Method of step-by-step detailing lesson plan. Branching and sequential refinement of the algorithm

A good, useful lesson cannot be taught without preparation. That's why it's so important to think through his move in advance. Federal State basic standard general education emphasizes that educational process should be organized so that students can achieve general cultural, personal and cognitive results. Therefore, there are several general requirements for how to create a lesson plan.

What is a lesson summary?

Every competent teacher, before teaching a lesson, draws up a lesson plan. What does this term mean? Since student times, everyone has become accustomed to the fact that a summary is the information that has just been listened to in writing. In the teaching world, everything is different. The outline (or in other words, the lesson plan) is drawn up in advance and serves as a kind of support, a hint for the teacher. This is information collected together about what the lesson is about, how it is structured, what meaning it carries, what its purpose is, and how this goal is achieved.

Why do you need to create a lesson plan?

First of all, the teacher needs a lesson plan. This is especially true for young teachers who, due to lack of experience, may get confused, forget something or not take into account. Of course, if it is carefully thought out in advance how to present information to students, what exercises to consolidate it, and practice it, then the process of assimilation will go much faster and better.

Often, lesson notes are required to be presented to the head teacher, because this is a direct reflection of how the teacher works, how much the teaching methodology meets school requirements and curriculum. Clearly visible from the notes strengths teacher, as well as his methodological errors and shortcomings.

Basic Requirements

It is difficult to come up with general requirements that all lesson plans must meet. After all, a lot depends on the children, their age, level of development, type of lesson and, of course, the subject itself. The Russian language lesson plan will be fundamentally different from the lesson plan, for example, on the world around us. Therefore, there is no single unification in pedagogy. But there are several general requirements for what a lesson plan should look like:

What else is worth paying attention to?

As a rule, when creating a lesson plan, a teacher needs to think through every little detail. Up to how much time will be spent on implementing each of the points of the plan. It is necessary to write down all the remarks said by the teacher and give the expected answers of the students to them. All the questions that the teacher is going to ask should also be clearly stated. It would be a good idea to separately indicate what equipment you are supposed to work with during the lesson. If some kind of handouts are used during the lesson or the teacher shows a presentation, pictures, etc. for clarity, all this should also be attached to the lesson notes in printed and electronic form. The summary should end with a summary and homework.

How to properly prepare an outline?

The teacher can draw up a plan for himself in any form. This could be simple notes, individual lines, sentences, or a detailed script. Some diagrammatically depict the necessary information. If you need to submit your notes for review by your superiors, the most common form is in the form of a table. It is very convenient and visual.

An example of drawing up a short outline

Brief lesson plan. 5th grade

Item: Russian language.

Subject: adjective.

Lesson type: combined.

Objective of the lesson: introduce students to new part speech.

Main tasks:

• develop speech skills and abilities;
• practice the ability to coordinate words.

Equipment: board, chalk, handouts, tables.

Lesson progress:

• organizational moment;
• examination homework;
• explanation of new material (reading the rules, working with them, doing exercises to consolidate the material);
• repetition of studied material;
• summing up the lesson, assessing students' knowledge;
• homework.

Please note that all points of the lesson must be described in detail by the teacher, down to each remark. In addition, opposite each item you need to write the maximum time that will be allotted for each of them. This way, the situation will not arise that the lesson is coming to an end, and only half of what the teacher planned has been done.

Not all notes will be the same. Very great value has the age of the students when we talk about lesson plans. 6th grade, for example, can perceive new information in standard form. This is when the teacher explains the rule, writes important materials on the board, and then offers a series of activities to practice and consolidate what has been learned. For grade 2, this option will be ineffective. For children, it is customary to introduce new things into game form or with the help of visual materials.

Let's give an example of another summary.

English lesson plan, 7th grade

Subject: repetition of the grammatical material covered.

Lesson type: combined.

Objective of the lesson: consolidate acquired skills on the topic of translating sentences from direct speech to indirect speech.

Main tasks:

• develop communication skills;
• develop the ability to work in a team;
• develop the ability to highlight the main thing in the studied material.

Equipment: blackboard, chalk, presentation, tape recorder.

Lesson progress:

• organizational moment;
• phonetic warm-up;
• lexical warm-up;
• repetition of the material covered (exercises, independent work, team work);
• checking homework;
• summing up the lesson;
• homework.

