Presentation on the topic of my impressions of the practice. Creative report on pedagogical practice. Presentation Software

The students of our group had an internship (from September 1 to 28) in two schools with in-depth study of the Spanish language: school No. 205 and No. 43. We conducted lessons both in elementary and high schools.

Objectives of the practice: consolidation of the acquired knowledge in the already completed disciplines related to teaching activities; gaining experience working with children under the guidance of a teacher at school;

In the process of practice, the following tasks were solved: consolidation and deepening of methodological knowledge, their application; formation and development of professional skills and abilities; development of professional personal properties and qualities (the ability to show restraint; tact; humane attitude; culture of communication, etc.); education of sustainable interest, love for the profession; development of a creative and research approach to professional activity;

Educational work During the entire period of practice, we actively helped teachers in their difficult work. During the practice, we conducted 20 substitution lessons. In our lessons, we actively applied the theoretical knowledge gained in practice, tried to diversify the lessons, make them interesting and effective. To do this, we resorted to the following steps ...

To increase the motivation to learn Spanish, we conducted such extracurricular activities, as: Quiz - Lecture on the holidays of Spain - lesson-conversation about music Latin America -

After completing an internship at school, we gained experience in teaching in educational institution. This was facilitated by the knowledge gained at the University. For the passage of pedagogical practice were organized the necessary conditions. During the practice, we learned how to make a work plan for the upcoming lesson, rationally allocate time, use techniques for changing activities during the lesson in order to keep students' attention, reduce their fatigue, and communicate with the audience.

History: School No. 17 was opened in 1920 as Primary School and was located in a one-story wooden building on the street. Petrovsky, 13. In 1941, it was reorganized into a seven-year-old one and was located in a two-story wooden building at ul. Ostrovsky, 1. In 1995, the school received the status of a secondary school. The new school building was commissioned in 2002. it was built according to a standard project, has central heating, fluorescent lighting, cold and hot water supply, sewerage, an assembly hall, equipped classrooms for all subjects of the curriculum. The library has 17,674 copies of books in its fund, of which 9962 are textbooks, 7712 are fiction.

Slide 3: Headmaster

In October 2011, Afonskaya Lena Petrovna, an Excellent student of the RS (Y), teacher-methodologist of the RS (Y), Honorary Worker general education Russian Federation, winner of the President's Grant "The Best Teacher-Researcher", Winner of the professional prize "Crystal Globe"

Slide 4: Teaching staff

In 2016-2017 academic year 79 employees work at the school, administration - 9, accountants - 2, teachers - 61, UVP - 6, specialists - 3 In addition, 4 part-time workers, 13 - technical workers, 3 teachers sit to care for the child, 1 teacher is on a long vacation total: 79 workers (12 men and 67 women). Age of teaching staff: up to 25 years - 5 people (7.1%); 25-35 years old - 16 people (19.4%); 35-50 years old - 29 people (38.8%); over 50 years old - 29 people (34.7%). Pensioners 32 people.

Slide 5: English teachers

Shagdar Aitalina Nikolaevna English teacher Higher education, Irkutsk 1998 ABC 0639259 (English and French) Stepanova Maria Nikolaevna English teacher. Language Higher YSU, 2004 VSB 0328449 (teaches Russian language, lit., foreign philologist (English language) Ekaterina Dmitrievna Pshennikova (Excellent obr.RS (Y), 1999, Honorary worker of obr.RF, 2009, "Methodist of Yakutia", 2015) English language teacher Higher, YSU, 1976 P 450279 (English language teacher) Okhlopkova Ekaterina Vladimirovna English teacher SSPA, 2008 English teacher Eremeeva Anzhelika Anatolyevna English teacher Higher education, Mirninsky Polytechnic Institute, 2011 Alekseeva Augustina Stepanovna Teacher of English language Higher, Federal State Budgetary Educational Institution of Higher Professional Education "Ross.gos. Univer. tourism and service "branch Moscow, 2012, specialist in service and tourism, NEFU, retraining, foreign language teacher, 2016. Yakovleva Varvara Vasilievna Deputy Director for VR Teacher of English Higher, NEFU, 2011, VCA 0630293 (Japanese language)

