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Text content of presentation slides: Pedagogical practiceRuk. practice: Bessonova Yu.A., Ph.D. philol. Sciences, Assoc. Oryol State Institute of Culture Department of Socio-Cultural Activities Purpose and objectives of pedagogical practice Purpose: acquisition of practical skills in teaching the disciplines of the technological cycle, as well as courses of ethical, aesthetic, socio-cultural orientation, skills in organizing educational work in educational institutions of various types. Tasks: deepening students' knowledge, development their skills, skills in subjects that determine the content of the practice; formation of pedagogical skills of students in the organization and conduct of educational and educational activities; development of students' professional creative abilities; creation of conditions for self-actualization and self-development of students; the formation of sustainable interest and respectful attitude to the chosen profession, the need for self-education and self-improvement. The content of pedagogical practice educational institution get acquainted with the State educational standard of higher and secondary vocational education, with thematic planning in secondary specialized and higher educational institutions; draw up a schedule of training sessions for the period of practice; attend during the entire practice the training sessions of teachers of the disciplines of the technological cycle, as well as classes of fellow students (10 hours), take part in the discussion of the training session; check the lecture notes of pupils and students; to conduct the required number of training (lectures and practical) classes: in a secondary special educational institution - to develop under the guidance of a teacher and methodologist and conduct 1 lecture session (2 hours); 3 seminar (practical) classes (6 hours). Organization of the activity of a student-trainee according to the methodology of teaching disciplines of ethical, aesthetic and socio-cultural orientation in a general education institution and institutions additional education get acquainted with the thematic plan of disciplines of ethical, aesthetic and sociocultural orientation in a secondary general education institution and institutions of additional education; draw up a schedule of training sessions for the period of practice; attend lessons of subject teachers and classmates during the entire practice (10 lessons), take part in the discussion of lessons ; check student notebooks; conduct the required number of lessons: 1 trial lesson, 8 intermediate lessons, develop independently and conduct 1 credit lesson. Organization of the activities of the student-trainee to educate students to meet and talk with the administration of the educational institution; study and analyze documentation educational institution; get acquainted with the material base of the educational institution; get acquainted with the forms of work with parents in institutions of various types; plan extra-curricular work in the taught disciplines in accordance with the plan of educational work of the class of the school, student group of the university or college; take part in the organization and conduct of optional classes in subjects; actively participate in the organization and conduct of extracurricular activities in the subject; develop and implement one educational event; conduct a psychological and pedagogical study of the student group (class) with the recording of research data in the report on pedagogical practice. Organization of pedagogical practice The first week of practice holding an orientation conference in a higher educational institution. Its goal is to get acquainted with the practice program; holding an introductory conference in an educational institution, where the administration and teachers get acquainted with the practice program, and students get acquainted with the passport of the educational institution, its internal regulations, curriculum, work plan for the year, plan methodical association etc., schedule, student groups, classes, curators, class teachers, teachers, teachers, administration; acquaintance with thematic planning, work plans of teachers, teachers, curators, class teachers, personal affairs; attending educational and extracurricular activities, educational activities in your class or student group; drawing up a schedule for conducting training sessions and educational activities for the entire practice. Second - seventh weeks of practice conducting training sessions according to an individual schedule; conducting educational activities according to an individual schedule; attending training and extracurricular activities, educational activities in your class or student group, conducted under the guidance of experienced subject teachers; attending and discussing training and extracurricular activities, educational activities in their class or student group, conducted by student interns. The eighth week of practice completion of the practice program; execution of practice documents; conference on the results of teaching practice, held on the basis of practice. Reporting on the practice of an individual plan-schedule; a report on the completion of the practice; abstracts of one lecture and one seminar session (for trainees in a higher educational institution) and their self-analysis; abstracts of two diverse lessons (explanations of new material, consolidation of new material, knowledge control, etc.). n.) (for trainees in a secondary educational institution) and their introspection; an outline of an educational event and its introspection.
Attached files
SCHOOLIV 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 extra-curricular 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) carrying out 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 diaryStudent _______________________ 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 individual plan traineeI 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 hiswork 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 dateTheme, purpose and course of the lesson
or extracurricular
lessons.
Daily
educational
student work
Remarks
Sample report schema
Report on teaching practice5th 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 extracurricular activities on the subject: circle classes, a theme evening, a 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 of mathematical abilities of 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 of 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 curriculum to be studied.
