Student’s achievement can be improved by 21-41 points.

Formative Assessment Strategies Tools for Formative Assessment Techniques to Check for Understanding Periodically, distribute index cards and ask students to write on both sides, giving these instructions: (Side 1) Based on our study of (unit topic), list a big idea that you understand and word Index Card it as a summary statement. (Side 2) Identify Summaries/Questions something about (unit topic) that you do not yet fully understand and word it as a statement or question. Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process: - I understand and can Hand Signals explain it (e.g., thumbs up). - I do not yet understand (e.g., thumbs down). - I am not completely sure about (e.g., wave hand). A one-minute essay question (or one-minute question) is a focused question with a specific goal One Minute Essay that in fact canbe answered within a minute or two. Periodically, present students an analogy prompt: a (designated concept, principle, or process) is like Analogy Prompt because… Any of several forms of graphical organizers that allow learners to perceive relationships between Web or Concept Map concepts through diagramming key words representing those concepts. Present students with common or predictable misconceptions about a designated concept, principle, or process. Ask them whether they agree Misconception Check or disagree and explain why. The misconception check can also be presented in the form of a multiple-choice or true-false quiz. One on one conversation with students to check their level of understanding. Student Conference The Three-Minute Pause provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek for 3-Minute Pause clarification. ‒ I changed my attitude about... ‒ I became more aware of… ‒ I was surprised about…

Observation

Self-Assessment

Exit Card

Portfolio Check

Quiz

Journal Entry

Choral Response

‒ I felt… ‒ I related to… ‒ I empathized ... Walk around the classroom and observe students as they work to check the learning process. Strategies include: – Anecdotal Records – Conferences – Checklists A process in which students collect information about their own learning, analyze what it reveals about their progress toward the intended learning goals and plan the next steps in their learning. Exit cards contain written student responses to questions posed at the end of the lesson or learning activity or at the end of a day. Check the progress of the student’s portfolio. A portfolio is a purposeful collection of significant works, carefully selected, dated and presented to tell the story of a student’s achievement or growth in well-defined areas of performance, such as reading, writing, math, etc. A portfolio usually includes personal reflections where the student explains why each piece was chosen and what it shows about his/her growing skills and abilities. Quizzes assess students for information, concepts and discrete skill. There is usually a single best answer. Some quiz examples are: ‒ Multiple Choice ‒ True/False ‒ Short Answer ‒ Paper and Pencil ‒ Matching ‒ Extended Response Students record in a journal their understanding of the topic, concept or lesson taught. The teacher reviews the entry to see if the student has gained understanding of the topic, lesson or concept that was taught. In response t o a cue, all students respond verbally at the same time. The response can be either to answer a question or to repeat something the teacher has said.

A-B-C Summaries

Debriefing

Idea Spinner

Inside-Outside Circle

Numbered Heads Together One Sentence Summary

One Word Summary Think-Pair- Share Ticket to Leave

Turn to Your Partner

Oral Questioning

Each student in the class is assigned a different letter of the alphabet and they must select a word starting with that letter that is related to the topic studied. A form of reflection immediately following an activity. The teacher creates a spinner marked into 4 quadrants and labeled “Predict, Explain, Summarize, Evaluate.” After the presentation of a new material the teacher spins the spinner and asks the students to answer a question based on the location of the spinner. For example, if the spinner lands in the “Summarize” quadrant, the teacher might say, “List the key concepts just presented.” Inside and outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they have written. Outside circle moves to create new pairs. Repeat. Each student is assigned a number. Members of a group work together to agree on an answer. The teacher randomly selects one number. Student with that number answers for the group. Students are asked to write a summary sentence that answers the “who, what where, when, why, how” questions on the topic. Select (or invent) one word which best summarizes the topic. Students think individually, then in pairs (discuss with a partner), then share their opinions with the class. Closing activity where students respond in writing or verbally to short assignments. Teacher gives directions to students. Students formulate individual responses, and then turn to a partner to share their answers. Teacher calls on several random pairs to share their answers with the class. ‒ How is it similar to/different from ? ‒ What are the characteristics/parts of …? ‒ In what other ways might we show /illustrate… ? ‒ What is the major idea, key concept, moral in… ? ‒ How does… relate to … ? ‒ What ideas/details can you add to… ? ‒ Give an example of… ?

‒ What is wrong with … ? ‒ What might you infer from … ? ‒ What conclusions might be drawn from… ? ‒ What question are we trying to answer? What problem are we trying to solve? ‒ What are you assuming about… ? ‒ What might happen if … ? ‒ What criteria would you use to judge/evaluate… ? ‒ What evidence supports… ? ‒ How might we prove/confirm …? ‒ How might this be viewed from the perspective of… ? ‒ What alternatives should be considered? ‒ What approach/strategy could you use to … ?

Standardized Test-Like Questioning and Thinking Main Ideas – The main point of the article is … – Summarize what you have read. – The main theme of the story is… – List the facts regarding … – The text is about . . . – The main idea is about … – The story/article mainly tells . . . – Which of the following best expresses the main idea? – On the basis of information in the passage, we can determine that . . . – What would be the best title for this passage? – Which statement best expresses the central idea of this passage? – The main idea expressed in this passage is... – The most accurate expression of the central or controlling idea of this passage is…

Significant Details List the facts regarding… – Describe the facts… – Describe the characteristics of the object's properties. – According to … which of the following… is/are true? – In the article the author explains… – The paragraph suggests that . . . – In this passage, the author explains… – In which location … – All are true EXCEPT – The passages indicates that… – According to the passages who said … – According to the passage what happened when…

Sequence/Order Relationships

Comparison Relationships

– Trace the development of… – Sequence the events leading up to – What do you do first when you . . . Next – List the steps involved in . . . – What steps did _________ take to reach her goal. – Sequence the order of events. – What happened first in this passage? Next? Then? After? Finally? – The next likely event would be (predict) ... – After doing _____________, the character's next decision was to _____________. – What steps did __________ take to achieve his/her goal in the story? – The final step in the process is . . . – After the hypothesis is created, what is the next step in the Scientific Method? – Trace the development of . . . – Sequence the events leading up to . . . – What do you do first when you . . . Next … – List the steps involved in . . . – What steps did you use to complete the math problem? – What step was omitted in this process? – Place the following steps in the correct order. – What happened in the . . . – What are the sub-stages in . . .

– List similarities and differences. – Compare and contrast the following – What are the significant similarities or differences between __________ and __________? – Which two are most similar or most different? – How are the two characters similar and/or different? – How are (two or more characters/entities) alike? – Details in the passages suggest that _____ and blank are alike or different. – _______ is better than ______ because – How are _____ and _____ connected? – Unlike _________, __________ is – Compared to ______, _______ is – The passage compares _______ to _______ because

Cause-Effect Relationships

Drawing Conclusions/Making Generalizations – Can you say that… is most . . . ? Why or why not?

– List the causes of . . . – What were the effects of . . .?

Interpreting and Applying Instructions What do you do if. . . – How do you apply these steps in this situation? – What are the steps to. . . – Which step would you use after you. . . – Apply instructions that you read in the reading materials to. . . – If. . . changes, then what would you do? – Apply the instructions to a (new situation) that is similar to the one described in the printed directions. – You would follow the directions to….unless . . . – Explain the rationale behind the procedure to. . . – Why would you . . .

– How does _______affect ________? – What led up to____________? – The largest effect caused by _______ is – Which of the following was NOT an effect of __*What resulted from____ – ______decision resulted in what consequence? – Because ______happened, it can be reasonably inferred that______ – __________happened as a result of_____ – The author claims that when ________happens, it causes_______ – According to the passage, ________was because______ – _________is determined by_________ – The passage indicates that ____depends on_____ – Why did ________become/do – The author said that _______pleased her because________ – Based on the details_______, ___ happens because_______ – Based on the details you can conclude that _________ – The main character decides not to _______ because_______ – A person would not _______because_____

Author’s Point of View/Purpose – The point of view of the author was__ – How does the author use _______ technique? – How does the author get her/his point across? – How do you think the author feels about _______? – What did the author mean when he/she said _________? – In this passage, the author was likely attempting to_____

– Based upon the events, what can you conclude about _______? – You may predict that_____ – During the time _______takes place, _____ is_______ – The author's ________ can best be described as_______ – Which of the following best describes what may happen next? – The main character appears to believe that_________ – One thing that you might expect _____ to say about _____ – It can be reasonably inferred from _____ that_______ – One thing that you might expect would happen when ________ – According to _____ the author suggests that________ – Researchers are searching for _____ that can be best described as_______ – Which of the following bests describes the narrator's assessment of _______ – How is ______ a significant part of _______ – After _____ happens, you can likely conclude that ______ will happen. – It can be reasonably inferred that the answer that _______ would give is_____ – Which detail supports the conclusion that________? Problem/Solution Relationships – What problem is identified by the author? – What solutions does the author suggest? – What is the best solution for the problem? Justify your position. – What would happen if ______ – How many different ways can_______? – _________ can be solved if a person______? – One thing that can be done to solve ______ is______