Slide 6: Grid plan

09/13/18 09/14/18 09/20/18 09/27/18 09/28/18 8v 8v 8v 8v 8v Introducing the teacher, observing the lesson and class Observing the lesson and class Extra-curricular activity about my study internship in China Present Simple, Continuous, Perfect, Perfect Continuous Lesson game for repetition of present tenses

Slide 7

Textbook English grade 8 Yu.E. Vaulina, J. Dooley, O.E. Podoliako, V. Evans (2012)

Slide 8: Outline of 2 credit lessons

lesson plan 1. docx lesson plan 2. docx

Slide 9: Extracurricular activity

Since my class was weak in English and few people were interested in learning a foreign language, I decided to show the guys a presentation about my study internship in China at an extracurricular activity. So I wanted to give them an incentive to learn foreign language and to study well, and also to show by example that their efforts will not be in vain. I think I managed to motivate them, judging by their enthusiastic eyes, and questions at the end of my speech. Watching the class during the first days of practice in English classes, I realized that the class lacked stimulus. And after the extra-curricular activity, when I was already conducting the lessons myself, the class participated in the lesson process actively and enthusiastically.

10

Slide 10: Introspection of pedagogical practice

In my opinion, this pedagogical practice consolidated my initial teaching skills. If we compare it with the first active practice in the third year, then great progress is expressed. This manifests itself both in my speech (less excitement and more self-confidence) and in the knowledge in the field of teaching (teaching methods, etc.). During the practice, there were no significant problems, except for timing. At the beginning it was difficult to find a middle ground (at first I finished the lesson too early, then I did not have time to conduct a lesson with the prepared material), but I quickly got used to it. In general, this happens in every practice. I would like to note that in general education schools not all children are inclined to learn, and even more motivated to learn a foreign language, and in modern world without him, nowhere. And I believe that if the teacher is enthusiastic about his work, then the children will have an interest in the subject and its study.

SCHOOL
IV course

- deepen and consolidate the theoretical knowledge gained by students at the university and
to teach how to apply this knowledge in practice in teaching and educational work with
students;
- to equip students with the ability to observe and analyze the educational
school work;
- to teach to plan all educational work at school;
- to teach students to conduct work on the study of the personality of individual students and
class teams;
- prepare students for conducting lessons of various types using
a variety of methods
and technical means providing a solution
educational and educational tasks;
- to teach students to conduct extracurricular activities and extracurricular activities;
- to teach students to perform the functions of a class teacher, to work with
groups of schoolchildren, to conduct individual educational work with
students;
- develop students' interest in research work;
- to instill in students the skills of an attentive attitude to protecting the health of schoolchildren.

1) familiarization with the school, conversations with the director of the school, his deputy,
organizer of extracurricular and extracurricular activities;
2) the study of the class in which the student will undergo pedagogical
practice, familiarization with the work of teachers and the class teacher;
3) familiarization with school documentation (class journal, personal
cases and medical records of students);
4) visiting the lessons of all teachers in the attached class;
5) attending lessons of teachers in their specialty in other classes and
participation in their analysis;
6) visiting extracurricular activities and participation in their analysis;
7) preparing and conducting lessons of various types using
a variety of methods and technical means of training;
8) the use of various forms of organization of training sessions;
9) organization of extracurricular activities in accordance with the classroom plan
leader for this academic quarter: conducting conversations, classroom
meetings, excursions, discussion of a movie, work with class assets;

10) leadership of a subject circle at school, participation in the organization
thematic event in their specialty;
11) individual educational work with students;
12) conducting extracurricular activities in the subject;
13) performance of all the functions of a teacher and class teacher in that class,
to which the student is attached;
14) study and analysis of the experience of the teacher and his comrades;
15) on the basis of their lessons, the lessons of trainees and teachers, make
conclusions about the level of their organization and ways of improvement;
16) work with class assets, assistance in work planning, preparation and
holding events;
17) participation in school-wide educational activities;
18) completing a task in psychology: studying the class team and
student's personality through psychological and pedagogical diagnostics;
drafting
psychological and pedagogical
characteristics
cool
a group of students;
19) fulfillment of the task in informatics.