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 verbally solve the problems, 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 equal to 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
2Lesson 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.
slide 1
slide 2
Subgroup 1 Abolinya Alina Romanovna Davydova Marina Aleksandrovna Dementieva Darya Sergeevna Zhitkova Raisa Leonidovna Kurkina Anastasia Alekseevna Melnichenko Victoria Yuryevna Nosareva Darya Aleksandrovna Ozerov Sergei Vladimirovich Oradovskaya (Kryukova) Kira Aleksandrovna Parashchuk Olesya Georgievna Sbitneva Alla Mikhailovna Sozinov Andrey Alexandrovich Base 1 (29.01.02. 13) GBOU S (k) OSH boarding school No. 2 Head: Sazonova Alexandra Mikhailovna Base 2 (11.02.13 - 02.24.13) GBOU D / S - N / Sh No. 1822 Head: Moshkova Maria Sergeevna Pritykina Irina Zinovievna
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Subgroup 2 Danilov Alexey Vladimirovich Danilchenko Diana Alexandrovna Egorov Nikita Dmitrievich Zimenkova Sofya Vladimirovna Koptyakov Evgeny Evgenyevich Kulikova Tatyana Vladimirovna Lobova Anna Alekseevna Loskutova Tatyana Alexandrovna Ozyabkina Irina Vladimirovna Rozhkova Svetlana Sergeevna Trufanova Evgenia Vladimirovna Sheredeko Alexandra Evgeniev Sheredeko Alexandra Evgeniev She Base 1 (29.01.12) D / S - N / S No. 1822 Head: Moshkova Maria Sergeevna Novosadova Larisa Viktorovna Base 2 (11.02.13 - 24.02.13) GBOU D / S No. 47 Head: Sergeeva Tatyana Viktorovna
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Subgroup 3 Astapenko Anna Sergeevna Britova Margarita Nikolaevna Gorbacheva Elizaveta Mikhailovna Dobrosmyslova Natalya Kirillovna Zaets Maria Anatolyevna Zakirova Irina Gennadievna Kopylov Anton Alekseevich Larin Artem Igorevich Pekunova Alexandra Dmitrievna Pisarenko Olga Glebovna Timoshchenko Victoria Sergeevna Base 1 (29.01.13 - 10.02.13) No. 288 Head: Proukhaeva Maria Mikhailovna Base 2 (02/11/13 - 02/24/13) Davydkovo Center for children with visual impairments Head: Elena Borisovna Borisova
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Subgroup 4 Botalova Maria Andreevna Voitik Maria Sergeevna Golubev Maxim Igorevich Davletshina Maria Sergeevna Kamolikova Yulia Sergeevna Klepitskaya Yulia Andreevna Krasnoshchek Galina Sergeevna Merabova Svetlana Alexandrovna Pingacheva Anastasia Vladimirovna Starovoitova Anastasia Vladimirovna Tokareva Anastasia Evgenievna Chubova Daria Dmitrievna Base 1 (29.01.01.03) D and P HOUSE "Kashenkin Lug" Head: Soldatenkova Elena Nikolaevna Base 2 (11.02.13 - 24.02.13) GBOU D / S No. 288 Head: Prochuhaeva Maria Mikhailovna
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Objectives of practice The overall goal of psychological and pedagogical practice is to master the skills and consolidate the skills of planning, developing and analyzing individual and group correctional and pedagogical activities in institutions of special (correctional) and additional education.
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Tasks: 1. Acquaintance with the main activities of the institution. 2. Acquaintance with the documents that ensure the functioning of special (correctional) educational work with children. 3. Development of initial professional skills: perceptual, communicative, organizational, didactic, suggestive. 4. Accumulation of ideas about the nature, content, diversity and variability of the forms of psychological and pedagogical correctional work in relation to children with disabilities. 5. Mastering the basic forms of work, taking into account the specifics of the institution and this group, the characteristics of a particular child.
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Designing a remedial lesson Determination of the special educational needs of a child, a group of children (study of psychological and pedagogical documentation, conversations with educators, teachers, observation, interaction with children, diagnostic measures). Analysis of the general program (rehabilitation, educational, upbringing) of the institution in terms of meeting the special educational needs of children. Attendance at the classes of OU specialists and analysis under the guidance of a teacher. Identification of the subject area as a field of correctional work, and analysis of this program.
