Description of an interesting lesson at school. How to teach an interesting lesson? Secrets of preparing and conducting an interesting lesson

If a teacher sets educational goals for children, then every child must assign these goals. If a teacher tells, then everyone must listen and understand what is said. If a teacher asks a question, then this question must arise in front of everyone. That is, at every moment in time. When a teacher influences children, the changes he plans must occur with each of them. Does this always happen?

Involvement must be active. If a child just listens for 3040 minutes, he is not turned on. After all, we do not know what is happening in his thinking. We can check this if the child begins to say or do something about the topic being studied. The question of ensuring effective involvement in learning activities does not come down to a question of the skill of the teacher or the intentions of the student; it is determined by the nature of the process itself.

It is important to solve three main questions here: 1. What to study? (content update) 2. Why study? (values ​​of education) 3. How to study? (updating teaching aids) the training session should be emotional, arouse interest in learning and cultivate the need for knowledge; the pace and rhythm of the training session must be optimal, the actions of the teacher and students must be complete; full contact is required in the interaction between teacher and student, pedagogical tact and pedagogical optimism must be observed in the lesson; the atmosphere of goodwill and active creative work should dominate; If possible, the types of activities of students should be changed, and various teaching methods and techniques should be optimally combined;

Have students come up with a hypothesis, provide data and an algorithm to test it, and then work together to prove or disprove it. Regardless of the subject you are studying, write an essay about a complex and controversial issue, such as the theory of probability, Darwin's theory of evolution, Lobachevsky's geometry, etc. Teach children to think out loud without fear of getting a bad grade. Offer to find additional information on the topic without suggesting sources (allow any educational sites, books, periodicals of the students' choice, make a cheat sheet). Invite students to explain on their own why a particular topic is important and where it might be useful.

Describe two opposing points of view on the problem being studied and offer to find common origins for them. Do not present the material you are studying as absolute truth. Teach children to think critically. Ask students what they think about the issue being studied, regardless of the teacher's or textbook's point of view. Encourage sharing of ideas in class. Let children see that in addition to the opinions expressed in the textbook, there is also a wide variety of views of their classmates - right, wrong, controversial. Encourage questions of “why?” and why?".

Explain to students how the acquired knowledge, skills and abilities will be useful to them in real life. Make connections between the learning process and personal development. Show that the knowledge accumulated by science is in fact limited and there are still many “blank spots” that remain to be filled.

Teach children to set short and long-term goals for themselves, and help students track their progress. Create small “rewards” for achieving goals. Communicate regularly about the progress students have made. Together, analyze the students’ old successes and old mistakes, help them find their causes and patterns. Don’t forget about your students’ zone of proximal development. Strive to gradually expand its boundaries

Alternate deductive and inductive methods of explaining new material. Let students learn to independently establish the relationship between the general and the specific. Sometimes start a training session “from scratch” - without appealing to previously acquired knowledge. Involve “experts” to evaluate student work. For example, these could be parents or well-known people in your city, professionals in the field being studied. Update interdisciplinary connections. Gamification of learning. Offer to play games during the lesson that illustrate the phenomena being studied. Offer to create an “exhibit” on the topic you are studying with your own hands

A system of requirements for a person related to the communication process: competent speech, knowledge of oratorical techniques, the ability to show an individual approach to the interlocutor, the ability to communicate. The formation of creativity is the ability to create and find new original ideas, deviating from accepted patterns of thinking to successfully solve problems. To develop creativity, an active educational environment is necessary. Creativity means digging deeper, looking better, correcting mistakes, talking to a cat, diving into the depths, going through walls, light up the sun, build a castle on the sand, welcome the future.

SURPRISE! It is well known that nothing attracts attention and stimulates the mind like something surprising. FORMULA: the teacher finds a point of view in which even the ordinary becomes surprising. Example. NATURAL SCIENCE Topic: "Water". - I immediately make the guys surprised. “Once,” I say, “in an African school the children were read a story about an amazing country in which people walk on water!” And the most interesting thing is that it was a true story! Now look out the window! Don't you and I walk on water? We are so accustomed to water that we do not notice, and often do not know, its amazing properties.