- a detailed summary of one credit lesson in mathematics
visual aids and handouts prepared for it;
-methodical analysis of the lesson of mathematics;
-a diary;
- a report on the work done in any form.
With

Approximate diagram of a pedagogical diary

A diary
Student _______________________ course __________________ faculty
________________________________________________________________
(Full Name)
Pedagogical practice is carried out in _______ class high school
No. _______ of the city of _______________ in the 2007/08 academic year.
Group Practice Leader ____________________________________
Methodist in mathematics ____________________________________________
Informatics methodologist ___________________________________________
Methodist in psychology ____________________________________________
Head teacher ___________________________________________________
Deputy director for teaching and educational work _______________
Organizer of extracurricular and extracurricular activities _______________________
Mathematic teacher _______________________________________________
IT-teacher _____________________________________________
Classroom teacher ____________________________________________
School address ___________________________________________________________

List of class students
Progress for the II quarter
No. p.p.
Last name, first name,
patronymic
maths
Russian lang.
Bel. lang.
History
…
Participation
in circles
sections
public errands
Schedule of lessons in the attached class
Lessons
No. p.p.
days
1st
2nd
3rd
4th
5th
6th
4th
5th
6th
Math Teacher Schedule
Lessons
Item No.
days
1st
2nd
3rd
Student's lesson schedule
Lessons
Item No.
days
1st
2nd
3rd
4th
5th
6th

Schedule of the student's lessons
№
the date
Class
Lesson type
Lesson topic
Student's class schedule
№
the date
Class
Lesson topic
Grade
Signature
Call Schedule
1st lesson
2nd lesson
Seating students in the classroom
3rd lesson
4th lesson
5th lesson
6th lesson
1st row
(last name, first name)
…
2nd row
(last name, first name)
3rd row
(last name, first name)
…
…

Approximate scheme of an individual student plan

Approximate scheme of an individual trainee plan
I approve
Group practice leader
"_____" ___________ 2011
Plan of educational work for the period of teaching practice
from "___28__" __ February 2011 to "_23____" __ April __________ 2011
student of the _______________ course of the Faculty of Mathematics, Belarusian State Pedagogical University M. Tanka
______________________________________________________________________
(Full Name)
in ______________________ class of _________________________________ school
(number, name, school address)
Deadlines
fulfillment
Performers
The content of the work
mark about
implementation
1
2
3
4
1. Getting to know the school and class during the first week of practice
2. Teaching and educational work on the subject
3. Work as a class teacher
4. Methodical work
Trainee's signature

Work plan of the class teacher in the attached class for the period of practice

Next are the student's daily notes about his
work during practice:
a) getting to know the school, observing the class,
individual students in the classroom, breaks, during
extra-curricular activities, at home;
b) conversations with students, parents, teachers;
c) analysis of lessons and extracurricular activities conducted
teacher class teacher, trainees,
analysis of lessons and extracurricular activities,
conducted by the trainee.
For everyday records, it is advisable to divide
each sheet of notebook into two parts. In the first part
reflect the course of the lesson or extracurricular activities,
daily educational and organizational
work with students. In the second part, write
comments during the lesson or extracurricular activities,
ongoing daily work.

Approximate record form

the date
Theme, purpose and course of the lesson
or extracurricular
lessons.
Daily
educational
student work
Remarks

Sample report layout

Report on teaching practice
5th year student of the Faculty of Mathematics
_________________________________________________________________
(Full Name)
Pedagogical practice was carried out at school No. ___ of the city of Minsk
in the period from February 28, 2011 to April 23, 2011.
1. Implementation of the plan of teaching practice. What deviations from it took place, what was not fulfilled, why, what
done off plan.
2. The number of lessons conducted, including lessons for mastering new knowledge, lessons for consolidating knowledge,
combined lessons, excursions. What type of lessons caused the most difficulty.
3. Conducted extra-curricular activities on the subject: circle classes, theme evening, quiz, etc. Their brief
characteristic.
4. What was the main educational task solved during the period of practice. Conducted extra-curricular educational
activities (theme, content, educational effectiveness).
5. Individual work with students. Her results.
6. Evaluation of personal skills and abilities acquired by the end of teaching practice. How well does an intern cope with
the following activities:
A) Drawing up a lesson plan;
B) Selection of literature necessary for the lesson, visual aids;
C) Rational selection of teaching methods and techniques in the classroom;
D) Keeping a current record of knowledge;
D) Checking homework;
E) Solving problems and performing other exercises on the subject;
G) Checking and evaluation of written works;
H) Maintaining the attention of students in the lesson and enhancing their activities;
I) The ability to put forward in front of students the goal, the prospect of collective work,
based on current
educational tasks;
K) The ability to determine, in accordance with the goal, the means and methods of its
solutions;
L) The ability to rely on the initiative and independence of students;
7. Comments and suggestions on practice. Signature.

