Presentation of interactive forms of schooling. Presentation: Active and interactive teaching methods. Option to include interactive teaching methods in the lesson structure

Laboratory work (educational research project). 1. 2. 3. 4. No. P / p. Section number and discipline topics. The topic of the laboratory work. 1. 2. 3. Topic 15. Building solutions. 26. Manufacturing mortars of a given mobility. Determination of the density and strength of the solution. Calculation of the consumption of materials for mixing and for 1m3 of solution. Topic15. Study of the influence of the ratio of cement and sand (C: P) on water demand, density and strength of cement slurry. Determination of the density and strength of the solution. Calculation of the consumption of materials for mixing and for 1m3 of solution. Topic 15. Study of the effect of plasticizing additives or additives-hardening regulators on water demand, density and strength of cement slurry. Determination of the density and strength of the solution. Calculation of the consumption of materials for mixing and for 1m3 of solution. Topic 15. 29. Selection of the composition of a complex mortar. Calculation of the composition, preparation and determination of the strength of the solution.

The assimilation of information in the lesson depends on: the stages of the lesson: from the 1st to the 4th minute 60% of the material is assimilated; from 4th to%; from 23rd to%; from the 34th to the end of the lesson, the assimilation of the material falls. teaching methods; Methodology (from other Greek) - "way of knowing", "way of research"

The student acts as an "object" of learning, must assimilate and reproduce the material that is transmitted to him by the teacher - the source of correct knowledge. This usually happens when using methods such as a monologue lecture (one-way transfer of information from teacher to student), reading, demonstration and questioning of students (also one-way reproduction of information by a student for a teacher) Passive methods

Active methods The learners are the "subject" of learning, perform creative tasks, enter into a dialogue with the teacher. Basic methods: creative assignments (often homework), questions from student to teacher, developing creative thinking.

Interactive methods The terms "interactive methods", "interactive learning" came to us from in English("interactive": "inter" means "between", "between"; "active" - from "act" - to act, action). Thus, the term interactive learning is interaction learning. This is the essence of interactive methods: learning takes place in the interaction of all students, including the teacher.

The essence of interactive methods Interactive methods are based on collaborative learning or learning by doing, the essence of which is expressed by the Chinese proverb: "Tell me, I forget, Show me, I can remember, Let me do this, And it will be mine forever."

Interactive teaching methods allow you to solve the following tasks: Active involvement of each student in the process of mastering the educational material Increasing cognitive motivation Learning the skills of successful communication (the ability to listen and hear each other, build a dialogue, ask questions for understanding)

Interactive teaching methods allow you to solve the following tasks: Development of skills of independent learning activities: determination of leading and intermediate tasks, the ability to foresee the consequences of one's choice, its objective assessment; Education of leadership qualities

How to overcome the complexities of using interactive methods Start gradually, using simple interactive methods first - brainstorming, working in pairs, small groups, etc. The use of interactive methods is not an end in itself, but a means of achieving an atmosphere of benevolence and cooperation. Plan and develop the content and course of the lesson carefully. Use various techniques to attract and activate the attention of students, intelligently distributing roles in groups, developing criteria for evaluating the effectiveness of the lesson.

Conclusions: Interactive forms and methods are among the innovative and contribute to enhancing the cognitive activity of students, independent comprehension of the educational material. They are a condition for self-realization of the personality of students in educational activities.

References Gutnikova A.B., Pronkin V.N., Eliasberg N.I. Living right. An entertaining encyclopedia of practical law: A book for a teacher: Teaching method. allowance. - SPb .: Publishing house. - in St. Petersburg. in-that right to them. Prince P.G. Oldenburgsky, Civic Education: Content and Active Teaching Methods. Edited by S. Shekhter and N. Voskresensky. With the participation of A. Ioffe and Ch. White. M .: ZAO Uchitelskaya Gazeta. - - p. - 190. Second edition. E.V. Korotaeva Director - teacher - student: ways of interaction. Moscow: September, V.V. Guzeev Pedagogical technology in the context of educational technologies. M .: Public education(Series "System bases educational technology) Journals teaching history and social studies in school for 2002, 2003, 2004, 2005, 2006, 2007. Seminar Interactive teaching methods (presentation) Zheltukhina T.A. Nosova I.N. Seminar Interactive teaching methods (presentation) Kamenchuk I.L. presentation Active and interactive teaching methods.

