Pedagogical Council on the topic: "Modern technologies as a tool for managing the quality of education." Workshop for teachers "Modern technologies as a tool for managing the quality of education"

Modern technologies as a tool for managing the quality of education

Target: understanding the need and possibility of using modern technologies as an indicator of the pedagogical competence of a modern teacher.

Business game plan

1. 1.Greeting game. Game work plan message.

group work.

Now we will work in groups. To get started, listen to the parable.

Parable (collaboration).

Once upon a time there was a monk. And for most of his life he tried to figure out the difference between Hell and Heaven. He pondered this subject day and night. And one night, when he fell asleep during his painful thoughts, he dreamed that he was in Hell.

He looked around and saw: people were sitting in front of a cauldron of food. But some are emaciated and hungry. He took a closer look - each in the hands of a spoon with a long-th-th-th-handle. They can scoop out of the cauldron, but they won’t get into their mouths. Suddenly, a local employee (apparently a devil) runs up to the monk and shouts:

"Hurry, or you'll miss the train to Paradise."

A man has come to Paradise. And what does he see? The same picture as in Hell. Cauldrons of food, people with long-handled spoons. But everything cheerful and full. A man took a closer look - and here people feed each other with the same spoons.

Therefore, so that we do not succeed as in the old parable, I propose to adopt certain rules.

"Memo"

For a group discussion of opinions and making any decision, we recommend that you follow the following rules:

• Everyone is required to be part of the group throughout the session.
• Openness and goodwill in communication.
• “We work without shoulder straps”, that is, everyone is equal in communication without taking into account merit, knowledge and teaching experience.
• Express your thoughts clearly and clearly, strive to “make yourself understandable” to yourself and others.
• Remember that each participant is responsible for the result of the work of the whole group, and the group is responsible for everyone.

I. Introduction

1. Epigraph of the business game.

Who does not want to use new means,
must wait for new troubles

Francis Bacon

Teacher and student grow together:
learning is half teaching.

Li Ji

II. Practical part

1. business game

Participants are divided into 3 groups "educators", "teachers", "experts"

The first question for discussion: Indicate which topics or areas of work, in your opinion, require more detailed consideration and general discussion by the teaching staff?

During 5 minutes, participants brainstorm answers and provide a group of "experts" who prepare a briefing note for the audience.

From the answers, experts identify 2-3 topics that are most relevant to this audience and voice them.

Second question for discussion: Are there any topics or activities that you would like to be involved in?

Within 5 minutes, participants select at least 3 arguments.

The third question: Are there any topics that you can share with other teachers during the year?

From the answers, the experts identify 2-3 most effective ones, according to this audience, and voice them.

Game "Problem on the palm"

Game progress:

Each participant is invited to look at the problem as if from the outside, as if he were holding it on his palm.

The host holds a beautiful tennis ball in his palm and addresses the participants in the game: “I look at this ball. It is round and small, like our Earth. The Earth is the house in which my life unfolds. What would I do with my life if would you have complete control over her? (musical accompaniment: music of the universe)

Participants alternately hold an object symbolizing the problem on their palms and express their personal attitude towards it.

Boldareva Svetlana Alexandrovna,

Head, MDOU "Miner's Nursery-Kindergarten No. 12"

Target: understanding the need and possibility of using modern technologies as an indicator of the pedagogical competence of a modern teacher.

Tasks:

• to systematize theoretical knowledge about socio-pedagogical concepts in education "competency-based approach", "competence": meanings and content of concepts;
• analyze and determine the impact of the use of modern technologies in the context of a competency-based approach on the quality of children's education;
• exchange existing experience in designing ways to switch to a competency-based approach in the educational practice of institutions of additional education

Equipment: computer, projector, screen, music center; presentation “Modern technologies as a tool for managing the quality of education”; cards for the game "Consequences"; leaflets “Conditions for the formation of key competencies”; business cards, ball, pens, blank sheets of paper, felt-tip pens.

Plan for the workshop

1. 1. Greeting. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.

1. Introductory part
2. Theoretical part
3. Practical part

1. Business game
2. The game "Problem on the palm"
3. Game “Consequences”

1. Reflection
2. Summary of the seminar

І . Greetings. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.

2. Exercise “Presentation”

Each participant draws up a business card in any form, where he indicates his name. The name must be written legibly and large enough. The business card is attached so that it can be read.

3-4 minutes are given for all participants to make their own business cards and prepare for a mutual introduction, for which they pair up, and each tells his partner about himself.

The task is to prepare to introduce your partner to the whole group. The main task of the presentation is to emphasize the individuality of your partner, to tell about him in such a way that all other participants immediately remember him. Then the participants sit in a large circle and take turns introducing their partner, starting the presentation with the words: “For ... the most important thing ...”.