– Which of the following best describes the author's attitude toward____ – The overall message in the passage is that_____ – A clear intent of the author in writing this passage is to describe____ – The narrator's point of view is that ____ – The author's attitude toward _____ is that_____ – Which statement by the author best supports the argument that______ – How does the author prove her point about___ Word Meanings and Phrases – Define the following term:____ – Define what is meant by _____ – Define ___________ from the context clues. – Provide an example and non-example of _______. – What does the word __________ mean? – As it is used, the word _________ means_____

– The first step in eliminating the problem of ___ is____

– The quote means _____ – The author defines ________ as being____ – _________ literally means_____ – When someone says _________ he/she means_____ – The author's use of the word __________is meant to convey the____ – Which of the following best explains _____ in the quote ___

Comprehension/Thinking Skills Sample Question Target 1. Identify and infer main ideas. 2. Locate and interpret significant, implied, and subtly stated details. 3. Order the sequences of events. 4. Identify major and subtle comparison relationships between people and ideas. 5. Identify implied, subtle, or complex cause-effect relationships. 6. Determine the appropriate meanings of words, phrases, or statements from figurative or technical contexts. 7. Draw inferences, conclusions, or generalizations about the text and

support them with textual evidence and/or prior knowledge. 8. Identify and interpret the author’s purpose and point of view. 9. Identify problem-solution relationships. 10. Apply instructions with conditionals and new situations and give rationale for following the procedures.

The total assessment is carried out at the end of a certain period of study (quarter, trimester, academic year, secondary education level) by scoring the sections of the curriculum/General topics to be presented to teachers, students and parents. Types of summative assessment: ‒ End-of-term or midterm exams. ‒ Cumulative work over an extended period such as a final project or creative portfolio. ‒ End-of-unit or chapter tests. ‒ Standardised tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs and A-Levels.

ASSESSMENT OF STUDENT’S KNOWLEDGE Evaluation is the quality control of education; a tool to determine development, progress in teaching activities; a method of correcting the activities of trainees, with the help of it the teacher determines the level of preparedness of the student. Indicators and criteria for assessing students' oral responses № 1

Indicators for assessing oral responses Knowledge of the material

Criteria for estimating the indicator – the content of the material is disclosed in full, provided by the program and the textbook; – the content of the material is not fully disclosed, but a general understanding of the problem is shown sufficiently for further study of the program material; – the main content of the training material is not disclosed

Points

Сoefficient of indicator

2

2

1

0

Total points

2

3

4

5

– the content of the material is disclosed sequentially, it is well thought over; – the sequence of the presentation of the material is not sufficiently thought over; – confusion in the presentation of the material; Speech and – the material is terminology presented in a competent language, with a precise use of terminology; – in the presentation of the material, there were difficulties and mistakes in the definition of concepts and in the use of terminology; – mistakes in the definition of concepts; Application of – the ability to specific examples illustrate material with concrete examples; – reducing examples causes difficulty; – inability to give examples in explaining the material Knowledge of – the assimilation of previously the earlier studied studied material material was demonstrated; – with difficulty recalls the earlier studied material; Sequence of exposition

2

2

1

0

2

2

1

0

2

3

1 0

2 1

0

2

6

7

8

– ignorance of previously studied material Level of – shows the ability to theoretical make generalizations, analysis conclusions, comparison; – generalization, conclusions, comparison are done with the help of a teacher; – complete inability to make generalizations, conclusions, comparisons Degree of – the content of the autonomy material is presented independently, without leading questions; – the content of the material was stated with the help of leading questions and tips; – the content of the material was presented with numerous clues that showed ignorance or misunderstanding of most of the taught material Degree of activity – takes an active part in the process in the presentation or in the discussion of the studied material; – little-active, episodic participation in the presentation or discussion of the material under study;

2

3

1

0

2

2

1

0

2

1

0

2

9

– assumes the role of a passive listener Compliance with – the material is 2 regulations stated in a strictly defined framework, the answers are 1 concise; – the presentation of 0 the material is stretched; – the regulation of the speech is not observed.

2

Maximum number of points is 38 Honorable number of points is 3 Total points: «5» – 37-41 «4» – 30-36 «3» – 9-29 «2» – less than 9 points Indicators and criteria for assessing different levels of written works of students №

1

2

Indicators for assessing oral responses Knowledge of the rules, content and scope of concepts in the conventions and their dimensions

Translation of units into one

Criteria for estimating the indicator – the condition of the task is recorded correctly; – minor errors in the recording of the dimensionality of the values are allowed; – ignorance of rules and quantities and their dimensions – the translation of all units of measurement has

Points

Сoefficient of indicator

2

2

1

0

2

2

Total points

measurement system

3

4

5

6

been correctly executed; – minor errors are allowed; – inability to convert units of measurement into one system Using reference – the ability to freely material use reference material; – the use of reference material with a hint; – inability to work with reference material Mastery of basic – free mastery of the concepts, laws, basic concepts, laws theory and theory, necessary for explaining phenomena, patterns, etc.; – the solution causes some difficulties; – misunderstanding of what is at stake. Completeness of – all necessary the execution of operations (actions) operations are performed; (actions) – most of the operations (actions) are performed; – only certain operations (actions) are performed Rationality of the – the sequence of sequence of operations (actions) operations is well thought out; (actions) – the sequence of operations (actions) is not sufficiently thought out;

1

0

2

1

1 0

2

3

1 0

2

3

1

0

2

1

3

7

8

9

10

Degree of awareness of actions

Degree of difficulty

Scope of completed tasks

Registration of work

– the sequence of operations (actions) is not considered – the action as a whole is fully realized; – the actions are not sufficiently realized; – actions are not performed correctly – operations (actions), requiring complex mental calculations and transformations are performed; – elementary operations (actions) are performed; – inability to perform elementary operations (actions) – all tasks are correctly executed; – about half of the proposed tasks have been completed; – tasks are not fulfilled or are fulfilled less than 50% – the work is executed in accordance with the requirements; – there are deviations from the norm; – the work does not meet the requirements.

0

2

3

1 0

2

3

1

0

2

3

1 0

2

1 0

1

Maximum number of points is 44 Honorable number of points is 3 Total number of points is 47 «5» – 39-44 points «4» – 33-38 points «3» – 10-32 points «2» – less than 10 points

Methods of drawing up a lesson plan for Bloom's taxonomy. Benjamin Bloom was psychologist, the specialist in American teaching methods, the author of Bloom's taxonomy. He was born in Lansford, Pennsylvania, he graduated from the University of Pennsylvania with bachelor's and master's degrees in 1935, and received his doctorate from the University of Chicago in 1942. In the book "Bloom's taxonomy" he developed his theory. Bloom's taxonomy developed by the education Committee chaired by Benjamin Bloom in 1956, is a widely used hierarchical model of thinking skills that can be considered as critical thinking. Bloom's taxonomy aims to create a more holistic form of learning. Level

Definition

What the teacher does

What the student does

Knowledge

Definition and selection of information Understanding the information provided; formulating the problem in your own words

Tells, shows, directs

Perceives, remembers, recognizes Explains, translates, demonstrates

Understanding

Compares, contrasts, demonstrates

What key terms are used to motivate students List, remember, name Discuss, define, tell

Application

Using concepts in Watching, new situations helping, criticizing

Solves problems, demonstrates knowledge

Analysis

Breaking up the information into related parts

Directs, investigates, informs

Divides, discusses, reveals

Synthesis

Compilation of information

Generalizes, evaluates, argues

Generalizes, formulates, plans

Apply, calculate, modify, select, classify, complete, demonstrate, discover, stage, engage, explore, experiment, illustrate, interpret, modify, operate, practice, relate, plan, show, sketch, decide, use Analyze, evaluate, group, calculate, categorize, classify, compare, relate, contrast, criticize, discuss, differentiate, distinguish, divide, explore, experiment, explain, derive, order, doubt, relate, select, divide, verify Group, assemble, combine, compose, create, develop, formulate, summarize, combine, invent, modify, organize, plan, prepare, propose, regroup, rewrite, install, replace

Assessment

Criteria-based assessment

Clarifies, accepts, harmonizes

Discusses, evaluates, selects

Prove, select, compare, conclude, convince, decide, justify, explain, measure, predict, rank, recommend, highlight, summarize, support, verify, evaluate

The teacher must plan a lesson, which includes a variety of activities and questions, forcing the students to think and function at each level of the taxonomy. This is the teacher’s opportunity to be creative. The teacher prepares questions and activities related to all levels of the taxonomy directly related to the content of study. Below an example of some questions and activities related to the study of domesticated animals utilizing the Bloom’s Taxonomy methodology is given. Notice the use of the verbs in each question. Domesticated Animals Level I and II: Knowledge/Comprehension 1. Locate and list the animals that live in your area. 2. Identify different breeds of dogs in your neighborhood. 3. Observe a dog while it is at play and rest. Explain how different dogs sit and lay. Level III: Application 1. Teach your dog a new trick. 2. Interview people who own pets. Make a survey of people who own pets in your neighborhood. 3. Construct an installation or draw a collage about dog care and grooming. Level IV: Analysis 1. Compare and contrast physical and social characteristics of dogs and cats. 2. Develop a survey comparing and contrasting different types of food available for dogs or cats. 3. Make a chart comparing the anatomy of dogs and cats.