- the development of the speech of schoolchildren, enriching it with mathematical terms,
formulations of theorems, regularities;
- development of memory;
- development of thinking (in particular, logical thinking, reasoning skills,
to justify one's opinions, to prove);
- development mathematical ability schoolchildren;
- development of spatial imagination of students;
- the formation of skills to apply the acquired knowledge to real things (such
formulation is possible when tasks with practical and
professionally significant content);
- stimulation of interest in the school mathematics course (solution
task involves the use of teaching methods such as
cognitive game, entertaining situation, analysis of life situations,
encouragement; preparing and conducting non-standard lessons; implementation
the principle of historicism in the content of mathematical material; creation
situations of academic success; use of technology).

- formation of a culture of oral and written speech of students;
- equipping students with the skills and habits of the culture of educational work,
rational use of time, scientific organization lesson and
extracurricular activities (this task is solved in a complex, in addition, each
of these aspects may be the task of a particular mathematics lesson);
- development of aesthetic views of students;
- the formation of discipline among schoolchildren, exactingness to
oneself, a responsible attitude to learning;
- orientation of students to the organization of self-education based on
universal values, national culture and traditions (task
it is advisable to specify for the system of lessons, guided by
the content of the material, the needs and characteristics of schoolchildren,
realization of the potentials inherent in the very process of organizing educational -
educational activities of schoolchildren and the capabilities of the teacher).

1. Read the section of the curriculum you are about to study.
2. Deeply study the material of this section, topics, focusing on it
educational, developmental and educational value.
3. Formulate the idea of ​​the lesson in terms of what you would like to achieve on
lesson.
4. Mentally imagine the class team, specific students. try
to make the content of the material accessible, stimulating interest in the subject.
5. Outline the path to solving the formulated tasks. Select teaching methods.
6. Do not forget about the developmental and educational aspects of the tasks in the process of everything
lesson. Consider ways to control your activities for this.
7. Measure the chosen methods, techniques with your capabilities.
8. Think over the structure and make a plan - a summary of the lesson.
9. Repeat to yourself and aloud the content of the material, the elements of the plan.
10. Prepare visual and study guides. Check the correctness of the TCO.
11. Give yourself a mindset to have a joyful lesson, making sure the kids are ready to leave.
from the lesson with acquired knowledge and desires to come to the next lesson.
12. After the lesson, analyze its effectiveness: what was successful
to accomplish, what failed and why, what changes it is desirable to introduce, what
tasks to be solved in the next lesson from the standpoint of efficiency
the lesson?

Geometry, grade 9
Topic: "Area of ​​the Triangle"
Lesson objectives: to continue work on the formation of mathematical concepts, the development of speech
logical thinking of students, the formation of a culture of educational work.
Equipment: drawing tools, crayons, overhead projector.
AT
October 15, 2007
FROM
Area of ​​a triangle
To
BUT
M
D
AT
M
3
9
D
BUT
To
FROM
AT
O
BUT
D
FROM
Cl. R.
D.z.
Item 124, tasks 15, 16.
Repeat item 57 (theorem
Thales).
and

Lesson structure:
Organizing moment (1 min).
Checking homework and consolidating what has been passed (15 min).
Explanation of new material (12 min).
Fixing (15 min).
Summing up the lesson and homework(2 minutes).
Lesson content:
Organizational moment.
"Hello, sit down, get ready for the frontal survey."
2. Checking homework and consolidating what has been passed.
“Give answers to the following questions: (questions are played on the screen with
using a codescope)
What is the area of ​​a simple figure?
What are the formulas for determining the area of ​​a parallelogram?
How to calculate the area of ​​a rhombus?
(Students answer questions).
“For today's lesson, you had an interesting homework assignment that involves
independent
derivation of the formula for the area of ​​a rhombus as half the product of its diagonals.
I ask you to offer your derivation of the formula ... "
(Individual survey at the blackboard.)