II. Introductory part

1. Epigraph of the seminar.

Who does not want to use new means,
must wait for new troubles

Francis Bacon

Francis Bacon - one of the greatest scholars of the 17th century, a contemporary of Galileo and a predecessor of Newton, the author of the treatise "Experience and Instructions Moral and Political"

Teacher and student grow together:
learning is half teaching. Li Ji

III. Theoretical part

The program of modernization of the content of education affects all aspects of the educational process. Its task is to achieve a new quality - a quality that meets the requirements for a person in today's rapidly changing socio-economic conditions.

Traditionally, the entire domestic education system was oriented towards knowledge as the goal of learning (KL). The transformations of Russian society in general and education in particular have led to a change in the requirements for students. The “knowledgeable graduate” has ceased to meet the demands of society. There was a demand for a “skillful, creative graduate” with value orientations. A competency-based approach to learning is intended to help solve this problem.

Consider the concepts of "competence" and "competence", which are almost synonymous.

"Competence" - a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), which allows you to set and achieve goals.

"Competence" - an integral quality of the personality, manifested in the general ability and readiness for activities based on knowledge and experience.

A student is considered competent according to the results of activity if he is able to apply what he has learned in practice, that is, to transfer competence to certain situations in real life.

What methods and technologies should a modern teacher master in order to develop key competencies in students? What professional and pedagogical competencies should the teacher himself possess in order to ensure his own professional advancement and development? Under what conditions will competencies move to the level of professional competence? Let's try to understand this issue.

IV. Practical part

1. business game

Participants are divided into three groups “learners”, “teachers”, “experts”

The first question to discuss is when is a student not interested in learning? When is a teacher not interested in teaching?

Within 5 minutes, participants brainstorm a list of reasons and provide a group of “experts” who prepare a briefing note for the audience.

From the answers, experts identify 2-3 most relevant problems for this audience and voice them.

Let's assume that the following problems are highlighted:

1. Insufficient level of teacher's knowledge of modern educational technologies hinder the formation of key subject competencies.
2. The development of students' ability to independently solve problems in various fields of activity is impossible without a practice-oriented orientation of education.
3. The contradiction between the frontal forms of organization of learning and "passive" teaching methods, on the one hand, and the need to ensure the activity-based nature of learning, on the other hand.

The second question for discussion: will the teacher become interested in teaching, and the student will be interested in learning, if modern educational technologies and methods are used in the educational process?

Within 5 minutes, participants select at least 3 arguments that, in the opinion of group members, prove the effectiveness of technology that can increase interest in the learning process.

From the answers, experts single out 2-3 most effective technologies, in the opinion of this audience, and voice them.

Let's assume that the following technologies are selected:

- personality-oriented technologies provide for the priority of subject-subject learning, diagnostics of personal growth, situational design, game modeling, the inclusion of learning tasks in the context of life problems that involve the development of the individual in a real, sociocultural and educational space;

- health-saving technologies , a distinctive feature of which is the priority of health, i.e. competent health care is a prerequisite for the educational process;

- Information Technology allow to individualize and differentiate the learning process, to stimulate cognitive activity and independence of students;

- gaming technologies allow you to manage emotional stress in the learning process, contribute to mastering the skills necessary for cognitive, labor, artistic, sports activities, for communication. In the process of playing, children quietly master what was difficult before;

- problem-developing learning technologies contribute to the development of creative abilities of students; the formation of critical thinking and positive emotions.

- design technologies, the essence of which is that the student in the process of working on the educational project comprehends real processes, objects, lives in specific situations. The basis of project technologies is the project method, which is aimed at developing the cognitive skills of students, critical thinking, the formation of the ability to independently construct their knowledge, the ability to navigate in the information space.

The competence-based approach imposes its own requirements on teachers: the search for new forms, methods, teaching technologies. The teacher needs to navigate a wide range of modern technologies, ideas, trends, not waste time discovering what is already known. The system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher.

Among teachers, the opinion was firmly established that pedagogical skill is purely individual, therefore it cannot be passed from hand to hand. However, based on the ratio of technology and skill, it is clear that pedagogical technology, which can be mastered, like any other, is not only mediated, but also determined by the personal parameters of the teacher. The same technology can be carried out by different teachers, where their professionalism and pedagogical skills will be manifested.

2. Workshop

The teachers of the Center use modern technologies, active teaching methods, new forms of classes and events in their practice.

We consider N.E. Shchurkova's application of gaming technologies to be the most successful. We have certain experience and results in this direction.

Game "Problem on the palm"

Game progress:

Each participant is invited to look at the problem as if from the outside, as if he were holding it on his palm.

The facilitator holds a beautiful tennis ball in his palm and addresses the seminar participants: “I am looking at this ball. It is round and small, like our Earth in the universe. The earth is the home in which my life unfolds. What would I do with my life if I had complete control over it?” (musical accompaniment: music of the universe)

Participants alternately hold an object symbolizing the problem on their palms and express their personal attitude towards it.

Commentary at the end of the game: the success of the game is possible under two conditions.

First, the presence of an object symbolizing the problem. It can be a candle, a flower, a nut, a cone ... - almost any object, but most importantly, one that meets the requirements of aesthetic taste. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. Presenting an object is not material, objective, but in its socio-cultural meaning. Candle - fire, light, human thought, mind. A flower is not a plant that produces oxygen, but the Beauty of the world.