BIOLOGY - You know that the tawny owl feeds on grain-eating mice. An owl weighs about 250 g. How much grain do you think it can save during its life? (Students express their guesses: usually from 10 to 100 kg.) So, one owl saves 50 tons of grain in its life! An owl lives on average 50 years, eats a thousand mice a year, each of which destroys 1 kg of grain per year. BIOLOGY Suppose the average annual (or minimum) temperature of Antarctica drops by 10 degrees. What else can penguins “come up with” to survive in such conditions? (The teacher, asking this question, pursues a didactic goal: to study the real mechanisms of animal defense in extreme temperature conditions.)

The creative interaction between student and teacher, which provides education at a competency level, allows everyone to express and know themselves. When the level of didactic culture, the erudition of the teacher and student, and the culture of relationships are reflected in its organization. This is when a student learns himself, teaches others, and students teach him!

Ordinary, boring, interesting, good, unusual, about nothing, different (subjects), funny An ordinary lesson is a tradition of teaching, instruction, guardianship. Common, generally accepted, ordinary, simple, as always, normal, constant. The usual lesson is stable, good, time-tested lesson.

Lessons with modified methods of organization: lesson - meeting, lessons based on fantasy, lesson-fairy tale, lessons imitating any activities, lesson - travel, lesson - expedition, lesson - reasoning - lesson - paradox - lesson - "the amazing is nearby"

1. Refusal of the template in organizing the lesson. 2. Maximum involvement of class students in active activities during the lesson. 3. Not entertainment, but entertaining. 4. Development of the communication function in the lesson as a condition for ensuring mutual understanding, motivation to action, and a feeling of emotional satisfaction.
1. Be active 2. Express your point of view 3. Argue, know how to listen to others 4. Think and reason 5. Speak correctly and competently 6. Be successful For the learning process to be successful, students must succeed in every lesson. And students succeed when they understand what the teacher is talking about and can pass on the acquired knowledge to others. One of the conditions for successful learning is the active involvement of the student in the work during the lesson.
“5” points “4” points “3” – 8-9 points GENIUS – 20 points For an objection – 3 points For a correct answer – 2 points For a question – 1 point For working with concepts – 1 point

Concept Contents Volume Nature Everything that surrounds us and is not created by human hands I. By division: 1.1 Non-living 1.2. Living Environment All conditions of living and inanimate nature. In which the living system functions I. By the nature of the environment: 1.1. Water 1.2. Ground-air 1.3. Soil 1.4. Organism as an environment

A lesson is a project as an interactive form of learning.

The goal of education in a modern school is not only to accumulate a body of knowledge, but also to prepare the student as a subject of his own educational activities. Therefore, one of the main requirements for a modern lesson is the need to organize the student’s active cognitive activity and acquire personally significant knowledge. This largely explains the growing interest in this form of independent creative work by students, such as a project.

The idea of ​​the project belongs to the moderators of the Euroschool system. Today, the project is recognized as one of the most advanced, promising interactive learning technologies. The experience of working with various modifications of the project is successfully mastered, supplemented, and developed in many Russian schools.

In the methodological literature, the term “project activity” has recently been actively used. But most often, project activity is understood as independent creative development (individually or by a creative group) of a certain topic with a subsequent report on the results of the work done. A project as a special form of a lesson, the technology of a lesson-project has been developed very little in the methodological literature. For a number of years, at Lyceum No. 24 in Sergiev Posad, targeted practical activities have been carried out to master the project precisely as a special form of lesson.

What is a lesson project?

By project we mean a special form of lesson that involves elaborating the topic under study by performing a logically sequential series of creative tasks proposed by the teacher, discussing and materializing the results (making albums, magazines, etc.), and presenting them to project participants. One of the requirements for a lesson-project is conceptual integrity (compositional, content, ideological): it must have logical completeness, during the project the so-called self-concept is necessarily realized (through the prism of the material being studied, access to the child’s personality). This is one of the main differences between the project and a traditional lesson and one of the main reasons that allows us to talk about the project as an interactive form of learning. The student's personality is no less important than the subject of study, and just as interesting. The purpose of the lesson-project is not only to obtain a certain amount of knowledge, but also to actively self-realize the unique capabilities of each child, self-realization of the student’s personality. The project requires significant intellectual effort and emotional return from the participants.