As can be seen from this example, the points of the lesson plan do not have a clear location. A standard homework check can be carried out at the beginning of the lesson, in the middle, or even at the end of the lesson. The main thing for a teacher is not to be afraid to experiment, invent and bring something new into each lesson, so that the lesson is interesting and special for the children. So that they look forward to it. Depending on which type is chosen, the lesson plan will depend. 7th grade (unlike, for example, junior schoolchildren) allows you to build a lesson in a non-standard way. Repetition of what has been learned can be carried out in the form of a game or competition. You can give students the opportunity to demonstrate their skills through independent work. The main thing is to understand what type of activity is suitable for a specific class, a specific group of students (you need to take into account both age and overall performance in the class).

Summing up

So, let's summarize all of the above. Step by step instructions to draw up a lesson plan it will look like this:

1. Subject/class.
2. Kind of a lesson.
3. Topic of the lesson.
4. Target.
5. Main tasks.
6. Equipment.
7. Lesson progress:

• organizational moment, warm-up, etc. (we begin to describe in detail the speech of the teacher and students);
• checking homework;
• introduction of new material, its development;
• consolidation of what has been learned, repetition.

8. Summing up.

The stages of the lesson can be arranged in any order, can be supplemented or presented selectively during the lesson.

Do not forget that, first of all, the notes are not needed by the authorities, not by the head teacher, not by the director and not by the students. It is a working tool and a teacher's assistant. And here it’s not a matter of experience or the ability to experiment on the spot. Nobody bothers you to bring something new and unique to the lesson. The teacher can joke, give an example from life (and, of course, this should not be written in the notes). But in any case, a lesson plan must be present. You got 8th grade, 3rd or 11th - it doesn’t matter! The class is active or passive, grasps it “on the fly” or requires long explanations - it doesn’t matter! Make it a rule - make a plan before each lesson. It definitely won’t be superfluous.

Lesson type: Learning new material.
Lesson type: Combined.
Lesson objectives:

Educational:

introduce the method of sequential detailing for solving algorithmic problems. Promote the use of this method when solving problems;

Educational:

Promote development logical thinking; To promote the development of students’ creative activity and interest in the subject; To promote the development of the ability to develop algorithms using the method of sequential detailing; To promote the development of the ability to apply previously acquired knowledge when studying new material. Develop computer skills: inserting drawings, pictures, WordArt objects.

Educational:

Cultivating interest in computer science lessons and a caring attitude towards animals.

Teaching methods and techniques: explanatory - illustrative; partially - search; verbal (frontal conversation); visual (demonstration of a computer presentation); practical.
Learning Tools: author's presentation; « Methodical manual»; E. P. Benenson, A. G. Pautova Textbook-notebook “Informatics” 3rd grade; technical (computer, multimedia projector with screen).
Equipment: blackboard, computers, multimedia installation, textbooks, notebooks.

Lesson plan:

Org. moment (1-2 min) Checking homework (5 min) Studying new material (15 min) Physical education (3 min) Preparation for independent work (1-2 min) Independent work(5 min) Defense of your work (3 min) Summing up (3 min) Reflection (2 min)

PROGRESS OF THE LESSON

1. Organizational moment.
Slide No. 1
- The topic of our lesson is “Method of sequential detailing.” Today in the lesson we will get acquainted with how...

create complex algorithms; Let's continue to learn how to use a computer; meet animals from the Red Book.

2. Checking homework
Slide No. 2
At home, you made a multi-level list consisting of two elements.
Open your notebooks and compare them with the list on the screen
1. Endangered species
1.1 Amur tiger.
1.2 East Siberian leopard.
1.3 Ussuri sika deer.
2. Few species
2.1 Amur cat.
2.2 Himalayan bear.
2.3 Sakhalin musk deer.
3. Rare species
4. Little-studied species
4.1 Giant shrew.
5. Recovering species
5.1. Bison
- Which animals, thanks to the care of people, are no longer in danger of extinction? (Bison) transition to Slide No. 18 and back.
- Which animals are little studied? (Shrew) Slide No. 17
- Rare species? (Not presented in the textbook)
- Name the animals that belong to small species. (musk deer, bear) Slides No. 15 and No. 20
- Which animals’ lives are of particular concern? (Deer, leopard, tiger) Slides No. 19, 16, 14 (film)