INTERACTIVE LEARNING The concept of "interactive" comes from the English "interact" ("inter" "mutual", "act" "to act"). Interactive learning is a special form of organizing cognitive activity. It implies very specific and predictable goals. The main goal is to create a comfortable learning environment in which the student or listener feels their success, their intellectual solvency, which makes the learning process itself productive.

Awakening students' interest; effective assimilation of educational material; students' independent search for ways and options for solving the set educational problem (choosing one of the proposed options or finding their own option and justifying the solution); establishing an impact between students, learning to work in a team, being tolerant of any point of view, respecting everyone's right to freedom of speech, respecting their dignity;

Formation of students' opinions and attitudes; the formation of life and professional skills; reaching the level of student's conscious competence. The main distinguishing feature of interactive lessons is their connection "with the activity that psychology calls productive," creative.

After you have read something, you will remember 10%; after you have heard something, you will remember 20%; after you have seen something, you will remember 30%; after you you saw and heard something, you will remember 50%; after you have done something yourself, you will remember 90%;

THE STUDY PROCESS, based on the use of interactive teaching methods, is organized taking into account the involvement in the learning process of all students of the group, without exception. Joint activity means that everyone makes their own special individual contribution, in the course of work there is an exchange of knowledge, ideas, methods of activity. Individual, pair and group work is organized, used project work, role-playing games, work with documents and various sources information. Interactive methods are based on the principles of interaction, student activity, reliance on group experience, and mandatory feedback. An environment of educational communication is created, which is characterized by openness, interaction of participants, equality of their arguments, accumulation of joint knowledge, the possibility of mutual assessment and control.

The emergence and development of active methods is due to the fact that learning faces new challenges: not only to give students knowledge, but also to ensure the formation and development of cognitive interests and abilities, creative thinking, skills and abilities of independent mental work. Cognitive activity means an intellectual and emotional response to the learning process, the student's desire to learn, to complete individual and general tasks, interest in the activities of the teacher and other students.

Cognitive independence - the desire and ability to think independently, the ability to navigate in a new situation, find your own approach to solving a problem, the desire not only to understand what is being learned training information but also ways of obtaining knowledge; a critical approach to the judgments of others, the independence of one's own judgments. Cognitive activity and cognitive independence are qualities that characterize the intellectual abilities of students for learning. Like other abilities, they manifest and develop in activity.

Rule one. All participants should be involved in the work to some extent. For this purpose, it is useful to use technologies that allow all participants to be included in the discussion process. The second rule. We must take care of the psychological preparation of the participants. The point is that not everyone who comes to class is psychologically ready to be directly involved in some form of work. In this regard, warm-ups, constant encouragement for active participation in work, and providing opportunities for student self-realization are useful. Rule three. There should not be many learners in interactive technology. The number of participants and the quality of training can be directly related. The optimal number of participants is 25 people. Only under this condition is productive work in small groups possible.

Rule four. Pay attention to the preparation of the premises for work. The room should be prepared in such a way that it is easy for participants to transfer to work in large and small groups. Physical comfort must be created for the trainees. The fifth rule. Be attentive to the issues of procedure and regulations. This must be agreed at the very beginning and try not to violate it. For example: all participants will show tolerance to any point of view, respect the right of everyone to freedom of speech, respect his dignity. Rule six. Pay attention to dividing the workshop participants into groups. It is best to build it initially on a voluntary basis. Then it is appropriate to use the principle of random selection.

At least a positive relationship of trust between the teacher and the learner; democratic style; cooperation in the process of communication between the teacher and the students; reliance on the personal ("pedagogical") experience of students, the inclusion in the educational process of striking examples, facts, images; a variety of forms and methods of presenting information, forms of student activity, their mobility; inclusion of external and internal motivation of activity, as well as mutual motivation of students.