1. Develop a cartoon based on the relationship between an animal and a child. 2. Invent a toy or machine that would help dogs or cats live a healthier and happier life. 3. Create a TV game show about domesticated animals. Level VI: Evaluation 1. Lead a panel discussion on the values of pets. 2. Write an editorial about the advantages and disadvantages of having a pet animal. 3. Have a dog and cat show. Present winner awards and ribbons. Star Wars Lesson Knowledge: Define what is evil about Darth Vader. Write an original song to describe your feelings. Comprehension: Identify each character as good or evil and describe the qualities as they relate to popular characters on a TV series. Application: Write a travel log for the places Luke visited in his galaxy. Analysis: Compare bee drones to the storm troopers and prepare an oral presentation to explain your findings. Synthesis: Develop a game, which has as its theme, “good vs. evil”. Evaluation: Explain what the expression, “May the force be with you” means to you. In taxonomie Bloom takes into account the organization, content, activity, and creativity of group members Assessment criteria Organization

Content

1st group

2nd group

3d group

The work of the The work of the Organization of the group is organized group is organized at work of the groups at a high level the middle level is obviously insufficient The topic is There are Thereis only onedisclosed, the comprehensive data, way information information is but incorrectly presented in detail coordinated

Group member All members of the Only half of the group participated group members were activity present Creativity at a high Creativity at a Creativity level medium level

1. 2. 3. 4. 5.

Only several members were active Creativity is insufficient

General provisions of compliance with the rules by the group Timely execution of the task Active participation of group members Disclosure of content and topics Response to questions

In group work New ideas offered Used the help of other members of the group Efficient use of time Analysis, summing up Finding mistakes and making corrections Helping group members

Always

Sometimes +

Never +

+ + +

+

Criteria for success at the end of Bloom's taxonomy lesson Categories І. Knowledge ІІ. Understading ІІІ. Using ІV. Analyzing

Success criteria Present Continuous remembers, repeats, approves rules Compares the rule, gives an example Present Continuous using in life situations Present Continuous will be complemented by opens and disables

V. Accumulation

Using Present Continuous they write a story.

VI. Evaluation

Based on the criteria, determines the importance of the topic, evaluates in a written form.

In Bloom’s taxonomy, students can be involved in creating a variety of products to show their understanding and level of expertise in the content area. A variety of products are shown below, however, the teacher needs to adapt them. Diary

graph

flip book

collection

Survey

letter

puzzle

questionnaire

Models

diagram

invention

TV commercial

Diorama

chart

game

map

Story

timeline

scrapbook

poem

Mobile

song

speech

poster

Puppet show

pamphlet

painting

travelogue sell product

Construct game

teach lesson

debate

News article

TV game show

bumper stickers

Timeline

crossword puzzle

word search

Other possibilities: Think in terms of utilizing a variety of senses to create final products and to instruct students. Begin the process with one content or subject area. Once you feel more confident utilizing Bloom’s taxonomy with your students you may use the strategy in other subject areas. Develop and post a chart in your classroom so that you can refer to the taxonomy verbs as you teach a lesson. Visual

Auditory

Kinesthetic

Matching games

music

role-play

Puzzles

rhymes

pantomine

Power point presentation

read aloud

dramatics

Pictures

tapes

tracing

Flash cards

debates

dictionary

Sight words

documentary

essay

Flow charts

jingle

journal entry

Reflection is the teacher's thinking about the lesson. Reflection is a review of the lesson from a different point of view. Reflection is the attitude to modern achievements, problems in the work of the teacher from different sides. Reflection is understanding of one's emotional state, luck and difficulties in performing actions, tools used in this activity, difficulties and ways of solving problem situations, the way from emotions to the analysis of pedagogical activity. Theses on reflection: 1. The reflection of the teacher is necessary to assess the compliance of the training session with the goals, objectives and achieved results. 2. Reflection changes the original idea of the training session. 3. In the course of reflection, it is important to determine whether the situation in the classroom is adequate to the reflection of students. 4. Reflection can be carried out not only after the lesson, but also before it; reflection on the proposed lesson allows you to avoid many mistakes in its conduct. 5. Reflection can be carried out individually and with colleagues. Collective reflection allows you to determine the multipolarity of opinions on the lesson, and in some cases – to exclude the subjectivity of evaluation. 6. Reflection with students allows you to view classes from a completely different side.

7. There are different forms of reflection. The use of their diversity allows you to think effectively about the conducted / proposed lesson. Reflection is the opinion of a person who says that he was a witness to an accident or the actions of others. One of the most important questions in controlling is how the student has learned a daily lesson. What does the teacher have through reflection. What skills are formed in the process of obtaining knowledge: – the students receive information and specific recommendations to move forward, helping to understand their learning disabilities; – the gaps in teacher training and used activities (new methods and techniques, teaching techniques, rational use of time in the classroom, etc.) are revealed, the teacher gets information to help make changes. When presenting a reflection, the following rules should be observed: We can say that learning will be effective when students are given frequent and important feedback. It is necessary to remember that reflection is the most effective form of improvement of our work, it is necessary to show tolerance, to consider subjectivity of reflection, to show what to do, instead of estimating activities in which reflection is made. At the same time, the feedback allows us to determine how training is going on, its quality. Be positive. It is necessary to strive to see the positive, rational sides of the analyzed action. If the person can not boast, his intention and desire should be recognized as positive. The proposal should focus on issues that improve performance. The conversation should be conducted in terms of mutual respect. Not to be the evaluator. It is appropriate to adhere to the principle: "unlike other people – they are not like them", that is, we are no more than others are, and no less than us. Therefore, reflection should not be used to evaluate student, but only to give our opinion and understanding. Do not advise, do not teach, just make an offer.

The desire to stimulate. One of the goals of reflection is to stimulate a person to creative work. Alongside with positive feedback, the teachers should inspire an interest in order to make good changes in their students work in future. Be polite. In this case, the student gratefully accepts reflection and makes changes to his actions. Help, offer assistance. It is necessary to prove that we sincerely wish the person good. In reflection, "how can I help you?"I must say that we are ready to provide our support. Equal content. Since the main form of reflection is consultation, in such a conversation, both sides should be equal to each other. Otherwise, reflection is not effective. The direction to success. The listener needs alongside with the idea “reflection is a good deed", to realize that its results are important for the development and growth of personality. Moreover, do not forget that the result of the reflection will only be pleasant. Every time the reflection is effective and successful, the teacher gets the necessary information about how the training is going, how the students are learning. In addition, reflection should adhere to the following rules: Expression of gratitude. Taking into account that reflection is a sincere help to another person, you should be grateful to the comments and suggestions: express gratitude more often and you will see how it stimulates you. Ability to listen. Not interrupting the speaker students should always approve his opinion. If necessary, ask him questions clarifying the game, give your consent and awareness on this issue, and turn the conversation in the right direction for you.

Ability to encourage. We should not forget about the promotion of reflection and expressing gratitude. Thus, we improve the quality of the made proposals together with effective communication. "You have treated this issue even with those who did not think! In fact, this is a very effective proposal (idea, thought, method, approach, etc. I think your words have a deep meaning! I think this suggestion will have an important place in my experience!" Obviously, polite praising makes the conversation meaningful. 1. Cooperative reflection. Reflexive exercises of this type provide the design of collective activity and joint actions. The emphasis is on the results of reflection, and not on the procedural aspects of the manifestation of this mechanism. 3. Personal reflection. Methods and exercises of this group form in the students the ability and the need to analyze their own actions, the images of their "I" as an individual, testing and rethinking of personal stereotypes (patterns of action). Method name

2. Communicative reflection. It acts as an important component of the communicative act, interpersonal perception. It is characterized as a specific quality of human knowledge.

4. Intellectual reflection. This group of exercises is aimed at solving the problems of organization of cognitive information processing and development of training tools for solving typical and original problems.

Level of complexity (1-3)

Types of reflection 1

2

"Everything is in my hands!"

2

"Mutual control"

1

"Questionnaire"

1

Poster exhibition

2

+

Video report

3

+

Group exchange of impressions

2

+

Hungry or full

1

+

"Mood tree"

1

Road sign

2

Charging a "Dozen questions"

1

3

4

+ +

+ +

+ + + +

+

+

"If I were..."