“While the derivation of the formula is being prepared, we will solve the problems verbally, the text of which is presented on the screen.”
AT
Task 1.
FROM
Given:
ABCD - parallelogram, AB=4cm, BC=6cm, h=5cm.
Find:
To
SABCD.
BUT
D
M
The teacher starts work with the text of the task on next plan: gets the answers suggested
students (they may give the wrong answer without paying attention to the fact that the BM is not equal to 5 cm.)
To lead the children to the correct solution, the teacher asks the question: “How many solutions does this
problem?”, “Can the VM be equal to 5 cm?”
Students are asked to justify their answers.
Suggested answer: The problem has one solution because the VM<ВА. (Если к прямой из одной точки
perpendicular and oblique are drawn, then any oblique is greater than the perpendicular.)
That's why
SABCD=DC*BK=20(cm2).
The text of task 2 is shown.
AT
3
M
9
FROM
Task 2.
Given:
ABCD is a parallelogram, angle A is 600,
D
BUT
AM is the bisector of angle A,
WM=3cm, MS=9cm.
Find: SABCD.
Students solve the problem orally. When difficulties arise, it is advisable to formulate
the following questions (for the purpose of developing thinking and speech):
"What elements of a parallelogram do you know that you can find?"

The following student response is expected: in parallelogram ABCD, angle A is known, it is easy to find
side BC, equal to VM + MS: BC \u003d 12cm. Since opposite sides of a parallelogram are equal, then
AD=BC=12cm. The side AB can be found from the triangle ABM, in which the angle ABM is equal to 1200, since in
parallelogram, the sum of the angles adjacent to one side is 1800, and angle A is 600. Angle BAM
is equal to 300. since AM is the bisector of angle A. Then the angle ABM is equal to 300 and the triangle ABM
isosceles. So AB = 3 cm. Then
SABCD=AB*ADsinА=3*12sin600= 18 3
Task3.
One of the angles of the rhombus is 600. The smaller diagonal is a. Find the area of ​​the rhombus.
(Students decide on their own, and then check the answers. If the task caused difficulty, then
solution is analyzed.)
"Now let's analyze the derivation of the formula for the area of ​​a rhombus as half the product of the diagonals."
1st way.
We complete the triangle DCB to a parallelogram.
To
FROM
Triangle DBC=DBA=CKB on three sides. Then
SDBKC=DB*CO=DB*1/2*CA=1/2DB*CA.
SDCBA=1/2d1d2.
"Who solved the problem in a different way?"
AT
2nd way.
Let's build the DOA triangle to a rectangle.
SABCD=4*SAOD=1/2d1d2.
3. Explanation of new material.
"Open your notebooks, write down the date,
triangle."
Given:
BD perpendicular to AC,
BD=h, AC=b.
Find: SABC.
topic:
O
D
BUT
"Square
triangle." Draw
AT
BUT
D
With
arbitrary
To

"What formula is used to calculate SABC?" Who guessed?
“Prove that SABC=1/2AC*BD.
Proof. Let us complete the triangle ABC to the parallelogram ABKS. Triangles ABC and SKB are congruent
(on the third sign.) SABC=1/2SABKC=1/2b*h.
We have proved the theorem that the area of ​​a triangle is equal to half the product of the side
triangle to the height lowered to this side.
(The wording is repeated by students.)
“Prove another theorem about the area of ​​a triangle.
The area of ​​a triangle is half the product of any two sides and the sine of the angle between them:
SABC=1/2absinQ.
How many cases need to be considered to prove the theorem?
What can be the angle Q? (Three possible cases are considered below.)”
4. Consolidation of new material.
“We solve problems using these formulas.”
Task1. Draw an arbitrary triangle. Draw a straight line through vertex B so that it
split the triangle into two triangles of equal area.
Task 2.
Given a parallelogram. Draw its diagonals and compare the areas of the resulting triangles.
Task number 17 (from a school textbook.)
Given: Triangle ABC, AB=AC, AC=120m, AB=100m.
Find: Area of ​​triangle ABC.
5. Summing up the lesson, homework and assessment of knowledge.
“So, today in the lesson we consolidated such mathematical concepts as area and equal area
figures, repeated the area formulas, derived a new formula for the area of ​​a rhombus, for the area
triangle.
Homework: item 124, tasks 15, 16. Repeat item 57 (Thales' theorem).
Grades for the lesson… »
The teacher comments on the grades and puts them in the journal.
"The lesson is over. Goodbye!"