3. New topic “Method of sequential detailing”
Slide No. 3
- The plan shows a forest area with a large number of fires. Rare animals listed in the Red Book of Russia are in trouble. We need to create a rescue algorithm for the Fireman.
- Which animals are at risk?
- Which animals require special care?
- Look in the textbook and help compose the algorithm (elements of the algorithm gradually appear on the screen)
Slide No. 4(stage 1)

Start Extinguish the fires around the Amur tiger Extinguish the fire next to the Ussuri sika deer. Extinguish the fires near the bison. Extinguish the remaining fires. End

We have compiled a larger algorithm. It is clear to us, but not clear to the performer Fireman.
Slide No. 5(stage 2)
- Let’s clarify exactly how we will perform each step of the “Animal Rescue” algorithm. We will try to extinguish fires in such an order that the Firefighter flies to the reservoir as little as possible.
- Which fire will we put out first and why? ( Let's put out fire P5 first, because it's the biggest.)
- Which one after P5 and why? ( We will put out fire P4 second, since the complexity of fires P5 and P4 in total is 800, that is, the water from the tank is completely used.)
- The remaining fires around the tiger can be extinguished in any order.
- After the tiger, we are going to save the deer. What fire is next? ( P7)
- After the deer, we save the bison. ( P1)
- And is the extinguishing completed? ( P8, P9)
Animal Rescue Algorithm

Start

Extinguish the fire P5 Extinguish the fire P4 Extinguish the fire P2 Extinguish the fire P3 Extinguish the fire P6 Extinguish the fire P7 Extinguish the fire P1 Extinguish the fire P8 Extinguish the fire P9

End

It became clearer to us in what order to extinguish fires? ( Yes)
- But the Fireman does not understand such commands.
Slide number 6 ( Stage 3)
- Let's refine the algorithm so that the Fireman can execute it. To do this, we will use the Fireman’s commands in the recording of the algorithm. (GET WATER, FLY, CARCASS)
- What commands need to be written into the algorithm for the Fireman to put out the fire P5? (PICK WATER, FLY(4,3), CARCASS(500) Etc. until P7
The algorithm that was compiled at the third stage is even more detailed. How many teams does it have? (21)
- Can a firefighter execute this algorithm? ( Yes)
- Let's remember how we created this algorithm?

First, a larger algorithm. Then they gradually clarified how to execute each command. The algorithm became more detailed, more detailed.

This method of constructing an algorithm is called BY METHOD OF CONSISTENT DETAILIZATION. Slide No. 7
- Open the textbook page 59
Slide No. 8 Examination. Slide No. 21 Clue

4. Physical education minute

5. Preparing for With Independent work
Slide No. 9
- Now look at the tasks the puppy offers you to choose from:

Draw a picture in defense of animals from the “Red Book” Print a text in defense of animals from the “Red Book” page 60 No. 53 and No. 54

Slide No. 10, 11
(I show which ones and explain how you can prepare posters in defense of animals)

6. Independent work Slide No. 12(it is empty so the children can work creatively)

7. Protecting your work

8. Summing up.
Slide No. 13
- What animals are protected? (Show pictures on a slide, and children remember and name)
They began to disappear due to the fault of people. Countless numbers were killed for beautiful skins, fur, and meat. And when they came to their senses, it was almost too late. Although, unfortunately, there are species of animals that have disappeared forever. But they also wanted and want to live. It depends on you and me whether they will live. Today they thank you for the lesson and really hope that we will not let them into trouble.