1

+

"Complete the sentence"

1

+

"Exercise"

1

+

"Final discussion"

2

+

The star of the come true expectations The final round

2

+

+

1

+

+

Picture in a circle

2

+

+

"Keyword"

1

+

"Compliment"

1

Collective letter

2

+

+

Lottery plus or minus

2

+

+

Onion and monopoly

2

+

+

"Mini-composition"

1

"Fly agaric"

2

"Islands"

2

Cloud and sun

2

+

+

Palette

2

+

+

"Reflective circle"

1

+

+

"Reflexive target"

2

+

+

"Reflexive ring"

2

"Reflexive listening"

1

"Restaurant"

1

Opinion market

1

Word-momentum

2

+

"Telegram"

1

+

"The table is ready"

2

+

Mood thermometer

2

+

+

Temperature + tip

2

+

+

"Football field"

2

+

+

"The chain of desires"

1

"Colored shapes"

2

+

+ +

+

+

+ + +

+

+

+

+

+ +

+

+

+

+ +

+

"Suitcase, basket, mincer"

2

What do I want?

1

Elves, wizards and giants

2

+

Emotion in a circle

1

+

+

Body language

1

+

+

Walk the line

2

+

+

+ +

+

"Everything is in my hands!" A poster with a palm image is attached to the board. A thumb means – "On this topic I would like to work more", index finger – "Here I was given specific instructions", middle finger – "I did not like it here", ring finger – "Psychological atmosphere", little finger – "I did not have enough here...". Participants draw their hand on sheets of paper and write their answers to these questions inside the outline. The sheets are then posted and all participants are given time to get acquainted with each other's answers. The group discusses the results of the work. During the seminar, you can invite participants to transfer individual answers to the cards, which are attached to the General large picture of the hand. This will help the teacher leading the final discussion of the results of the work, classify the answers and present them in the form of a summary. «Mutual control» Method tasks: Verification of knowledge, development of interpersonal communication, intensification of the survey, the formation of I-concept. Requirements for the implementation of the method. The optimal number of participants makes up to 20 people.

The order of implementation of the method. Implementation of the method contributes to the preliminary work on the development of the ability to give positive feedback. The evaluation criteria are completeness, correctness, accuracy of the statement, absence of parasitic words. The group is divided into two parts (according to roles: asking – answering). "Students" respond to "teachers" without disturbing others. After the assessment, participants should be asked to switch roles. Couples should be changed to avoid biased assessments, as well as to expand the circle of communication. «Questionnaire» The purpose of the method: Fixing own motives for teaching, interests. Requirements for the implementation of the method. The optimal number of participants – up to 30 people. Necessary equipment. The questionnaire (mini-questionnaire). The order of implementation of the method. At the beginning of the academic year, the semester participants are invited to answer the questions proposed by the head teacher. The questionnaire may look like this: – What knowledge do you need? – How many times a week would you like to study each subject? – What disciplines do you particularly like? – What other subjects would you like to learn? – What kind of creativity, sports, technology would you like to do? The questionnaire can be based on the content of the lesson, subject, and communication. Poster exhibition Objective: to present the results of the work of small groups. Groups: small groups; General meeting. Number: no restrictions. Time: up to 30 min. Material: large format sheets, everything you need to draw in each small group.

Conduction: ‒ Small groups present the results of their work in the form of "poster exhibition"; short abstracts, drawings, symbols, the use of color images increases the attention of the audience. ‒ Posters are hung on the walls. ‒ Participants stand around the exhibition, sufficient time to familiarize themselves with the contents of the posters and discussion with other participants is given. ‒ If the content of the poster is complex or schematic, one of the members of the small group stands near the poster and provides the necessary explanations. Notes: + This method does not require listening to long messages. + Each participant can independently decide which posters to examine fluently and which ones to pay more attention to in accordance with their theme. + Perhaps not all participants will accept all the information presented (however, in the General oral discussion, this risk is no less – extraneous things often distract listeners). Video report (During on-site training seminars) Time: 1-2 hours for preparation; 10 minutes for each interviewer (duration of one video should not exceed 3 minutes); 15-20 minutes for General viewing (=total duration of all videos). Material: video camera with microphone if possible; video player and monitor; sheets of paper, markers. Conduction: * A group of operators and reporters during the

seminar conducts short interviews of participants, asking prepared questions that should be formulated as simply as possible and cause a conversation. Alternative questions (i.e., "yes" or "no") are not appropriate. Sample questions: With what expectations did you come here? What did you learn at this seminar? How do you use what you have learned here in your practical work? What would you suggest to improve the work of the seminar? As a supplement, other activities are also filmes: the opening of the seminar, the work of groups, the storming of the buffet, etc. Watching the video can be a good start to the General discussion of the seminar, it will remind you of all its important events. In the processed form, that is, with the initial credits and credits in the course of action, the video will be a good reporting material, copies can be offered to the participants. Group exchange of impressions It is carried out after the completion of the theme in working groups, for example, four. To summarize the results, participants gather one from each group (four in each newly formed group). These" teams” provide information for all previous working groups. Members of the "teams" talk about the results of their group. The summing up is concluded with an expression of gratitude to all those present for their active cooperation. Notes: ‒ each participant is active; ‒ in small groups it is much easier to listen than in General discussion; ‒ the method is characterized by high intensity of work, but it takes no more time than the usual General discussion. Hungry or full? Exercise can be carried out repeatedly during the course. Purpose: organization of the reflection process. Participants have the opportunity to determine how satisfied they are with what they have received in the course of training. Thanks to this exercise, the

teacher has the opportunity to get specific feedback from students and further take into account their wishes. This procedure will show the participants how successful the group has been. Preparation and conduct: the teacher offers those group members who feel at the moment that they are already "sated" with the content of the subject, to stand near the door; those who still feel "hungry" – at the window. Before performing the exercise, participants should be warned about the observance of complete silence and the inadmissibility of negotiations. This part is followed by a discussion in which everyone, if possible, talks about what influenced their decision. It is recommended to start with "well-fed". The teacher or expert group captures all the important needs expressed by the" hungry "and finally discusses what can be done to meet their "hunger". "Mood tree" The purpose of the method: Fixing the level of emotional state before the lesson, after the lesson, at the beginning of the school day or at its end. Requirements for the implementation of the method. The optimal number of participants – up to 25 people. Necessary equipment. "Tree", colored figures in red and blue. The order of implementation of the method. The leader offers participants to choose a figure of the color that corresponds to their state (at the beginning or end of the class, working day) and hang it on the "tree"; ("tree" is located on the wall, on the Board and should be visible to all participants). The head analyzes the emotional state of the group before the lesson, at the end of the lesson, offers to speak publicly or alone to some participants (especially those whose condition has changed). Road sign It is held in order to get an idea of the attitude of the participants to what is happening at the seminar. The sheet of the drawing paper

shows the road, which symbolizes a certain stage of movement during the seminar. Participants are invited to assess what is happening, to come up with a "road sign", which, in their opinion, at the moment it is necessary to put on the road. Participants represent the sign on the card and attach it to the poster with the road, explaining the meaning of the depicted sign. Charging "a Dozen questions" To implement of this technique, you need a large free space (in the audience you need to place the furniture along the walls). All participants of pedagogical interaction are offered by the teacher to enter the free space of the audience. Then he offers a system of questions that are answered simultaneously by each participant to himself, non-verbally, carrying out the appropriate movements: "no" – squat, "neither yes nor no" – the usual standing posture, "yes" – raise your hands up, raised on tiptoe. (There are various options for moving students around the classroom). Questions may be as follows: 1. Are you in a good mood? 2. Do you like the weather today? 3. Do you have a dog? 4. Can you sing? 5. Do you like to dress well? 6. Do you like to cook? 7. Do you have any real friends? 8. Do you know Latin? 9. Do you know how to use chopsticks? 10. Do you enjoy walking? 11. Can you speak more than two languages? 12. Are you strong? Depending on the organizational form of pedagogical interaction the content of questions can be thematic. The optimal number of questions is 12 – 15 (in this technology, their number corresponds to the name of the technique). After the last question and answer of the participants, the teacher thanks everyone, asks to take their places and offers an approximate algorithm of reflection: Tell us about your emotional state (cheerfulness, depression, joy, grief, satisfaction, etc.)); what are the reasons for your condition (all were active,

interesting, useful, etc.)? Do we often listen to the "wisdom of the body"; do the impulses of our own body reach our consciousness? Do we know how to recognize, find, create and forgive ourselves? Have a record of your emotional state; think about what was said here. "If I were..." The purpose of the method: Establishment of communication in the team, self-identification of participants of pedagogical interaction. Requirements for the implementation of the method. The optimal number of students – up to 30 people. The order of implementation of the method. Students are encouraged to identify any phenomenon of nature, animal, tree, flower, human and complete the phrase "If there were?". Each offers its own answer. "Complete the sentence" Participants hold pedagogical interaction to identify the effectiveness of classes (seminars, etc.), disclosure of the successful formation in the students of a certain sense of the phenomenon under consideration, the participant is proposed to complete a number of phrases relating to the content, psychological atmosphere, organization of interaction. For example, after working with reflection text, you can invite participants to complete the following phrases: ■ Reflection – this is... Among the stages of working with the text, I especially liked… During the work, I acquired… The work made me think …, etc. The method is implemented as follows: the teacher utters an unfinished phrase and points to the