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Designing a correctional lesson Studying the finished development of a lesson on the subject (correction program), preparing visualization, equipment for it. Conducting a lesson according to a ready-made plan in the presence of a teacher and students, specialists of the institution. Discussion and analysis of the lesson. Designing your own lesson, preparing visuals, equipment for it, conducting in the presence of a teacher and students, specialists of the institution. Discussion and analysis of the lesson.
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The structure of the lesson Organizational moment (the task is to set the children up for the upcoming work, 2-3 minutes). The stage of updating the basic knowledge and ideas (the task is diagnostic, it is necessary to identify and create a support for communicating the new). Formulation of the topic of the lesson (the place of this stage is not strictly fixed and varies depending on the plan; both the teacher and the children can formulate the topic as a conclusion on the previous stage). Communication of new material (story, demonstration of what the teacher wants to teach children). Learning new material (children get acquainted with new techniques, ways of solving problems, etc. in their practical work).
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The structure of the lesson Comprehension control (preparing children to complete an independent task, the teacher checks their understanding of the task facing them). Presentation of criteria (the teacher, before doing the work, explains by what criteria he will evaluate it - depending on the age of the children, 3-5 clear and specific verifiable criteria). Consolidation of the studied material (children perform a task similar to the one on which the teacher introduced them to new knowledge and skills; the teacher provides differentiated assistance or guidance). The result of the lesson (the completed task is evaluated according to previously presented criteria; reflection of the experience gained: what have you learned, why is it needed, etc.).
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Diagnostic study Setting the goal of a diagnostic study Setting tasks Study protocol Drawing up a conclusion Drawing up recommendations
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Lesson analysis plan Description of the features of contact with the child (whether it was possible to establish productive contact or not, adequate contact or not, etc.) Whether it was possible to complete the lesson program in full, to what extent it was possible. What worked and what didn't work (for a student). What were the main difficulties present (for the student). Personal impressions of the course. Conclusion: the goal of the lesson was achieved, or not (why).
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Moscow City Psychological and Pedagogical University Faculty of Clinical and Special Psychology Report on Student's Pedagogical Practice: SP groups 3.1 Ivanova I.I. Head from MSUPU: Lykova N.S. Moscow 2013
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Base No. 1: GOU S (k) OSH No. 77 Head: Sidorov Ivan Ivanovich 1. Historical information about the institution:………………. 2. Justification of the correctional and developmental lesson:……………….. 3. Theme of the lesson:……………………. 4. Purpose of the lesson:…………………… 5. Tasks of the lesson: 1). Educational:…………………….. 2). Correction-developing:…………………….. 3). Educational:………………… 6. Equipment and materials:……………………. 7. Plan of the lesson (in stages):…………………….. 8. Course of the lesson (with a detailed description of the exercises)……………….. 9. Analysis of the lesson (according to the plan) ………… ………… 10. Personal impressions of the internship …………………
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Goal: development of spatial representations Topic: “I am a little horse” (Development of spatial representations) Tasks: Developing: - Development of attention; -Development of spatial representations; - Development of spatial coordination; Educational: -Teaching the ability to navigate in space according to verbal instructions Educational: -Education of a sense of support and mutual assistance -Education of a sense of responsibility Time: 20-25 minutes. Equipment: horse, cart, toys. The content of the lesson: this lesson is conducted individually with a child of 5-6 years old. The lesson is carried out in the form of a game. The child is invited to play with the horse.
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Plan and course of the lesson: 1. Organizational stage. The psychologist greets the child and invites him to play. “Hi, look who came to us today. Let's play!" 2. Actualization of basic knowledge. The psychologist tells the child that today he will not play alone and shows him the horse. He asks the child: who is it, what does the horse have behind its back, what does it carry in the cart. After that, the psychologist finds out how the child is oriented in space. This is done with the help of leading questions: “Where is your right hand? Where is the left? Show me. Where is the horse's right/left leg? Show me. Where is your back? What do you have behind your back? Where is the horse's back? What's on the horse's back? Where is your face/chest? What do you see in front of you? Where is the muzzle of the horse? What is ahead of her? Should the cart be in front or behind the horse? The child must show all this on himself and the horse.