1.Business and role-playing games; 2. Psychological and other trainings; 3. Group, scientific discussion, debate; 4. Debate; 5. Case method; 6.Method of projects; 7. Brainstorming; 8. Portfolio; 9. Seminar in dialogue mode (seminar - dialogue); 10. Analysis of specific situations; 11. Method of work in small groups (the result of the work of student research groups);

12. Round tables; 13. University, interuniversity video - teleconferences; 14. Holding forums; 15. Computer simulations; 16. Computer modeling and practical analysis of the results; 17. Presentations based on modern multimedia; 18. Interactive lectures; 19. Lecture press conference; 20. Binary lecture (lecture for two); 21. Lecture with pre-planned mistakes; 22. Problem lecture.

Game interactive teaching methods: business educational game, role play, psychological training. Non-play interactive teaching methods: case-study, group discussions, brainstorming, cooperative learning methods. Active and interactive teaching methods include an interactive lecture.

The interactive lecture combines aspects of a traditional lecture and a training game. It makes sense to use this lecture format in cases where you (or another subject expert) are the bearer of unique information and when the resource of time and other information sources is limited (problem lecture, lecture-consultation, lecture-press conference, lecture for two, lecture- conversation, lecture-discussion, lecture-provocation, lecture-research, lecture-visualization, etc.)

A problematic lecture begins with questions, with the formulation of a problem that must be solved in the course of presenting the material. Problematic issues differ from non-problematic ones in that the problem hidden in them does not require a solution of the same type, that is, there is no ready-made solution scheme in the past experience. To answer it requires reflection, when for a non-problematic there is a rule that you need to know.

This form of lecture was developed to develop students' skills to quickly analyze professional situations, act as experts, opponents, reviewers, and isolate incorrect or inaccurate information. Preparing a teacher for a lecture is to include in its content a certain number of errors of a meaningful, methodological or behavioral nature. The teacher brings the list of such mistakes to the lecture and introduces them to the students only at the end of the lecture.

In this lecture, educational material with problematic content is given to students in live dialogical communication between two teachers. Real professional discussion situations are simulated here theoretical issues from different positions by two specialists, for example, a theoretician and a practitioner, a supporter or opponent of one or another point of view, etc. A two-person lecture encourages students to actively engage in the thought process. With the presentation of two sources of information, the task of students is to compare different points of view and make a choice, to join one or another of them or to develop their own.

This kind lectures are the result of a new use of the principle of visibility, the content of this principle changes under the influence of the data of psychological and pedagogical science, forms and methods of active learning. Lecture - visualization teaches students to transform oral and written information into a visual form, which forms their professional thinking by systematizing and highlighting the most significant, essential elements of the learning content.

The form of the lecture is close to the form of holding press conferences, only with the following changes. The teacher names the topic of the lecture and asks students to ask him questions on this topic in writing. Each student must, within 2-3 minutes, formulate the most interesting questions, write on a piece of paper and pass it on to the teacher. Then the teacher, for 3-5 minutes, sorts the questions according to their semantic content and begins to give a lecture. The presentation of the material is not built as an answer to each question asked, but in the form of a coherent disclosure of the topic, in the process of which the corresponding answers are formulated. At the end of the lecture, the teacher conducts a final assessment of the questions as a reflection of the knowledge and interests of the audience.

This is the main means of conveying a conceptual new idea of one's (author's) pedagogical system. For a number of years, a teacher, as a professional, has been developing an individual (author's) methodological system, including goal-setting, design, the use of a sequence of a number of well-known didactic and educational methods, classes, events, his own "know-how", takes into account the real conditions of work with various categories of students, etc. .P.

A method of independent work in small groups, allowing for an exchange of views; creation of conditions for inclusion of all in active activity; setting a problematic problem and solving it through playing various situations; techniques that reveal the creative potential of both the Master and the participants of the master class; forms, methods, technologies of work should be offered, and not imposed on the participants; presentation of the opportunity for each participant to relate to the proposed methodological material; the process of cognition is much more important, more valuable than knowledge itself; form of interaction - cooperation, co-creation, joint search.

The purpose of the master class is: -professional, intellectual and aesthetic education of the student. The tasks are: teaching the student the basics of a professional attitude to the chosen specialty. teaching the professional language of a particular science (economic, legal, art history, etc.). the transfer of productive ways of working - a technique, method, technique or technology. adequate forms and ways of presenting their experience.