The group becomes the central organizing structure of the class in a project lesson. The atmosphere of a creative group creates conditions both for the self-realization of the capabilities of each of its participants, and for the manifestation of mutual support and assistance; provides a unique opportunity for communicative experience and experience in making joint decisions.

The project significantly changes the teacher’s function in the lesson: the decisive role belongs to him only at the preparation stage (determination of the topic, project goals, types of activities, preparation of equipment, printed material); Actually in the lesson, the teacher is an assistant (learning facilitator): he observes, advises, but does not impose his point of view, asks appropriate questions in the role of a project participant, ensures a smooth logical transition from one type of activity to another, gives a signal for the beginning and end of work, gives the necessary impetus to the lesson (the pace prevents boredom from taking root); The main task of the teacher is to create an atmosphere of psychological comfort in the classroom.

The project can be substantive, interdisciplinary, over- or extra-curricular, long-term (involving home, extracurricular activities), the actual lesson-project usually takes one or two lessons.

A traditional lesson is most often an exclusively rational form of teaching that does not include human feelings and emotions, and therefore does not carry personal meaning. The main principle of the project is the inclusion in the work of both the head (reason - obtaining information), and the heart (the manifestation of creativity, imagination, emotions, the obligation of the moral aspect of studying the problem), and the hands (the result must be visual, materialized). The use of non-standard work methods and special types of project activities allows students to carry out cognitive activity through sensations and experiences.

Main types of project activities.

The most important of them is the compilation of associograms. Associagram– this is a graphic, verbal display of associations associated with the phenomenon, concept, subject being studied. Since the flow of associations is endless and purely individual, the associogram allows for a personality-oriented, developmental approach to learning and gives impetus to the active mental activity of students in the classroom.

There are a number of varieties of associograms: classic - free circular associogram, letter-by-letter decoding of a word, vocabulary snake, “Decorate the word”, cross, quotation, “Double Self”, mental activity map, etc. In the process of work, as a result of co-creation of the teacher and students , more and more new types of associograms are born.

The associogram is used at different stages of the lesson-project. Lesson – the project involves active use different types of creative letters: a split poem, centon, write a possible continuation of the text, a letter, a diary, a monologue of one of the characters in the work being studied, an imitation poem, a poem following a given rhyme, a haiku, a verbal sketch, compose a text of opposite content, etc. Working on the implementation of such tasks, students not only directly in practice comprehend the laws of text construction and the art of speaking, but also show creative activity and innovative thinking.

During the lesson-project on literature, work with literary text and visual and expressive means of language is required. Such types of creative tasks are used as “Magic Palette” (working with color epithets), “Pearls in a scattering of words” (studying the uniqueness of the language of works).

An important place in the project lesson is moment of theatricality: dramatize the proposed text or part of the text, create a script on the proposed topic and act it out, present the situation as a living picture, an interview with the hero of a literary work, etc.

The teacher’s task is to select the optimal types of project activities that correspond to the goals and objectives of the project.

Unlike traditional forms of a lesson, where the student most often falls into the static role of a listener, and activity is limited to a few functions, such as listening, speaking, writing - the project allows, within the framework of one lesson, to try his hand at a variety of roles: actor, director, reader, speaker, writer, researcher, graphic designer, etc.

Work on the project goes through the following main stages.

Project preparation stage: goals, lesson content are determined, lesson strategy, types of activities, their relationship are developed, lesson equipment is prepared (each team receives drawing or Whatman sheets, colored paper, felt-tip pens, pencils, glue, scissors, texts, dictionaries, a package with printed assignments). The teacher prepares the necessary video, audio, illustrative, visual material.