participant who is invited to complete it. The teacher can address 2-3 participants with the same phrase. It is desirable that each participant completes at least one phrase. You can suggest a phrase that requires the reproduction of the content on the subject. For example: The main reason for this phenomenon is that...; the main character of this work, in my opinion, is... The significance of this event is that..., etc. The teacher completes the actualization of, saying “it’s the end of the suggested phrase”. "Exercise" The teacher suggests to the participants of pedagogical interaction who have gathered into a circle to give an assessment to separate components of this interaction by certain movements and gestures (the contents, separate technologies, activity of some creative groups, the pupil, the teacher, separate games, etc.), and also to express the relation to these components. The following movements can be suggested: – squat down – very low score, negative attitude; – sit down, slightly bending your knees – low score, indifferent attitude; – normal standing posture, hands at the seams – satisfactory evaluation, calm attitude; – raise your hands at the elbows – good rating, positive attitude; – raise your hands up, clapping your hands, stand on tiptoe – very high score, enthusiastic attitude. At the beginning of the implementation of this technology, the teacher introduces participants to all movements and their meaning. Each participant, after the teacher calls a particular component of the interaction, at his or her discretion produces any movement. "Final discussion" It is conducted for the purpose of retrospective analysis of the studied topic, individual and group reflection on past training sessions. The use of the technology is most effective in the final training session. Names of topics-sections are written in the table on the Board. In the notebook in the same table, students are invited to rank these topicssections from the position of "Success", "Joy".

Name of the topic

Success

Joy

The teacher activates the ranking process by asking "Why is this rank assigned to this section?". Next, it is proposed to present the rank of the topic-section using a circle with the serial number of topics on the Board in the General table. The calculation of ranks and analysis of the results with selective responses of students to the question: "Why did this section score more points from the position of "success" or "joy"?". The star of the come true expectations Time: 15 minutes for preparation (without filling in the sheets); 5 minutes for explanation; if necessary, 5 minutes for individual work (filling in the sheets); 5 minutes for each participant to record the assessments on a common sheet. Material: large-format sheets, markers or self-adhesive markers; if possible, reproduce sheets for all participants, decorated as the common sheet. Conduction: * Scales for evaluations are drawn in the form of stars on the sheet. On the scales there are the numbers positioned from the center, for example, from 1 (completely unsatisfactory) to 5 (very satisfactory) * Evaluation is done by pasting or applying markers along the scales.

Notes: * At the beginning of the seminar the "star of expectations" can be proposed to be filled in by participants, then at the end of the work it can be used to compare expectations and their implementation. Group trends can be significantly reduced if participants complete this task in advance on individual sheets with a "star", it will also increase their internal responsibility. The final round Time: 1 min for explanation; 1-2 min for each participant. Material: a sheet of large-size paper, felt-tip pen. Conduction: * One or two questions are written on a large sheet in large print. Participants take turns to comment briefly on these issues without discussing them with each other. * In this game, it is important to remember that "brevity is the sister of talent", so when the next participant is given the word, at the same time a signal is given – an object, which then passes on, and on, and on. Final round notes: The range of outcomes is a good complement to the methods of written evaluation. Significant from the point of view of each participant considerations are pronounced aloud and become known to all. Therefore, it is better to offer questions orally. Examples: "What will I take home from this seminar?", "What else did I want to say all the time". Picture in a circle Purpose: preparation of reference drawing material to consolidate the material studied in the classroom. You can use it after completing a training module or topic. The technology is based on the principle of indirect memorization. Required materials: A4 paper, graphic materials. To implement this technology, the location of the participants of the pedagogical process in a circle is adequate. Holding: each participant receives a piece of paper and a pencil. He remembers what was the most vivid and useful for him in the content of the studied topic and presents it on a sheet of paper in the form of a symbol (words,

pictures). Next, at the command of the teacher sheets of paper are transferred to the partner sitting on the right. The exercise ends when the sheets pass the full circle (the number of characters is equal to the number of participants). "Keyword" Participants of pedagogical interaction are invited to write on a piece of paper one word with which they associate the content of the seminar or the results of the interaction. After that, the teacher conducts a brief analysis of the results or offers it to the students. This method can be implemented orally: each of the participants in the chain pronounces the word. "Compliment" The teacher suggests to each participant of interaction who is in the circle to say a compliment to the participant sitting on the left (or on the right). Optionally, you can use the attributes of the relay (pen, postcard) or a live flower, which will create an atmosphere of favorable communication (especially if there are girls in the group). The teacher sets the algorithm of reflection: * describe your emotional state; explain the reasons for the positive mood; fix your emotional lift; think about why we're complimenting each other.; why do negative addresses appear in our thoughts faster and more often than positive addresses? What would the world be like if all people spoke only pure and sincere words? Collective letter The group sits in a circle. Each participant writes at the bottom of the sheet on both sides his name and passes the sheet to the neighbor on the right. Having received it, this participant starting from the top, writes his message to the person whose name is at the bottom.

Messages can be short, e.g. "All the best!" or lengthy and represent wishes, advice, etc. Everyone decides whether to sign his name or remain unknown. A portion of the sheet with the inscription is folded so that the next participant could write on the sheet on, not reading the messages already written. Sheets bypass the entire circle and come back to the first authors. Participants who have received their letters back can write on the back of the paper three of their personal conclusions or tasks that have emerged from their participation in the seminar and that they would like to write to themselves as a parting word. Then the letters are put into envelopes, sealed, the participants write their own address and name on them and hand over the envelopes to the teacher. The organizers of the seminar after a while send letters to the addressees – it is a souvenir and maybe an impulse to further training (during the field seminars). Notes: * The technical side of the game is better to demonstrate, picking up a piece of paper; it will help the authors to remain anonymous. * The transfer of the sheet to the neighbor should take place at the signal of the teacher, otherwise it can cause confusion. * The secrecy of the "correspondence" should be convincingly promised. (If the organizing Committee wants to send their greetings to the author of the letter, it can be done on the back of the envelope.) Lottery plus or minus Time: 5 minutes for preparation; 5 minutes for explanation; 5 minutes for each participant (response); 1 – 5 minutes for reading aloud cards and explanations. Material: two color cards; folder. Conduc-

tion: * Each participant fills in one or two cards of different colors, answering two different questions (for example: "I was most pleased..."and " It disappointed me the most..."). * Cards are collected in a shared folder. Then each participant pulls out of the folder one card of each color (if he pulls his card, then puts it back), reads aloud its content and expresses his opinion about what he has read. In the case of misunderstanding, the author should explain the meaning of the card. If more than one card is filled in for one question, the lottery is continued. Onion and monopoly Time: 10 minutes for preparation; 5 minutes for explanation; 5 minutes for dialogues in pairs on each question; 1-5 minutes for reading aloud and commenting cards. Material: a large format sheet with prepared questions, colorful cards, markers, a dice. Conduction: Half of the group sits in the inner circle facing out, the other half forms an outer circle facing the center, so that each two participants form a pair for a dialogue. They are given a task: within 5 minutes to discuss a certain issue of the seminar, for example, the psychological climate in the groups, and to give their joint assessment of this issue by writing it on a color card. Then the "onion husk" is shifted, each participant is “transplanted” one place to the right – so new pairs are formed and they conduct a dialogue on another issue, give an assessment of it, write it on a new card (of a different color). Questions for discussion should be indicated on the cards of the appropriate colour, posted on the Board or sheet of a large format. * The number of dialogues is determined by the number of issues that should be discussed; in general, there should not be more than five issues, otherwise there will be difficulties in the further discussion – "Monopolies". * Then all cards of the same color (i.e. one question)

are gathered in one pile, the stacks are numbered. Number six gets a souvenir. In addition, the teacher can prepare for relaxation a few more cards with small tasks; he puts them in a stack marked "Other". All participants take turns throwing a dice and pull the card out of the pile with the corresponding number. Own cards are placed back in the stack, instead of them another card is taken. Cards are read aloud and commented, cards with tasks are also read, after that the task is considered to be performed. Notes: *the group should not be too large – for the second part of the game total number makes up to 20 people. You can agree that each will draw two cards, and all the other ones will be posted on the stand for general review. In this method, it is impossible to conduct a detailed assessment of the work. It is better to use it in combination with other methods. "Mini-composition" Participants of pedagogical interaction are invited to write on separate sheets of paper small texts on topics given at the end of the lesson: "My thoughts on my participation in the class". "How do I assess the results of the case?”, "What has this activity given me? ». Having read the works, the teacher analyzes them. This technological method can be organized as follows: the participant of pedagogical interaction gets an essay, reads it, the group tries to guess who the author of it is. "Fly agaric" Time: 10 min preparation, 5 min. to explain; 1-3 min for each participant. Material: large format sheets, markers or self-adhesive markers. Conduction: A circle is drawn on a large sheet, which is divided into sectors according to the number of proposed questions.