Presentability. The expressiveness of an innovative idea, the level of its representation, the culture of presentation of the idea, the popularity of the idea in pedagogy, methods and practice of education. exclusivity. Pronounced individuality (scale and level of implementation of ideas). Selection, completeness and originality of innovative ideas solutions.

Progressiveness. The relevance and scientific nature of the content and teaching methods, the presence of new ideas that go beyond the standard and correspond to the trends of modern education and the teaching method of the subject, the ability not only for methodological, but also for scientific generalization of experience. motivation. The presence of techniques and conditions for motivation, the inclusion of everyone in active creative activity to create a new product is optimality. The sufficiency of the means used in the lesson, their combination, connection with the goal and the result (intermediate and final).

Efficiency. The performance received for each participant in the master class. What is the development effect? What does this give specifically to the participants? Ability to adequately analyze the results of their activities. manufacturability. A clear algorithm for the lesson (phases, stages, procedures), the presence of original methods of actualization, problematization ("break"), methods of search and discovery, surprise, insight, reflection (introspection, self-correction). artistry. Sublime style, pedagogical charisma, the ability to improvise, the degree of impact on the audience, the degree of readiness to disseminate and popularize their experience, general culture. Erudition, non-standard thinking, communication style, culture of interpreting one's experience.

The round table method was borrowed from the fields of politics and science. In teaching, the round table method is used to increase the efficiency of assimilation of theoretical problems by considering them in different scientific aspects, with the participation of specialists of different profiles.

The purpose of the discussion is to summarize ideas and opinions on the problem under discussion; all roundtable participants act as proponents (they must express their opinion on the issue under discussion, and not on the opinions of other participants); the absence of a set of several roles is not typical for all round tables; all participants in the discussion are equal; no one has the right to dictate their will and decisions.

- ensuring a free, unregulated discussion of the questions (topics) raised on the basis of placing all students in an equal position in relation to each other; -systematic, problematic discussion of issues in order to see different aspects of the problem. The necessary attributes of the "round table" are: - appropriate preparation of the premises for its holding: symmetrical arrangement of workplaces so that students can see each other - introduction into practice of the principle of "free microphone"; - creation and replenishment of the fund of questions to which the participants of the "round table" must answer; - Availability technical means receiving and processing incoming information (if necessary).

The presence of a game situation; a set of individual roles; mismatch in the role goals of the participants in the game, who assume and perform different roles; game interaction of game participants; playing the same role different participants, multivariance of solutions; group reflection of the process and the result.

1. The planning stage requires the teacher to determine the goal of the role-playing game, choose the form of its implementation, that is, the method of playing out the content of the situation and the actions of the participants in the game, preparing it methodological equipment(instructions, cards with descriptions of role characteristics, equipment necessary for its implementation. 2. The pre-game stage involves direct interaction of the teacher with the participants in the game in order to instruct them, assign roles, prepare a space for acting out.

3. The actual game stage is the immersion in the situation and its acting out by the participants in accordance with their interpretation of the roles and experience of game interaction. This stage presupposes rotation in the form of alternate playing of the same role by the participants, repetition of a situation with a different composition of participants, change of roles, etc. 4. The fourth stage includes reflection of the experience gained by the players of role interaction on getting out of the proposed situation, resolving conflict relations, the implementation of the intended goals, and summing up the leading results, highlighting the most significant results, generalizing, establishing the relationship of the game situation with real life situations and personal positions of the participants. The advantage of this method is that each of the participants can imagine himself in the proposed situation, feel certain states more realistically, feel the consequences of certain actions and make a decision.

The training process is as close as possible to the real practical activities of managers and specialists. This is achieved by using models of real socio-economic relations in business games. the method of business games is nothing more than a specially organized activity to activate the obtained theoretical knowledge, translate it into an activity context. That which in traditional teaching methods is "left to the mercy" of each student without taking into account his readiness and ability to carry out the required transformation, in a business game acquires the status of a method. It is not a mechanical accumulation of information that occurs, but an activity-based de-objectification of a certain sphere of human reality.