For a project lesson, an interesting topic is chosen, often of a generalizing nature, a reflection on a problem, or a traditional topic, but in an unconventional presentation. The topic is usually formulated using a quotation that contains the key concept of the lesson or contains some kind of intrigue, for example: “The Caucasus!.. a distant country...”, “Let's go to the storm!”, “About endless life.”

First stage of the lesson– formation of teams; it occurs on a fairly democratic basis, but the method of acquisition changes each time (emblems, cards of different colors on which poetic lines are “scattered,” mosaics, objects related to the material being studied, etc.). The teacher must bring a moment of surprise and intrigue, which will allow the creation of a creative group, based on the interest of the project participants in a certain material, problem, idea, associative perception of the world around them, and not from friendly or other considerations. After the teams are formed, the teacher offers to read the instructions for the project participants.

Second stage of the lesson– initiation of a project, an emotional impulse that prepares a certain mood for all further work. Here a video sequence, a lyrical introductory word, reading a passage of literary text, a poem, working with an associogram, where in the center there is a keyword, concept, problem indicated in the title of the project, can be used.

Central stage of the lesson- This is the development of the project.

The selected tasks are arranged in a logical sequence, taking into account the increasing complexity, alternation of activities that require the manifestation of various abilities, and the emotional intensity of the work. At this stage, unique lyrical digressions (the teacher’s word) are also important as a connecting link between the fragments of the lesson.

Final stage– this is an extremely important point of generalization, where the logical and emotional completion of the project occurs. Possible types of activities are an associogram-map of mental activity, a miniature-reflection, a haiku.

The results of the work at each stage of the lesson-project are discussed, formalized and presented by the project participants.

The project is completed; the study of the topic will be expanded and deepened in other lessons, but the main thing has already happened: an approach to the innermost has occurred, knowledge has acquired emotional fullness, and has become personally significant.

A project is a flexible, open form of learning, where in the process of co-creation between the student and the teacher, new infinitely diverse forms, types, and techniques of cognitive activity in the lesson are born, where the motivation for learning reaches the level of self-actualization and contributes to a person’s personal growth.

Project-based learning is a useful alternative to the classroom-lesson system, but should not at all replace it. The lesson project is not an end in itself, nor the only form of learning. In combination with other traditional and non-traditional types of education, the project will help make the process of cognitive activity more diverse and interesting, gain joy from learning, and form a positive attitude towards school in children.

Instructions

Whether the lesson will be interesting to children and whether they will want to take an active part in it depends on how well the teacher thought through every detail of the lesson. When organizing a lesson, it is necessary to rely on its purpose. Clearly define what the student should take away from the lesson, what task the lesson will solve: will it be learning new material or a lesson in repetition, generalization and systematization of knowledge, a test lesson.

Achieving the goal will directly depend on the motivation of the students. Therefore, make every effort to make them want to know what you are telling them about. Actively use your creativity, a variety of methods, techniques and teaching aids.

Choose a lesson format. It is determined in accordance with its goals and the age of the students.
The forms of the lesson are very diverse, each teacher brings something different. Lessons on learning new material can be in the form of an adventure, a lesson, a surprise lesson, etc. For older children, this could be something prepared by the students themselves. A lesson in consolidating the material can be conducted in the form of a competition or tournament. This can be either within one class or several parallel classes. You can also organize an excursion or hike. This will contribute not only to students’ interest in the lesson, but also to unite the class. A test lesson can be conducted in the form of an Olympiad or a quiz. A lesson in applying knowledge can be organized as a report lesson, a trial lesson, an auction, or a research lesson. For a combined lesson, it is suitable to conduct it in the form of a workshop, seminar, or consultation. Seminars and lessons on multi-age collaboration are also useful. But it should be remembered that such lessons should be conducted in the system, but not every day. Students, firstly, will have to prepare, and secondly, they will know that not just an interesting lesson, but a holiday awaits them again. This also raises the teacher’s authority in the eyes of students. Computer, projector, interactive whiteboard, tables, illustrations - the correct and appropriate use of this will only decorate your lesson.