9. Reflection
- What did you do in class?
- What happened?
- What didn’t work out?
- What is worth thinking about?

Topic: "Method of step-by-step detailing"
Training goal: Repeat with students the stages of solving problems on a computer: formulation, algorithm, method mathematical model, program, analysis of results. Introduce the concept of step-by-step detailing method.
Having developed the goal: To develop logical thinking, memory, interest in the subject. Ensuring students' strong and conscious mastery of the fundamentals of computer science.
Develop a goal: A culture of behavior and communication. Fostering information culture among students. Preparing students for an active, full-fledged life and work in information society.
Lesson progress:
1. Org moment
2. Stage of setting the lesson goal
3. Survey d/z
Stages of solving problems on a computer: formulation, algorithm, mathematical model method, program, analysis of results.
Test
1. A clearly formulated sequence of rules describing this process is
a) block diagram
b) algorithm *
c) one of the properties of the algorithm
2. Properties of the algorithm
a) accuracy, certainty, effectiveness
b) clarity, understandability, effectiveness
c) discreteness, certainty, mass character, effectiveness*
3. The developed algorithm can be fixed in several ways
a) graphic
b) drawing up equations, rules, formulas
V) verbal description, flowchart, in algorithmic language *
4. The information processing stage is depicted
a) rectangle *
b) rhombus
c) oval
5. Checking conditions is shown
a) rectangle
b) rhombus *
c) square
6. In a figure similar to an oval we write
a) input, output*
b) formula
c) beginning, end
7. The input of the initial data and the output of the result are recorded in...
a) parallelogram *
b) square
c) rhombus
8. Which documents are algorithms?
a) The spelling rule for prefixes ending in z, s
b) TV program guide
c) Culinary recipe for preparing a dish*
d) Instructions for assembling a cabinet sold disassembled*
9. In what cases does a sentence end correctly: An algorithm is
A) final sequence actions leading to the desired result for any acceptable initial data*
b) instructions to perform actions
c) a finite set of commands understandable to some performer, the execution of which leads to an unambiguous solution to the task
d) program in machine codes
10. The division of the algorithm into separate elementary actions is
a) Discreteness*
b) Certainty
c) Mass character
d) Determinism
11. Which documents are algorithms?
A) Catalog of books in the library
B) Procedure for dialing an international telephone number*
B) Recipe for making glue*
D) Wall calendar for the current year

Check: Grading criteria: 11 “+”-5, 9 “+”-4, 7 “+”-3, 5 “+”-2

4. Explanation new topic:
The success of any activity depends on careful planning. And the more complex the task, the more important the ability to plan your actions. The main thing will always be a clear definition of the final results, then the definition of intermediate results, without which it is impossible to achieve the goals.
This approach turns out to be the only possible one when creating complex algorithms and large programs for solving problems using a computer. This method is called step-by-step detailing of algorithms and programs. With step-by-step detailing, algorithms are written as a set of auxiliary algorithms that solve auxiliary subproblems, and each of them requires obtaining certain intermediate results.
Having developed the main algorithm, you can begin to develop “second-level” algorithms, which in turn may require further detail. Thus, the main algorithm is a plan of action that must be completed to achieve the goal, and the essence of each action is deciphered in the corresponding auxiliary algorithm.
Using step-by-step detail to describe algorithms allows you to clearly, clearly and understandably describe how to solve problems.
The step-by-step method makes it easier to compile algorithms, because allows you to solve a problem in parts and use not yet solved problems as auxiliary algorithms. This construction is called top-down programming.
Let's consider the problem and create an algorithm using the step-by-step method.
1. There are 2 jugs with a capacity of 3L and 8L. Performer Jin can draw water from the river into each jug, pour water out of it and determine whether the water in the jug is filled to the top. Create an algorithm that will allow Jin to collect 7 liters from the river. water.
2. The performer knows how to replace one letter in a word, and from a meaningful word a meaningful word should be obtained again. Create a conversion algorithm:
a) the words GARDEN into the word CAT;
b) the words FLY into the word ELEPHANT.

5. Stage of setting the D/z: read the notes, come up with several short (no more than 15 commands) programs with errors, so that at the next lesson you can give them to your desk neighbor to debug. Having previously informed for what purpose you compiled these programs.

6. Stage of summing up the lesson.

| Lesson planning and lesson materials | 9th grade | Planning lessons for the school year | Branching

Lessons 16 - 19
Branching
Using two-step drilling
(§ 7. Branching and sequential detailing of the algorithm)
Using the sequential detailing method to build an algorithm
Using branches

Branching

Branch command

Let's meet another GRIS team. It's called branch command. The branch command format is:

If <условие>

That <серия 1>

otherwise <серия 2>

Service word kv marks the end of a branch. As before, GRIS can only check two conditions: “is there an edge ahead?” or “Isn’t there an edge ahead?”<серия>- this is one or more commands following each other. If<условие>is fair, then it is satisfied<серия 1>, otherwise -<серия 2>. This branching is called complete. An example is shown in Fig. 1.11.