By the type of human practice, recreated in the game and what are the goals: educational, research, management, certification; By time: no time limit; with a time limit; games taking place in real time; games where time is tight;

By performance assessment: a point or other assessment of a player's or a team's performance; there is no assessment of who worked how; According to the end result: hard games - the answer is known in advance (for example, the network schedule), there are strict rules; free, open games- there is no known answer, the rules are invented for each game, the participants are working on solving an unstructured problem;

By ultimate goal: training - aimed at the emergence of new knowledge and consolidation of the skills of the participants; ascertaining - contests professional excellence; search - aimed at identifying problems and finding ways to solve them; According to the methodology of holding: hole games - the game takes place on a specially organized field, with strict rules, the results are entered on the forms; role-playing games - each participant has either a certain task or a certain role that he must perform in accordance with the task;

Group Discussions - Associated with practicing meeting or acquiring group work skills. Participants have individual tasks, there are rules for conducting a discussion (for example, the game " Coordination Council"," Shipwreck ") imitation - they aim to create an idea among the participants of how they should act in certain conditions (" Sales "- for training managers in the specialty" Economics and management at the enterprise (by industry) ", etc.);

Organizational-activity games do not have rigid rules, the participants have no roles, the games are aimed at solving interdisciplinary problems. The activation of the work of the participants occurs due to the hard pressure on the individual; innovative games - form the innovative thinking of participants, put forward innovative ideas in traditional system actions, work out models of real, desired, ideal situations, include trainings on self-organization; ensemble games - form the management thinking of the participants, are aimed at solving specific problems of the enterprise by organizing business partnership of teams consisting of heads of services.

Brainstorming is one of the most popular methods of stimulating creativity. Allows you to find a solution to complex problems by applying special rules discussion. It is widely used in many organizations to find unconventional solutions to a wide variety of problems.

An innovative method of problem solving; maximum ideas in a short period of time; relaxation, flight of fantasy, self-satisfaction (the more unexpected the idea, the better, we need unusual, "wildest" ideas); the absence of any criticism (any assessments of the idea are postponed to a later period); it is the development, combination and modification of both one's own and others' ideas. To activate the process of generating ideas during the "storm", it is recommended to use some techniques: inversion (do the opposite) analogy (do as it is done in another solution) empathy (consider yourself a part of the task, while finding out your feelings, sensations) fantasy ( do something fantastic)

The purpose of brainstorming is to create new ideas, get best idea or the best solution, as well as the search for the widest possible range of directions for solving the problem. The main task of the brainstorming method is to develop (generate) the largest possible number and the most diverse in quality ideas, suitable for solving the problem posed. In order to get a large number of ideas in a short period of time, a whole group of people is involved in the solution, which, like a single brain, storms the problem posed. They are usually collected in one room for one to two hours. Groups of 711 people are considered optimal.

1) An object (theme) is selected; 2) A list of the main characteristics or parts of the object is drawn up; 3) For each characteristic or part, its possible executions are listed; 4) The most interesting combinations of possible performances of all parts of the object are selected.

Training is understood as such training, in which the main attention is paid to the practical development of the studied material, when, in the process of modeling specially assigned situations, students have the opportunity to develop and consolidate necessary knowledge and skills, change their attitude towards their own experience and the approaches used in work.

This method presupposes a transition from the method of accumulating knowledge to an activity-oriented, practice-oriented approach in relation to the real activity of a manager. It is one of the most proven method of teaching decision-making and problem solving skills in German leadership development practice.

Special, methodological and communicative competence among students in: establishing interdisciplinary connections; analytical and systems thinking; evaluating alternatives; presentation of the results of the analysis; assessing the consequences of decision-making; mastering communication and teamwork skills.

Analysis of specific educational situations (case method, English case stadu) is a teaching method designed to improve skills and gain experience in the following areas: identifying, selecting and solving problems; working with information - comprehending the meaning of the details described in the situation; analysis and synthesis of information and arguments; work with assumptions and conclusions; assessment of alternatives; making decisions; listening and understanding other people-group work skills.

1. an individual approach to each student, taking into account his needs and learning style, which involves collecting as much information about students as possible even before classes; 2. the maximum provision of freedom in learning (the ability to choose a teacher, disciplines, form of training, the type of tasks and the way to perform them); 3.providing students with a sufficient number visual materials that relate to tasks (articles in print, video, audio tapes and CDs, products of companies whose activities are being analyzed);

4. not overload the student with a large amount of theoretical material, concentrate only on the main provisions; 5. ensuring the availability of the teacher for the student, who should be able to contact him at any time; 6. formation of students' self-management skills, the ability to work with information; 7. focusing on development strengths student.