Outside the circle, questions are written. For example, the general topic of the discussion asksimplies the following questions: "How happy I was...»: ■Transmission of the content of the Rapporteur; Have opportunities to ask questions and make suggestions; Have information and working materials; Have a psychological atmosphere in the group... Prior to the start of the work, participants are given the opportunity to indicate their assessment on these issues with the help of badges pasted or applied with a felt-tip pen in the relevant sectors of the circle. The greater the satisfaction, the closer to the center of the circle icons are placed (hit Association). Main trends in the evaluation of individual aspects of the work. Then there is a General discussion of the results with clarification and specification of individual points. Notes: + This method is vulnerable to group trends (especially if the game is held at a General meeting of all participants), because many participants tend to join the assessments of their predecessors. To reduce the tendency to "social conformism", you should make sure that the placement of icons in the circle did not happen in front of all participants, and, for example, somewhere at the side or on the stand, turned the reverse side. "Islands" On a large sheet of paper draw a map depicting emotional "Islands": of Joy o Sadness, of Confusion, of Alarm, of Expectations, of Enlightenment, of Inspiration, of Pleasure of Enjoyment, the Bermuda triangle etc. The map of Islands is hung out on a Board (wall) and each participant of interaction is offered to lcome up to the map and to draw the ship with a marker in the corresponding area of the map which reflects a sincere, emotionally-sensual state of the participant after the interaction. For example, "My state after the interaction is characterized by satisfaction, awareness of usefulness of the case, positive emotions. I will draw my yacht drifting between the Islands of Pleasure, Joy and Enlightenment."

Cloud and sun Time: 10 minutes for preparation; 5 minutes for explanation; 5 minutes for each participant (response); 30 minutes for working with cards, sorting and summarizing the content. Material: large-size paper sheets; markers, or one felt-tip pen tied; cards in two colors; buttons or tape. Conduction: * On large sheets, questions are written (one on each sheet), and a positive or negative symbol is placed – a drawing depicting the sun (for example, near the question: "what did you like most?") or a cloud (for example, near the question: "what you did not like?"). Participants write answers either directly on the big sheets (with tied near them markers), or using one of multi-colored cards which they attach onto the big sheets. In the latter case, much less time is spent, since all participants work at the same time, in addition, the cards can be * sorted differently. Writing answers directly on large sheets is convenient when these posters are hanging throughout the seminar, representing something like a "Board of honor" or "Blackboard" (in the organization of field seminars). Palette Purpose: reflection of the emotional state of the participants of the pedagogical process. Necessary materials: handouts "Palette", colored pencils, markers, music. Number of participants: limited by the number of "Windows" in the handout. Numerous groups are offered several gearboxes. Implementation procedure: participants receive a handout (one sheet per group) and depict in the Windows "faces", choosing f a sample corresponding to their own emotional state. Analysis: the method allows for rapid analysis of the emotional state of the group and, if necessary, adjusting it.

"Reflective circle" All participants of pedagogical interaction sit in a circle. The teacher sets the algorithm of reflection: tell us about your emotional state during the lesson and at its end; what new did you learn, what did you learn; what are the reasons for your success or failure; how do you assess your participation in the class? Then all participants of pedagogical interaction in turn express themselves in accordance with the given algorithm. The teacher completes the reflexive circle with his statement. "Reflexive target» 1. Objective: to analyze the interaction and results of the group's work. Number of participants: up to 30 people; time: 10 minutes; equipment: a sheet of paper of A3 format, markers. Holding: * On a sheet of A3 paper, the teacher draws a target, which is divided into four (or more, or less) sectors. * In each sector there are recorded parameters – the question of reflection on the activities, interaction. For example, the 1st sector – content assessment; the 2nd sector – evaluation of the form, methods of interaction; the 3rd sector-evaluation of the teacher; the 4th sector – evaluation of activities. * Each participant of pedagogical interaction shoots with a marker (pen, pencil) four times (one in each sector) at the target, making a mark (point, plus, etc.). The label corresponds to his assessment of the results of the interaction. If the participant evaluates the results very low, the mark is put somewhere off the target or in the “Zero” field on the target, if the evaluation is higher – then in the "5" field. If the results are evaluated very high, the mark is put in the "bull's eye", in the “10”field of the target. * After each participant of the interaction

"shot" (put four marks) in the reflexive target, it is posted to the public and the teacher organizes its brief analysis. "Reflexive ring" Alternately, each of the participants of the case is invited to the reflexive ring (in a circle), reflecting the results and the course of the case according to a given algorithm: emotional state, motives of activity, state of knowledge; causes of the results; an assessment of the past case, etc. After the story – reflection of one participant – others turn to him with a variety of questions, deepening reflection. There is another option for the implementation of this technological method, when a pair of participants is invited to the reflexive ring. First, they exchange questions with each other, reflecting the case, and then they can ask questions from other participants in the interaction. Reflexive listening The ability to listen attentively and actively is the basis for the process of communication and, in particular, for pedagogical communication. Both perceptual, communicative and interactive aspects of communication can be realized only with the appropriate ability to listen to the partner. Listening can be non-reflexive and reflexive. Non-reflexive listening is an active silence that requires a lot of physical and psychological attention. The technique of nonreflexive listening is expressed in "buffer" phrases e.g. «Is something bothering you?", "Did something happen?", "Are you worried about something?", "Did something joyful happen to you?"; as well as in stimulating phrases, emphasizing attention: "Yes?", "Keep going,

keep going. It's interesting", «Wow!", "I understand”, "It's nice to hear that", etc.; in nonverbal means of expressing interest: an affirmative tilt of the head, an open pose, a corresponding facial expression. All answers in the technique of non-reflexive hearing should be neutral, encouraging and opening. Reflexive listening is active listening, objective feedback to the speaker, used to control the accuracy of the perception of what he heard. To listen reflexively means to decipher the meaning of messages, to find out their real meaning. The technique of reflective listening: clarification – it consists in activities aimed to clarify the meaning of any statements or the entire message as a whole. This allows you to get more information on unclear issues, improve the initial message, because it shows the author that he expresses his thoughts inaccurately. Typical phrases and questions are: "Please, specify what you mean", "Please repeat this part", "I don't understand", «Will you explain it again? ». Paraphrasing is the formulation of the same thought in other words. In this case, the listener tries to express the author's thought using his words, terms and expressions to check the understanding of the meaning and idea of the message. This allows you to get confirmation of the correctness of understanding and allows the author to adjust the message. Typical words are: "Did I understand correctly that...", "I understand you...", "In your opinion", "In other words, you say…", "You believe that…» Reflection of feelings consists in adequate perception and voicing of feelings, emotional state of the speaker. Dialogues depend not so much on the content of information, but on feelings, attitudes, emotional reaction. For reflection of feelings, it is possible to use the following phrases: "It seems to me that you feel…", "You're somewhat upset…", "I know how you feel…", "I feel like you". Summarizing – summing up, the meaning communicated by the speaker. Generalization helps to connect the fragments of the conversation into a single semantic whole. This helps the listener verify the correctness and accuracy of understanding, and the speaker – assess how well he was able to convey his thought. Typical formulations may be as follows: "The main conclusions, from your point of view, are…", "Is it possible to say that the meaning of your speech is.", "To sum up what you said…", "Did I understand correctly that your main ideas are… ".