Algebra, 8th grade
Topic: "Factorization using the formula (a b) a 2ab b "
Tasks: to generalize and systematize students' knowledge on the application of the formula;
to form skills of independent work; continue work on
the formation of a culture of oral and written speech of schoolchildren.
2
2
2
Type of lesson: a lesson of generalization and systematization of knowledge, skills and abilities of students.
Equipment: player, board, textbook "Algebra - 7" / Under. Ed.
S. A. Telyakovsky. – M.: Enlightenment, 1989.
Board layout:
October 15, 2007
(a+b)2=a2+2ab+b2 .
(a-b)2=a2-2ab+b2 .
(y-4)2=y2-8y+16
Factoring with
2
2
2
formula (a b) a 2ab b
Cl. R.
D.z.
P.31, 32
№908, 879, 1035
(a b) a 2ab b
2
2
2

Lesson structure:
1) Organizational moment (1 min)
2) Setting the goal of the lesson (2 min)
3) Actualization of basic knowledge (8 min)
2
2
2
4) Exercises for the practical use of formulas (20
(a min)
b) a 2ab b
5) Summing up the work in the lesson (2 min)
6) Independent work (10 min)
7) Homework (2 min)

Structural elements of the lesson
Actions
teachers
1.
2.
3.
Organizing time
Setting the goal of the lesson
Update of reference
knowledge.
Hello guys!
Sit down.
Today at the lesson we will remember everything
what do we know about abbreviated formulas
multiplication, consolidate skills and
skills in applying these formulas
when solving examples. In the end
lesson you write a short
independent work.
front poll.
Questions:
1) What are the formulas for the abbreviated
do you know multiplication?
2) Why
apply these
formulas?
3) What is the square of the sum of two
expressions?
4) What is the square of the difference of two
expressions?
5) What kind of polynomials are we
we can factorize with
using abbreviated formulas
multiplication?
write down
these
polynomials on the board.
pupil
They listen carefully.
The students answer.
1) Formulas for the square of the sum and
difference of two expressions.
2) For squaring the sum
and the difference of two expressions, for
decomposition
polynomial
on the
factors.
3) Orally pronounced:
(a+b)2=a2+2ab+b2 .
4) Orally pronounced:
(a-b)2=a2-2ab+b2 .
5) Goes to the blackboard and writes down
polynomials:
a2+2ab+b2 ,
a2-2ab+b2 .

Organization
cognitive
activities
students
on
strengthening the ability to apply
formulas
square
amounts
and
the square of the difference of two expressions:
a)
transform
the following
expressions
in
polynomial
standard view
(y-4)2=
(7x+a)2=
(3a+4)2=
(2x-b)2=
B) Factor it out:
25x2-10xy + y2 =
c2+4cb+4b2=
4x2+12x+9=
1-y2-2y=
4. Exercises for practical
usage
formulas
abbreviated multiplication.
No. 1. Calculate (without using
calculator):
a) 1012=
b) 5012=
Conditions a), b) are written on the board up to
lesson.
Presented
consecutively verbally
The teacher manages the frontal
work.
Self-performs oral
exercises, mentally checks
their willingness to justify
actions performed. On call
The teacher gives the rationale aloud.
(y-4)2=y2-8y+16
(7x+a)2=49x2+14ax+a2
(3a+4)2=9a2+24a+16
(2x-b)2=4x2-4xb+b2 .
25x2-10xy + y2 \u003d (5x-y) 2
с2+4сb+4b2=(с+2b)2
4x2+12x+9=(2x+3)2
1-y2-2y= (trick)
Creates a problem situation
case
difficulties
"fails"
students to the decision: “Try
apply abbreviated formulas
multiplication. For this, imagine
the number 101 as a sum or
differences of some numbers, but
so that it is convenient later
calculate their squares and double
work. ”
a) 1012=(100+1)2=1002+2*100*1+12=
= 10000+200+1=10201;
b) 5012=(500+1)2=5002+2*500*1+12=
=250000+1000+1=251001;