1. The case should be close to life and reality, designed in such a way that it allows you to establish a direct connection with the accumulated life experience, as well as with possible future life situations of schoolchildren. 2. The case should provide an opportunity to interpret this situation from the point of view of the participants. 3. The case should contain problems and conflicts. 4. The case should be visible and solvable in the context of the existing time frame and individual knowledge, skills and abilities of schoolchildren. 5. The case should allow for various solutions.

1. Actual, interesting material. 2. The material should have a context (not direct information giving a topic for reflection). 3. The description of the material should include stories or interviews. A series of steps to create a case. 1. Definition of the topic and research questions. 2. Choice of the object of research " specific situation»3. Defining the context 4. Planning a case study, collecting material and analyzing the material. 5. Search for solutions, discussion of possible scenarios for the further development of the situation. 6. Description and editing of the case. 7. Formation of a question for further discussion of the situation.

Cooperative learning is a small group learning technology. Cooperate within educational process- means working together, joining forces to solve common task, while each "cooperating" performs their specific part of the work. Subsequently, students should exchange the acquired knowledge. The essence of this method: "Everyone achieves their learning goals only if the other members of the group achieve theirs."

1. The teacher gives an overview lecture on the new material with an emphasis on the points on which teams will perform individual assignments. The lecture should be sufficiently capacious in content and at the same time practically oriented. 2. Further, students work in teams on lecture notes, helping each other to understand its content. Students can ask each other questions, clarifying points that they do not understand. The teacher is allowed to ask questions only when none of the team members can answer them.

3. After working out the lecture notes, students perform individual work. On the this stage helping each other is excluded, each team member works independently. main feature this method is in the assessment system individual works... The assessment is carried out on a progressive-comparative basis: a student can replenish the team's piggy bank only if his grade for this work above his average score for previous works... The team with the highest number of points based on the study of the topic is considered the winner.

- create conditions under which students: independently and willingly acquire the missing knowledge from different sources; learn to use the acquired knowledge to solve cognitive and practical tasks; acquire communication skills by working in various groups; develop research skills (the ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize); develop systems thinking.

1) the focus is on the student, promoting the development of his creative abilities; 2) the educational process is built not in the logic of the academic discipline, but in the logic of activity that has a personal meaning for the student, which increases his motivation in learning; 3) the individual pace of work on the project ensures that each student reaches his own level of development; 4) an integrated approach to the development of educational projects contributes to the balanced development of the basic physiological and mental functions of students; 5) deeply conscious assimilation of basic knowledge is ensured through their universal use in different situations.

1. The student determines the topic of interest to him, with which he is admitted to the small group, where this topic is selected. 2. Students plan joint work on the implementation of the educational task, and also carry out the division of labor. 3. Students conduct research. They collect information, analyze data, receive conclusions, exchange the received data. Within the group, each of its members explores their part, collecting required material and giving it to the group, on the basis of the collected parts, a general report of the group is formed. 4. Team members prepare a final report. 5. Conducting a presentation. 6. Students participate in the assessment of the work done.

1. Each small group students to study gets a topic. Small group students should analyze it and break it down into mini-topics. 2. Each student of the small group individually studies a mini-topic and prepares a mini-report about it, which he presents to his small group. 3. Each small group then synthesizes these mini-topics into a general group presentation to the entire study group.

1. Each small group of students conducts a mini-survey. 2. Gathers empirical material. 3. Performs statistical processing of research results. 4. Formulates the novelty of the results obtained. 5. Arrange the study in the form of a report. 6. Conducts a "defense procedure" of the main provisions and results of the study in front of a special expert council.

Eremkina Olga Vasilievna Doctor of Pedagogy, Professor of the Department of Pedagogy and Management in Education, Russian State University named after S.A. Yesenin

Slide 2: Questions:

What explains the interest in interactive forms and teaching methods? What is the difference between interactive and active teaching methods? What methods can be classified as active and interactive teaching methods? What is the algorithm for conducting interactive teaching methods?

Slide 3: Passive Method

student student student teacher

Slide 4: Traditional Learning

passivity of the student during the lesson; one-way communication; the teacher uses material that is not original; only the methods of its construction, logic and manner of presentation are original.