Based on the goals and form of the lesson, choose teaching methods and techniques. They are classified on various grounds and can be: verbal, visual, practical, explanatory and illustrative method, reproductive method, problem presentation method, partial search or heuristic method, research method, etc. Methods of problem-based learning are of great importance for the development of cognitive interest of schoolchildren, since they are more capable of activating students in the classroom. Problematic question, problematic task, problematic situation, etc. - all this allows you to make any lesson interesting, thanks to the fact that children themselves take part in finding the answer. With the partial search method, students’ independent search is given greater importance than with the problem method. The teacher only guides the students in their actions. The research method is more difficult for the teacher to organize and for the students to carry out. The teacher only creates a problematic situation, and students, in order to resolve it, must see the problem, determine ways to solve it and find the answer.

The use of various teaching methods helps to increase the cognitive interest of students, and this is inextricably linked with better assimilation of the material being studied, the development of their creative abilities, attention, memory, and thinking. The student will be happy to attend your lessons, knowing that they are always interesting.

Video on the topic

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Do you want students to rush to your lessons and be ready to study your subject for days on end?

Then it’s worth taking into account the wonderful statement of Anatole France: “ Knowledge that is absorbed with appetite is better absorbed".

Now let's talk about how to put this advice into action.

Of course, the best way is to conduct non-standard lessons. But this method does not always work. Agree, it is difficult to find non-standard ways of explanation and reinforcement for absolutely every topic. And the methodology does not recommend getting carried away with non-standard lessons.

But there are several components that will help you diversify any lesson.

1. A spectacular start is the key to success. Always start the lesson in an unusual and interesting way. This is the moment when you can use non-standard methods "to the fullest." For example, instead of a boring homework survey, hold a blitz tournament, mini-test, organize a contest, competition. If the topic is new, then you can start the lesson with some intriguing messages, interesting facts on the topic.

2. Be sure to plan the lesson based on the individual characteristics of the students. Any task should be planned in such a way as to take into account different difficulty options. This way you will involve not only activists, but also lagging students who often simply yawn in class. Find something for everyone!

3. Use technology! Believe me, a presentation telling, for example, the biography of a writer or the properties of iron, will be remembered much better than a monotonous explanation.

4. Include game elements. Always and in any class! Even high school students enjoy joining the game.

5. Break stereotypes! Do not force lessons into the usual framework: lecture - survey. Try constructing the lesson differently. Students' lack of interest is often due to the fact that they know all the stages of the lesson in advance. Don't follow patterns.

6. Involve students in explaining a new topic. Searching for information on your own reinforces knowledge more than listening to a ready-made explanation. Let them work hard! This can be done at the preliminary stage by giving the task to find some information on a future new topic. Or during the lesson, turning to the life experience of the students themselves.

7. Behave outside the box! Are you used to explaining a topic while standing at the blackboard? Try giving a lecture while sitting on a chair in front of the class. If you always wear a business suit, try wearing a bright sweater next time.

You can give an example of one of the brightest teachers, a teacher of literature. For example, when there was a lecture on the works of Mayakovsky, the teacher came to class in a yellow jacket. By the end of the lesson, all the students remembered that the futurists loved shocking things. And this teacher came to a lesson on the biography of Gogol in a Ukrainian shirt. The effect was amazing. Such lessons are remembered for a lifetime!

8. Keep a few unusual, even shocking questions, comments, and riddles in stock. If you notice that during the lesson students are starting to get bored and distracted, it’s time to change the topic and take a break. An unexpected question will always help to activate attention.

And finally - replenish your methodological piggy bank. You can learn interesting techniques and methods from your colleagues. And the World Wide Web offers a lot of material for every subject, for every year of study. Believe me, the search for non-trivial solutions and methods is a fascinating thing.

Anatole France very accurately noted the importance of an unusual presentation of educational material, saying: “The knowledge that is absorbed with appetite is better absorbed.” Many experienced and novice teachers are wondering how to conduct an interesting lesson? Such that the children would be afraid to be late for it, and after the bell would not rush to leave the class.