"Restaurant" On the Board, stick the picture "Chef" and the question is "Satisfied?” Participants are invited using separate cards to continue the suggestions: “I would eat more of this”, “I liked it the best”, “I almost digested”, “This restaurant”, “I ate too much”. Answer cards are placed under the question; each participant can give a detailed comment to his answer. Opinion market The aim is to review the most important results of the work of small groups. Each small group records the most important result of their work at the top of the poster. It is important that only one outcome is possible (one provision). Posters of all groups are hung on the wall of the audience. Next to each poster a small group member stands and answers questions and provides the necessary clarifications. All participants are given 30 minutes to get acquainted with the exhibition. At the bottom of the posters additions, arguments, feedback questions, are written. Representatives of the groups near the posters should be replaced so that all participants have the opportunity to take part in the work. If necessary, a small group gathers and discusses the records on posters expressing the views of the audience about their work. Word-momentum Conducted with the aim to develope associative thinking. Each participant writes in the center of his sheet given by the teacher a word-impulse associated with a particular topic. Then the participants write around the word all the ideas that come to their minds in connection with it, placing the records as rays coming from the center. In this case, the classification or other ordering of

ideas is not made; the task is to gain as many associations as possible. After that, the participants emphasize 1-3 ideas that they consider to be the most important. The General discussion begins; each participant reads the words underlined by him. The teacher writes them on a separate common sheet-poster. When all participants name the most important associations incurred in connection with the word – the group holds a discussion on the main aspects of the association. Options: instead of individual work, ideas are worked out in small groups. Without exchanging their thoughts, the participants write down on a large sheet of paper everything that comes to their mind in connection with the word-impulse. Recordings of some group members will provide incentives to others. It is important not to try to find an answer to some question, but to develop your own ideas. Direct influence on the thoughts of other members of the group is not allowed (for example, it is impossible to cross out written by the others, to designate dependencies and connections, etc.). In conclusion, the resulting picture of associations is discussed by the group, which jointly selects five most significant ideas for further presentation at the General discussion. Instead of discussing individual ideas in a small group or at a General meeting, a poster exhibition is arranged. All participants examine the posters posted in the audience and study the ideas presented on them and related to the topic. Associations interact with each other as when playing dominoes: one participant writes down his idea, the other one reacts to it and writes down his own idea, the third paticipant reacts to this idea and writes down his own one, etc. "Telegram" The lesson being completed, everyone is invited to fill in a telegram form, receiving the following instructions: "What do you think about the last lesson? What was important to you? What did you learn? What did you like? What remained unclear? In what direction should we move forward? Please write me a short message about this – a telegram of 11 words. I want to know your opinion in order to take it into account in future work".

At the next lesson, the teacher discusses their views on the results and explaines how these views will be taken into account in future collaboration. "The table is ready" The lesson being completed, each person is offered the method assignment: it is fixing the level of readiness for the beginning of the lesson (results are posted on the wall, on the Board). Requirements for the implementation of the method. The optimal number of participants – up to 30 people. Necessary equipment: 30 cards in red (5 points), yellow (4 points), and blue (3 points). 5 points (want to know, to do, to decide)

4 points (I'm ready to work)

3 points (I don't feel well, I don't understand the material, I need help)

The order of implementation of the method. Participants are invited to use the card to determine the level of their readiness for the lesson before the start of the lesson. The head of the group analyzes the readiness of the group, conducting the necessary correction of the course of the lesson. Mood thermometer Time: 5 minutes for preparation; 5 minutes for explanation; 3 minutes for each participant (to answer). Material: large format sheet, markers, self-adhesive markers. Conduction: Separate sections of the topic (questions) or aspects of the event (for example, psychological atmosphere, opportunities to participate, acquisition of a new knowledge, food, accommodation, leisure) are presented in the form of a scale of thermometer drawn on a large sheet.

* For orientation, the thermometer scale is marked at the top, middle and bottom: for example, at the bottom, where is low temperature – "I stayed cold", in the center – "I was neither hot nor cold", at the top – "I caught fire with this idea." Participants express their opinion by sticking markers or making a mark with a near the corresponding section of the scale. There is a number of icons that can be used to judge the distribution of opinions and ratings by aspect or issue. Temperature + tip Time: 30 minutes to prepare posters; 5 minutes to explain before starting work; 10 minutes to review each poster and answers on the cards; 5 minutes to check the results and replace the sheets with thermometers. Material: large format sheet, markers, sheets with thermometer images, self-adhesive markers, cards, folder or box. Conduction: * The "thermometer" and survey cards can be combined, especially if it is necessary to sum up several times at the end of a particular topic of the seminar. Uniform questions are written on a large sheet, before the beginning of each new topic, a second sheet is posted next to it, with the image of the thermometer (it is multiplied in the required number of copies by the number of topics). In between classes, participants who answer the questions on the sheets with thermometers, sticking markers or making a mark, evaluate each topic. Suggestions and tips are written on the cards and put in a folder or a special box with a slot. At the end of the break, the teacher collects sheets with thermometers, inscribes them, indicating the topic of the lesson and the questions proposed for the answer, puts the cards from the box into an envelope, also marking it. At the end of the seminar, individual topics can be compared with each other on sheets with the image of the thermometer and the results of assessment. (Sheets are hung on the wall.) The cards are given to the speakers, and (or) their content is

summarized and presented in the form of a message by the head of the seminar at the General meeting "Football field" For the analysis of the last lesson is offered a sheet with the image of players on the football field, each of them is in a certain playing position: scores a goal, stands at the gate, sits on the bench, takes a shower, thinks in a thoughtful pose or... rests on a stretcher. Depending on the individual analysis and evaluation of his progress, the student is invited to designate a figure on the football field, most accurately conveying his condition in this lesson. The algorithm of reflexive activity is the following: individual assessment, exchange of views in the group, generalization of the teacher to get the overall picture. Chain of wishes Each participant of the held pedagogical interaction on a chain (in a certain sequence) is offered to address with wishes to himself and others following the results of interaction. Wishes can concern the forthcoming interaction, future affairs. The teacher, summing up a certain result, ends the chain of wishes. Colored shapes. It is carried out for the purpose of the development of individual consciousness, "I-concept", and value orientations through the organization of mental activity. The head of the group offers participants to choose from the figures laid out in the center of the circle the one that corresponds to his emotional state at the moment. The leader also chooses a figure.

Each party explains his choice in the algorithm that specifies the head of the group: "What does the shape, color selected mean?"At the end of the presentation of everyone’s choice, the head of the group sums up, focusing on the individuality of each participant in the interaction. SUITCASE, BASKET, GRINDER There are three large sheets, on one of which a huge suitcase is painted, on the second – a trash can and on the third – a meat grinder. On a yellow piece of paper, which is then glued to the poster with the image of a suitcase, you need to draw the most important point that you obtained from work (in a group, in the classroom), and are ready to take with you and use in your activities. On a blue piece of paper – something that was unnecessary, useless and that can be sent to the "trash" attached to the second poster. The gray sheet contains things that turned out to be interesting, but not ready for use in the work, that needs more thinking out, to refining, is sent to the sheet "chopper". The sheets are anonymous and are inscribed by the participants themselves as soon as they are ready. What I want to know? This simple exercise allows you to formulate questions at the end of a section or topic, setting the prospect of further independent work. The more difficult was the learning process, the more useful this task for the group is. Implementation procedure: the teacher suggests writing down some unfinished sentences in the interrogative form. 1. I'd like to know if that's right...? 2. I'm asking

myself how...? 3. I'm thinking...? 4. I'm most interested in the thought...? The group can find answers to the questions for the next seminar. ELVES, WIZARDS AND GIANTS The game is based on the same principles as the dice game or drawing lots: there are three forces, the struggle of which determines the outcome of the game. Elf charms the magician, the magician casts a spell upon the giant, the giant finally catches the elf. Participants are divided into two equal groups and stand against each other at a distance of about one meter. All chorus counts: "One, two, three!" and each group immediately enters into its role, which was agreed in advance. This means that the elves crouch (to look small) and giggle with thin voices, wizards wave their hands, throw imaginary lightning and cast spells like: "Abracadabra!" and the giants shrug and growl menacingly. If now it turned out that the elves are directly against the giants, the elves quickly turn around and run away from the giants. Having reached a predetermined place or line, they are considered to be saved. If the wizards collide with the giants, the wizards should not only try to enchant the giants by striking them with lightning, but also catch them before the giants run away to the saving line. Finally, if elves face wizards, the latter have almost no chance and will be enchanted by elves. They run away, but most likely, will be caught by dexterous elves. The caught participants do not go out of the game, and form a group, so at the end of the game it may happen that everyone has become a member of one big family, for example, giants. If the participants appreciate the beneficial effect of physical movement and are ready to give it a place and time in the framework of the seminar work, it does not mean that the rest activities must

necessarily take the form of the game. To remove the feeling of fatigue and tension, you can use at least such impulses for movement: CIRCULAR MASSAGE Participants stand in a circle in the back of each other and put their hands on the shoulders of those standing in front. They stand in this way for two minutes, the contact should not be established sharply. Then everyone starts gently massaging the neighbor's shoulders and the upper part of the back. The aim is to do something useful for his fellow student, but not energetic and intense massage. After five minutes, each participant friendly says goodbye to the one standing in front of him and makes a turn around – now the partner can in turn "thank" his "masseur". APPLE PICKING Participants stand up from their chairs and at first shake slightly to warm up. Then they have to imagine that they need to take apples off a very high apple tree: they stretch, raise their hands up, rise to the toes – it is a great exercise. FACIAL MASSAGE This exercise works especially well when everyone is pretty tired. Participants can perform it sitting or standing. Both hands massage the face: at first lightly tingling cheeks, cheekbones chin; then stroking the eyebrows: eyes closed, thumbs gently stroke eyelids under the eyebrows. Everyone determines with what intensity to give massage.