Slide 5: Active method

student student student teacher

Slide 6: Patterns of learning according to R. Karnikau and F. McElrow

a person remembers 10% of what he has read; 20% - heard; 30% - seen; 50% - seen and heard; 80% - what he says himself; 90% - what has reached in activity.

Slide 7: Iterative Method

student student student teacher

Slide 8: Multilateral communication

Learners become more proficient in certain skills if they are allowed to approach the subject through their own experience. Learners learn best if the teacher actively supports their way of learning. Students perceive the material better if it is structured, the student is included in the discussion, can express his point of view, even if it does not coincide with the point of view of the teacher.

Slide 9: Active and interactive technologies

Round table (discussion, debate). Brainstorm. Business and role-playing games. C ase-study. Case method Method of projects. Dialogue lesson (lesson - dialogue). Group work or small group work

Slide 10: Case method

an interactive, imitative creative teaching method involving the use of real life situations, in which, based on the construction of a role-playing system, the development of theoretical knowledge and the acquisition of practical skills are carried out

Slide 11: Case method. Stages

1) the teacher's introductory remarks (introduction to the problem, communication of rules of conduct, distribution of roles); 2) familiarization with the text; 3) group discussion; 4) discussion, collective analysis (formulation of a hypothesis, pedagogical influences); 5) summing up.

Slide 12: Case method. Main characteristics:

a combination of modeling methods, systems analysis, problematicity, thought experiment, game methods; collective developmental learning; promotes the emancipation of its participants, the democratization of relations, the formation of a progressive style of thinking and ethics of group communication; possesses a time and plot structure, has a clear sequence of events in time, a storyline (drama), a clash of opinions.

Slide 13: Interactive Learning

this is a special form of organizing cognitive activity. It implies very specific and predictable goals. Purpose: is to create a comfortable learning environment in which the student feels his success, his intellectual competence, which makes the learning process productive; in the formation of skills in educational activities.

Slide 14: Features of interaction in interactive learning:

stay of subjects of education in the same semantic space; joint inclusion in a single creative space; consistency in the choice of means and methods for solving educational problems; joint emotional state, experiencing feelings accompanying the acceptance and implementation of problem solving.

Slide 15: Basic rules for organizing interactive learning

Rule one. All participants should be involved in the work. The second rule. Psychological preparation of the participants is required. For this, warm-ups, encouragement are used. Rule three. The optimal number of participants is 15-25 people. Rule four. Participants should be able to easily transfer to work in large and small groups. The fifth rule. Clear consolidation of procedures and regulations. Rule six. First, the division into groups on a voluntary basis. Then it is appropriate to use the principle of random selection.

Slide 16: Prerequisites for organizing interactive learning:

trusting, positive relationship between teacher and learner; democratic style; cooperation in the process of communication; reliance on the personal experience of students; variety of forms and methods of information presentation; external and intrinsic motivation activities, mutual motivation of students.

Slide 17: Algorithm for conducting an interactive lesson:

I. Preparation of the lesson, the teacher selects a topic, situation, defines definitions (all terms, concepts, etc. must be equally understood by all students), selects a specific form of interactive lesson, determines the time frame for completing the assignment in groups, for an introductory speech, briefing on reflective analysis?

Slide 18: The teacher should before class:

clarify the problems to be solved; clearly structure the material of the lesson; to outline the prospects for using the knowledge gained in practice; clearly imagine what the students will do in the classroom (in the process of group work).

Slide 19: II. Introduction:

Communication of the topic and purpose of the lesson. familiarity with the proposed situation, with the problem; informing participants about the framework conditions, rules for working in a group, clear instructions; creating a situation of unambiguous semantic understanding of terms and concepts; clarification of the conceptual apparatus, definition of the studied topic.

Slide 20: Sample rules for group work for students:

activity; respect for the opinions of the participants; benevolence; punctuality, responsibility; openness to interaction; interest; striving to find the truth; compliance with the regulations; creativity; respect for the rules of work in a group.

Slide 21: III Main part:

All forms of interactive learning are characterized by the main key components: 1. Clarification of the positions of the participants, which presupposes the manifestation of the attitude of the participants to the problem under discussion

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