c) 992=
No. 2. Solve the equations:
If necessary, he explains: “For
solve the equation transform
(simplify) left and right sides.”
a) 12-(4-x)2=x(3-x)
b) (2-x)2-x(x+1.5)=4
5. Summing up.
6.
Independent
Work
(checking character).
Job requirements for 1 and 2
options are the same.
What kind
formulas
abbreviated
do we know multiplication?
But this is our acquaintance with
formulas
abbreviated
multiplication does not end. On the
subsequent
lessons
we
Let's get to know some of
them.
And now to check how you
learned these formulas, we will write
small
independent
work.
Turns on the player.
c) 992=(100-1)2=1002-2*100*1+12=
= 10000-200+1=9801;
Performs steps,
saying the “rules” out loud.
a) 12-(4-x)2=x(3-x)
12-(16-8x+x2)=3x-x2
8x-x2+x2-3x=16-12
5x=4
x=0.8;
2
b) (2-x) -x(x+1.5)=4
4-4x+x2-x2-1.5x=4
-5.5x=4-4
-5.5x=0
x=0;
Formulas
square
amounts
and
the square of the difference of two expressions.

1 option
Represent as a polynomial
standard view:
1)
(2x+y)2=4x2+4xy+y2;
2)
(2a-7b2)2=4a2-28ab+49b4.
Find the unknown term:
3)
25x2 + 9y2-*, * = 30xy.
4)
36x2 + 36xy + *, * = 9y2.
Calculate:
5)
3012=(300+1)=90601
Multiply:
6)
49x2-14xy + y2 \u003d (7x-y) 2.
Option 2
2
2
1)
(3a+b)=9a+6ab+b2;
2)
(3x2-5y)2=9x4-30x2y+25y2;
3)
49a2-28ax+*, *=4x2 ;
4)
9x2+25y2-*, *=30xy ;
5)
2012=(200+1)2=40401
6)
A2-10ab+25b2=(a-5b)2 ;
7.
Homework.
P. 31, 32
№ 908, 879, 1035.
Moving around the class
checks for correctness
responses and grades.
Write math
dictation. Tasks reads
announcer whose voice
recorded on tape.
In student notebooks
appropriate
records.
At the end of the dictation
invites students
some of the answers
comment.
Dictates homework.

Pedagogical practice Psychological and pedagogical practice of first-year students Purpose of the practice: Students' awareness of the social significance of the teacher's activity and its influence on the formation of the student's personality. Practice objectives: Familiarization with the pedagogical process of various types of schools in the city of Petropavlovsk and the region. Mastering the basics of teaching and research methods used to study schoolchildren (observation, conversation, questioning, etc.). Participation in educational work in the classroom.


Pedagogical practice Teaching and educational practice of second-year students Purpose of practice: Observation of the holistic pedagogical process in the classroom, mastering the skills of its diagnosis and analysis Practice objectives: Studying and understanding the state of the pedagogical process in the classroom Participation in the current educational work of the class.


Pedagogical practice Educational and industrial pedagogical practice of third-year students Purpose of the practice: Checking the quality of assimilation of theoretical and practical knowledge, assessing the results of pedagogical practice to adjust the subsequent professional training of students. Objectives of the practice: Formation of a systematic management of a holistic pedagogical process Formation of professional and pedagogical skills of a subject teacher.


Pedagogical practice State pedagogical practice of fourth-year students Purpose of the practice: Preparing students for the holistic performance of the functions of a subject teacher and a classroom leader Practice objectives: Development of professional and pedagogical skills. Formation of a creative research approach to pedagogical activity Development of self-awareness and self-assessment of readiness to manage the pedagogical process, personal qualities




Staffing of practitioners: Department Number of teaching staff providing practitioners) Prof.... Assoc. teacher


Form of holding introductory and final conferences: The head of the practice conducts an introductory conference, where he introduces students to the purpose and objectives, the basis for the practice, recommended literature, the procedure for preparing and submitting a report. Prior to the start of the practice, the head of the practice and the TB engineer of the university introduces the rights and obligations of the trainees, safety precautions. For successful, high-quality practice, students are provided with educational and methodological material, direction, program and practice diary. Kick-off conferences are held on the first day of practice with the participation of the head of the department of geography and ecology, leaders of the UMS practice and the department, students undergoing practice.