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3.4. The topic of the lesson. Posting new material. After the child has oriented in the directions to the right, left, front and back, the psychologist tells him a story about how the horse went for gifts for children. “The horse and its owner have their own work. They go shopping together and collect gifts for the children. But it so happened that the owner fell ill and could not go. And the children are really looking forward to gifts, so the horse asks you for help, so that you manage it, and where to go, it will tell you.” 5. Learning new material in practice. The child and the psychologist sit on the carpet. Toys are hidden on the carpet in different places. To find them, the child needs to turn with the horse in the direction that the psychologist says (straight, right, left, back). For example: “Go straight ahead. Stop. Now turn left. Stop. Now straight again. Stop. Well done, you found the right store. Take the toy and put it in the cart. Let's go further." The child is offered about 4 similar tasks. In order to make it easier for the child to navigate in space, he can wear multi-colored gloves on his hands, for example, on the left hand - yellow, and on the right - red.
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6. Determining the level of understanding Criteria: the child's understanding of the verbal instruction. Correct execution of instructions. Task: it is necessary to build a simple path in front of the child (for example, straight and to the right), at the end of the path there will be a toy. The teacher tells the child that he knows one more place where the toy is hidden (point to it to the child), but the horse does not know about it. You must tell the horse yourself where to go, otherwise he will not find it. The psychologist asks questions: “Where should I go? Now where should we turn? And how to get back? It is necessary to ensure that the child himself says where to go (right, left, straight, back). 7. Fixing the material. The psychologist asks the child, following a verbal instruction, to show with a pointing gesture where the right place is. For example: “On the left side, in front, in the corner lies a toy. Point your finger, where is she? The teacher offers the child 2-3 such tasks. 8. Summary of the lesson. The psychologist repeats the sides with the child (right, left, front, back). The psychologist tells the child that he is doing well today, he helped the horse very well to collect all the gifts. Now all the children will be with gifts. The psychologist explains to the child how good and important it is to help others when someone is in trouble. The psychologist must evoke an emotional attitude to the result in the child. The child should feel the experience of successful completion of the activity, feel joy and pride in having helped.
Zmitrovich Ulyana Nikolaevna Akutina Ekaterina Alexandrovna Creative report on pedagogical practice Completed by student-probationers of the VI course of the 6281 group of the MSHVRK
They did not believe ... but ... they got used to the role!
Let's remember how it all began...
As young teachers, the first teaching experience was not enough
It's time to try again...
We tried: various documentation was studied
Plans and notes were prepared. Various classrooms and specialties were studied.
The curatorial groups were studied in detail
Thanks to this work ... the result was not long in coming!
During the period of pedagogical practice, we coped with the main tasks, that is, we visited as an observer of classes, as a teacher. They played the role of a group curator, participating in curatorial hours and their organization, while gaining experience in working with students and responsibility for them.
They analyzed the lessons of the teachers of the educational institution, learned to determine which moments of the lesson went well, which did not succeed, analyzed the reasons for such results, identified errors for their further elimination in their own activities. Pedagogical practice was well organized thanks to the leaders of the MGVRK, as well as the leaders of the basic academic institution. We can note the friendly attitude of teachers to trainees, excellent working conditions.
Meanwhile, the question arose more and more often: “Perhaps we can also be teachers in life?”
We all know that teaching is a calling! He is always respected and his work is priceless! We are grateful for your honest work. your knowledge and experience will not die. Aging and years in spite of the elders are the students. Years go by. The earth is spinning. Teachers raise pupils. Their wise look and kind hand is the main textbook for the student. The work is immortal, the thread is uninterrupted. The young ones will come to replace the elders. And they will accept hope and dream at the abandoned post of the Teachers. And that is why the commandment is so strong: “Teacher, raise a disciple!”
Dear teachers! Thank you very much for your experience and knowledge, thank you for your kind tips, Thank you, teacher, for your efforts, we go out into life without much fear. We are grateful to you, teacher, for inspiration, knowledge, patience! May your world be kind and beautiful, Life and mood will be excellent! May every day make you happier And give you the joy of new experiences! Teacher's work is honorable and difficult: Vocation, the heart is called on the road! And you give wealth knowledge again, And with them - hope, kindness and love! Holy patience and sincere laughter, Persistence, joy and faith in success! Live with dignity, giving us strength, Always tense, which means - not in vain!
Thank you for your work!!!
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, evaluation of 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 field practice ends 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. Booklets of the program 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.