Rice. 1.11. Full branching block diagram

Incomplete form of branch command

In some cases it is used incomplete form branching commands (Fig. 1.12). For example:

If edge ahead

That turn

Rice. 1.12. Block diagram of incomplete branching

Incomplete form of the branch command:

If <условие>

That<серия>

Here<серия>executed if<условие>true, otherwise there is a transition to the next command of the algorithm after the branch.

Let's create the last, relatively complex program for GRIS. In this example, you will see that using the sequential detailing method makes it easier to solve some “puzzling” problems.

Goals:

• Introduction to new concepts: auxiliary algorithm, method of step-by-step detailing of the algorithm, executor Draftsman;
• developing skills in working with auxiliary algorithms;
• consolidation of skills in composing linear algorithms, algorithms with branches and loops, working in a group;

Tasks:

• educational– study the concepts: auxiliary algorithm, step-by-step detailing of the algorithm, developing skills in drawing up basic and auxiliary algorithms, acceptable actions of the draftsman;
• developing– development of algorithmic thinking, memory, attention, logical thinking, cognitive interest, communicative culture, educational and cognitive competence;
• educational– development of cognitive interest, contribute to the education in children of mercy, responsibility, mutual understanding, mutual respect, mutual assistance and support.

Equipment and software: PowerPoint presentations . (Application)

Notations used in the notes

Lesson plan:

1. Organizational moment.
2. Motivation, goal setting, problem formulation.
3. Explanation of new material.
4. Consolidation.
5. Lesson summary.

Lesson progress

I. Organizational moment

Greetings. Checking those present. Establishing psychological and emotional contact with children.

II. Motivation, goal setting, problem statement

Many of you were at a summer holiday camp. Let's remember this wonderful time of year and try to imagine ourselves as a camp duty officer and, more specifically, a canteen duty officer. We, as performers, need an algorithm for camp duty. Let's try to put it together.

As a result of the dialogue, an algorithm appears on the board:

Algorithm: Come to the dining room at 7.30. Set the tables for breakfast. Wait until everyone has eaten. Remove dishes from tables. Wipe down tables. Arrange the chairs. Leave. Come to the dining room by 11.30. Set the tables for dinner. Wait until everyone has eaten. Remove dishes from tables. Wipe down tables. Arrange the chairs. Leave. Come to the dining room by 17.30. Set the tables for dinner. Wait until everyone has eaten. Remove dishes from tables. Wipe down tables. Arrange the chairs. Leave.

What feature can be noted in this algorithm?

(Note the repetition of commands 2-7, 9-14, 16-21.)

We lost a lot of time writing repetitive commands. How can you shorten the notation of this algorithm? We will be able to answer this question after considering today’s lesson topic: “Auxiliary algorithms.”

Today we will get acquainted with the concept of “auxiliary algorithm” and consider the rules for designing auxiliary algorithms.

Lesson questions:

• What algorithms are called auxiliary algorithms?
• How are such algorithmic structures formed?

III. Explanation of new material.

Let's display repeating actions in a separate algorithm, which we will call Duty. See what our algorithm will look like:

The algorithm that we received will be called main, and the Duty algorithm will be auxiliary.

	Algorithm Duty	Algorithm Basic
	Set the tables for dinner. Wait until everyone has eaten. Remove dishes from tables. Wipe down tables. Arrange the chairs. Leave.	Come to the dining room at 7.30 Execute Algorithm Duty Come to the dining room by 11.30. Execute Algorithm Duty Come to the dining room by 17.30. Execute Algorithm Duty
	Auxiliary algorithm – an algorithm provided with a header that allows it to be called from other algorithms.

IV. Consolidation

The Draughtsman performer has the following permissible actions:

Task. Create an algorithm for constructing an image using a Draftsman: Take a step
Turn left
Take a step

Basic algorithm:
Execute the Step algorithm
Turn left
Execute the Step algorithm

The method of breaking a complex problem into several simple tasks is called consistent detailing of the algorithm.

V. Lesson summary.

Analysis, control, grading.