Final internship conferences are held the following week after the completion of the internship. Since the training field practices end in August, the final conferences on them are held at the beginning of the next academic year. An internship program is drawn up and approved, which is issued in the form of a booklet. Program booklets and invitations are distributed to students, practice leaders, methodologists, as well as undergraduate students who will have to undergo this type of practice in the next academic year. The final conferences are held in the form of scientific conferences, where each group presents the studied material in the form of a scientific report, message or presentation. The presented material is discussed by the participants of the conference. An exhibition of reports, field diaries, photographs, newspapers is being held.


Kick-off conferences on pedagogical practices are held in the traditional form. Students get acquainted with the distribution by schools and methodologists in subjects and pedagogy. The senior methodologist introduces the purpose, tasks and content of practices, with the preparation of reporting documentation. Students are given creative assignments on teaching methods, which they must complete in their schools. At the final conference, group reports of students on the schools in which they had practice are heard. Students make a report on the implementation of creative tasks. An exhibition of methodological materials created by students during the practice is organized.










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Presentation on the topic: Teaching practice

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slide number 2

Description of the slide:

1 week Acquaintance with the specifics of the educational institution Studying the class. Drawing up a preliminary psychological and pedagogical characteristics of the class Acquaintance with the system of work of subject teachers. Drawing up lesson plans for the subject Acquaintance with the work plans of the school, class teacher. Planning educational work with the class Acquaintance and starting work with the course "Pedagogical practice 4 courses" Pedagogical practice

slide number 3

Description of the slide:

Pedagogical practice 2-6 weeks Performing the main activities of a subject teacher, class teacher in accordance with the practice program Working with materials, completing tasks within the framework of the course "Pedagogical practice 4 courses" Consulting, communication with practice leaders, methodologists, classmates using e-mail and other means of communication Week 7 Completion of practice, reflection Preparation for the final conference on pedagogical practice (creative task)

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slide number 5

Description of the slide:

The purpose and objectives of the practice in pedagogy PURPOSE: to work out a systematic approach in designing and conducting extracurricular educational work with the class. Tasks: Acquaintance with the current state, innovations of the pedagogical system of the school. Ensuring the relationship of psychological and pedagogical, special and professional skills of students: Ability to use diagnostic techniques (conversation, observation, questioning, testing, etc.) to study interpersonal relationships and individual characteristics of students; The ability to set, formulate and implement educational tasks in working with children; Ability to communicate, establish a style of relations with fellow students, teachers and students based on mutual understanding, respect and trust and responsibility; Ability to analyze the received information with a forecast for development and correction; ability to carry out adequate self-analysis and self-assessment.

slide number 6

Description of the slide:

The content of the practice Selection of pedagogical situations and their solutions during the period of pedagogical practice Psychological and pedagogical characteristics of the class, analysis of educational work Planning educational work in the classroom Conducting a key (backbone) extracurricular event Implementation of a social project, a social action within the framework of the school (as a backbone educational event) Reflection on results of practice

slide number 7

Description of the slide:

Weeks Tasks 1 1. "School business card" (mission, innovations) 2. Acquaintance and diagnostics of students and class staff. Revealing the level of discipline in the classroom/school. 3. Analysis of the educational process in the classroom. Methods: observation, conversation with the class teacher, study of documentation (journal, diaries, etc.), etc. 2 1. Drawing up a preliminary description of the class 2. Planning (together with the class teacher) educational work with the class for the period of practice implementation of a key educational event - a social project, a social action within the framework of the school 3-4 1. Selection of pedagogical situations and their solutions / portrait of a master teacher 2. Justification and organization of a key (backbone) educational event 5-6 1. Conducting an analysis of an educational event 2. Summing up the practice and reflection. Practice content

slide number 8

Description of the slide:

Report on pedagogy “Visit card of the school” (mission, innovative activities of the school) Selection of pedagogical situations and their solutions during the period of teaching practice or “Teacher close-up. Presentation of the teacher-master "; Psychological and pedagogical characteristics of the class (see method. recommendations); Plan of educational work with the class for the period of pedagogical practice (see method. recommendations); Plan (booklet) for the implementation of a social project, social action within the framework of the community school; Report on the justification and conduct of a backbone extracurricular activity (see method. recommendations); Results of practice and reflection.

slide number 9

Description of the slide:

 

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