How to awaken students’ “appetite” for new knowledge? How to make each lesson interesting and unusual? How to competently use well-known pedagogical techniques and techniques to teach memorable lessons? Our material is devoted to this topic.

Secrets of preparing and conducting an interesting lesson

So, every lesson should arouse the child’s interest. Yes, yes, exactly everyone. A history and English lesson, an open lesson and a traditional one, should be interesting. In this case, the effectiveness of school teaching increases noticeably, and new material is easily absorbed. We will tell you how to prepare and conduct productive and fun lessons.

• Plan a lesson taking into account the age characteristics of the students, their emotional mood, and their inclination to work individually or study in a group. The concept of every interesting activity should have a creative beginning.
• Put yourself in the place of a child, do not limit the flight of your imagination - and non-standard solutions will definitely come up. And impeccable mastery of the material and pedagogical improvisation will allow you to conduct the prepared lesson in an interesting way.
• Always remember that a great start to a lesson is the key to success! Start the lesson actively (maybe with a little surprise!), clearly formulate its objectives, check your homework using.

• An interesting lesson is always divided into clear fragments with logical bridges between them. For example, do not dump a portion of new knowledge on students, but smoothly and logically move from one stage of the lesson to another. Each individual part of the lesson should not be lengthy (on average, up to 12 minutes, with the exception of explanations of new material).
• Use a variety of techniques to create an engaging lesson. Using a computer or electronic projector, you can simply and easily make both open and traditional lessons in any discipline interesting. Thus, presenting a significant event on the big screen or watching military newsreels will help the teacher teach an interesting history lesson.
• Be flexible! Equipment breakdown, student fatigue or unexpected questions are situations from which the teacher must be able to quickly and competently find a way out. For example, in order to relieve tension in the classroom, you need to have simple and fun tasks on the topic (preferably in a playful form).

• How to conduct interesting lessons for high school students? Don't be afraid to break stereotypes! Don't be afraid to experiment and improvise! Avoid templates! After all, the lack of interest in the lesson is most often due to the fact that students know all its stages in advance. This chain, which is pretty boring for the guys, can and should be broken.
• Don't do all the work for students to avoid silence and help them! Encourage constant student activity. Give children simple and logical instructions for completing tasks of any complexity. Make the most of every task.
• Use group work: such activities are not only interesting, but also teach children to make collective decisions and develop a sense of partnership. This form of work is often used to conduct an interesting open lesson.
• To teach interesting lessons, constantly search and find unusual and surprising facts about each topic that are not in the textbook. Surprise your students and never cease to be surprised with them!
• Create and constantly replenish your own methodological collection of the most successful, interesting and exciting tasks and forms of work, use entertaining material in every lesson.
• Thematic games will make lessons interesting in any classroom. The game creates a relaxed and relaxed atmosphere in the lesson, in which new knowledge is well absorbed. For example, by passing a small ball along the rows, you can arrange an active blitz poll. And role-playing games will help you conduct an interesting English lesson.

The focus is on the personality of the teacher

It is no secret that children often develop an interest in a subject thanks to the bright personality of the teacher who teaches it. What does that require?

• Leave your fatigue, worries, and troubles outside the school door! Open up to communication with students! Children really appreciate appropriate and accessible humor in the classroom and dialogue on equal terms.
• Behave outside the box! Go beyond the usual boundaries, because the personality and behavior of the teacher in the classroom are extremely important. Do you traditionally wear a business suit? Wear a bright sweater to your next lesson! Is energy always in full swing? Conduct the lesson in a calm manner. Do you prefer to explain new material while standing at the board? Try talking about a new topic while sitting at the table. As a result, children will follow the teacher with interest, subconsciously expecting something new and unusual from each lesson.
• Give more interesting examples from personal experience, because a teacher, first of all, is a creative person and an extraordinary person. Vivid life examples are remembered much better than fictitious ones.

We hope that our recommendations will help teachers in preparing and conducting new, fun lessons. Remember that the desire for personal and professional self-improvement is the basis of successful and effective teaching activities, the guarantee that each new lesson will be interesting.