Then massage your fingertips, lightly apply pressure in a circular motion. You can then continue the motion across the surface of the head from forehead to nape. At last, intensively warm up your ears – their massage just does wonders! THE TAIL OF THE DRAGON Participants stand in the back of each other. Each holds the waist of the participant standing in front. Now the dragonhead, that is, the participants, standing in front, must catch its own tail (the last in the line). Participants standing in the middle must hold on to each other, so that the dragon does not fall apart. After some time, participants from the middle pass to the tail or the head of a dragon, they, too, must actively move and have fun. EMOTION IN A CIRCLE Purpose: reflection of the emotional state of the participants of the pedagogical process. Required materials: A4 paper, colored pencils. Conduction: participants take places in a circle. Beginner nonverbally (using gestures, pantomimic) shows to the neighbor to the right, the emotion that caused the current session. The neighbor accepts (by a nod) and then in a circle conveys its. Finally, the group decides on the predominance of an emotional state and presents it to the teacher in the form of a picture.

BODY LANGUAGE Time: 5 minutes for preparation; 2 minutes for explanation; 1-2 minutes for a question. Material: large format sheet with questions, markers. Conduction: * The principle of "thermometer" is transformed into a body language or a sound expression of the participants' direct attitude to the questions asked. For example, as in ancient Rome, a down thumb means a negative answer, up – positive. * On their own body, with a hand or paper arrow, participants show their percentage score from the top (i.e. 100%) to the toe (i.e. 0%). * The team leader expresses the attitude: positive – by an approving grunt and negative – by clicking his tongue or booing. Note: Experienced teachers probably immediately noticed the drawback of this method: it is impossible to record the results of assessments expressed in this way. Photos with recorded questions or tape recordings are quite expensive; it is easier to translate the data into numbers or percentages that can make the game master, teacher or elected observer. His data must be confirmed or corrected by the group, if necessary. WALK THE LINE Time: 5 minutes for preparation; 2 minutes for explanation; 1-5 minutes for a question. Material: chalk or sticky tape or cord; cards, markers; if possible – camera. Conduction: indoors it is carried out with chalk, or with a sticky tape or cord; there is a straight line on the floor. At its ends the cards with signs of opposite value, for example, " +” and "- ", or" a lot!" and “little!", or images of a laughing and crying faces are placed. They are necessary for evaluation. A neutral sign is placed in the middle of the line.

Participants give answers to a number of questions prepared (or asked spontaneously by the audience), and they come up and stand, in accordance with the content of the answer, on the line closer to or farther from the positive or negative "pole". In the case of fairly complex questions and, if necessary, an in-depth answer to the question, it is necessary to give at least some participants an opportunity to explain orally why they took a particular position. To document the outcome, photos are taken or positive and negative assessments clearly presented in the form of a drawing are counted. Questions to a student for a reflection during the pedagogical practice 1

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Was my strategy successful for a good lesson? How could you build a lesson differently to make it more effective? Did my students learn anything in class? If so, thanks to what? If not, for what reason? Did anything special happen in the class? If so, what exactly and why? How well my lesson was based on the knowledge, experience and interests of the students? How could you do it better? How flexibly have I adapted the course of the lesson to the students’ answers and behaviour? How did my students feel about what we did together in class? With what feelings did they leave the class? Were they comfortable in class? What was the hardest thing for me in class? What required special efforts from me? Why? What should be done next under these circumstances? Were my training techniques effective? What did the children learn really have to do with the

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way I taught them? What should I consider for the future? Was it possible to conduct this lesson differently? If so, how exactly? Which side of the lesson should be given more importance: meaningful, methodical, or emotional? How objectively did I evaluate the students' academic work? Is it clear enough for students to comment on the mark? How did the grades affect the mood of the students, the whole course of the lesson? Did I rely on the theory of training in preparation for the lesson and in its conduct? What extent is the lesson consistent with my chosen theory of learning to? What new did I understand and realize in the art of learning as a result of this lesson? What useful experience did you gain by analyzing yourself and this lesson? What do I need to do to become a more successful teacher?

Questions about pedagogical reflection that will help the teacher 1 Does your lesson correspond to the goals, objectives and results achieved? 2 How was the initial idea of the training session transformed? 3 Is the situation in the classroom adequate to the movement of thought of students? 4 Is it possible to conduct reflection only before the lesson, or only after it? 5 What do you do for reflection? 6 What contributes to the collective reflection? 7 Why do we need to conduct reflection with students? 8 What other forms of reflection are there? 9 Why do we need to use a variety of forms of reflection?

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16. Пак В.С. Современные методики активизации познавательной деятельности обучаемых / В.С. Пак. – Гомель, 1996. 17. Цукерман Г.А. Введение в школьную жизнь. – М.: Новая жизнь, 1994. 18. Цукерман Г.А. Виды общения в обучении. – Томск: Пеленг, 1993. 19. Глазкова А. Организация индивидуальной, групповой, коллективной деятельности. // Начальная школа. – 1999. – №10. 20. Чередов И.М. Формы учебной работы в средней школе: Книга для учителя. – М.: Просвещение, 1988. 21. Курятов В.М. Как организовать обучение в малых группах. – СПб.: Педагогика, 2000 22. Блум Б.С. Классификация учебных целей. – Нью Йорк: Лонгман, 1956. 23. Блум Б.С., Кратволь Д. Таксономия целей обучения. – Нью Йорк: Лонгман, 1956. 24. Блэк П., Уильям Д. Педагогические исследования: формативное оценивание // Британ ғылыми-зерттеу журналы. – №29. – 2009. 25. Выготский Л.С. Развитие высших психических функций. – М.: баспа АПН РСФСР, 1978. 26. Қазақстан Республикасы педагог қызметкерлерінің біліктілігін арттыру курсының деңгейлік бағдарламасы глоссарийі: оқу-әдістемелік құрал. – Астана: «Назарбаев Зиякерлік мектептері» ДББҰ Педагогикалық шеберлік орталығы, 2012. 27. Зимняя И.А. Психология слушания и говорения. – М.: Дисс. … п.ғ.д., 1973. 28. Оценивание учебных достижений учащихся: әдістемелік нұсқаулық / құраст.: Р.Х. Шакиров, А.А. Буркитова, О.И. Дудкина. – Б.: Билим, 2012. 29. Среднее образование в Казахстане: Обзор национальной Образовательной политики. – Астана: ИАЦ, 2014. 30. Уильям Д. Изменяя практику в классе. Заметки из исследований Ш. Кларк, Д. Уильяма и Национальной стратегии. – 2008. 31. Уильям Д., Томсон М. 5 основных стратегий для формативного оценивания. – 2007. 32. Фишман И.С., Голуб Г.Б. Формирующая оценка образовательных результатов учащихся: методическое пособие. – Самара: изд-во «Учебная литература», 2007. – 244 б. 33. Шамова Т.И. Современные средства оценивания результатов обучения в школе. – М.: Педагогическое общество Ресей, 2007. 34. Bobb Dr. Darnell [email protected] © 1/10 8/11 AFRE – Keys to Instructional Excellence, 2008 AFRE – Standards-Based Instructional Planning and Designing, 2008 35. [email protected]/10www.achievementstrategies.org 36. Дьюи Д. Психология и педагогика мышления. – М.: Совершенство, 1997. – 208 с.

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Introduction ............................................................................................... 3 I. Requirements for the lesson and foreign language classes ..................... 5 II. Modern requirements for the lesson ...................................................... 7 III. Pedagogical technologies ..................................................................... 15 IV. The algorithm of the teacher’s action .................................................. 24 V. Calendar-thematic plan ......................................................................... 26 VI. Types of the lessons ............................................................................. 32 VII. Stages of the lesson ............................................................................ 39 VIII. The main ways to improve the efficiency of the lesson .................... 53 IX. Analysis of foreign language classes, forms of analysis and evaluation criteria ................................................................................ 57 X. Grading system at a secondary school .................................................. 69 XI. Evaluation criteria of students’oral and written answers ..................... 79 XІI. Methods of drawing up a lesson plan by Bloom's taxonomy.............. 86 XIІI. Reflection at the English lesson ........................................................ 92 List of used references ............................................................................... 128

Еducational issue

PLANNING MODERN LESSON AND REFLECTION Educational-methodical manual Complied by: Orynbayeva Ulserik Kydyrbaikyzy Zhaitapova Altinay Albekovna Seidikenova Almash Smailkyzy Moldassanova Aysulu Ablakymovna Utepova Bakhyt Tayzhanovna Editor V. Popova Layout on the computer

and cover design G. Кaliyeva Cover design used photos from sites www.art-2026066_1280.com

IB №12663 Signed for publishing 20.03.2019. Format 60x84 1/16. Offset paper. Digital printing. Volume 8,25 printer’s sheet. 80 copies. Order №1456. Publishing house «Qazaq University» Al-Farabi Kazakh National University KazNU, 71 Al-Farabi, 050040, Almaty Printed in the printing office of the «Qazaq University» publishing house.