Secondly, there can be no “right” or “wrong” answers here. The main thing is the movement of thought. Our problems cannot exist only within us, if existence is understood as life in the human world.

Game “Consequences ” (Appendix 2 )

Man, unlike animals, tends to anticipate events, to foresee the future through logical operations, analysis of events, deeds, words, actions. The ability to anticipate the consequences is influenced by our experience.

Game progress:

1. The participant reports the action

(actions are written on the cards: “I brought and handed flowers to a good person”, “I rudely mocked a colleague”, “I like to lie, embellish, blurt out, brag”, “I started smoking”, “I found someone’s wallet and appropriated money for myself”, “I read a lot”, “I started doing exercises in the morning”, “I told an ugly woman that she was ugly”, “I forget why I come to work”, “I always bring any business to the end”).

1. The participant appears in turn the Consequences of what happened, saying: “I

your consequence is the first, I tell you…”.

Consequence-1 tells what will follow "now" after the participant committed; Consequence-2 warns that it expects the subject "in a week";

Consequence-3 paints a picture “in a month”;

Consequence-4 foresees the inevitable "in adulthood";

Consequence-5 reports the outcome that the participant will achieve at the end of life.

1. After listening to the predictions of the future, the participant makes a decision: either he refuses to do what he has done in the future, or he is affirmed in the significance for his life of what he does.

Since the content of what the participant does is written on the card that he chooses from the basket, when he refuses to act for the future, the player tears the card, and when he approves his act, he leaves the card with him as a sign of the “assigned” act.

Question for seminar participants at the end of the game: What did you think during the game?

V. Reflection

1. Recall what the king of one planet said in Antoine de Saint-Exupery's fairy tale “The Little Prince”: “If I order my general to turn into a sea gull, and if the general does not follow the order, it will not be his fault, but mine.” What can these words mean for us? (Answers of teachers).

In essence, these words contain one of the most important rules for successful teaching: set realistic goals for yourself and for those you teach. It should be emphasized that any pedagogical innovations must be used competently, and the teacher must always be guided by the principle: “The main thing is not to harm!”

2. Question to the seminar participants:

What is the condition for the formation or development of competencies.

So, key competencies are formed, if (Annex 3 ):

• learning is active;
• there is an orientation of the educational process towards the development of independence and responsibility of the student for the results of his activity (for this it is necessary to increase the share of independence of works of a creative, search, research and experimental nature);
• conditions are created for gaining experience and achieving the goal;
• such teaching technologies are used, which are based on the independence and responsibility of the teacher for the results of their students (project methodology, abstract approach, reflection, research, problem methods, differentiated learning, developmental learning);
• there is an increase in the practical orientation of education (through business, simulation games, creative meetings, discussions, round tables);
• The teacher skillfully manages the learning and activities of students. Even Diesterweg said that “A bad teacher presents the truth, a good one teaches to find it”, and for this he himself must have pedagogical competence).

VI. Outcome of the workshop

1. We strive to find forms that will help the team successfully master the strategy of competency-based learning. And the proposed line of action can help us in this: try it yourself - offer to students - share with colleagues - find like-minded people - join forces. After all, only together can we achieve the best success.

2. The game "Applause in a circle"

Target: relieve stress and fatigue, thank all participants for their work.

All participants sit in a circle. The host begins to clap his hands and looks at one of the participants. They both start clapping. The participant looked at by the facilitator looks at the other participant, including him in the game. Thus, all participants begin to clap.

Bibliography:

1. Pedagogical technologies: a textbook for students of pedagogical specialties / edited by V.S. Kukunina. - M.: ICC "Mart": - Rostov n / D, 2006.

2. Shchurkova N.E. Classroom leadership: gaming techniques. - M.: Pedagogical Society of Russia, 2002, - 224 p.

3. Khutorskoy A.V. Article “Technology for designing key competencies and subject competencies”. // Internet magazine "Eidos".

4. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence approach in education. Problems, concepts, tools. Teaching aid. - M.: APK and PRO, 2003. - 101 p.

"Competence" - a set of interrelated personality traits (knowledge, skills, methods of activity), which allows you to set and achieve goals. "Competence" is an integral quality of a person, manifested in the general ability and readiness for activities based on knowledge and experience.

The second question for discussion Will the teacher be interested in teaching, and the student interested in learning, if modern educational technologies and methods are used in the educational process? Please select at least 3 reasons that you think prove the effectiveness of technology that can increase interest in the learning process.

Requirements of a competency-based approach to teachers search for new forms, methods, teaching technologies; navigate a wide range of modern technologies, ideas, directions; do not waste time discovering what is already known. Possession of a system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher

“Problem on the palm of your hand” Two conditions for the success of the game: First, the presence of an object that symbolizes the problem. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. Candle - fire, light, human thought, mind. A flower is not a plant that produces oxygen, but the Beauty of the world. Secondly, there can be no "right" and "wrong" answers here. The main thing is the movement of thought.