Correctly write a lesson summary for the Federal State Educational Standards. How to write a lesson note

Dzagoeva Irina Yurievna
Job title: senior teacher
Educational institution: preschool department of MBOU Odintsovo secondary school No. 3
Locality: Odintsovo, Moscow region
Name of material: article
Subject:"How to correctly prepare an OOD outline in accordance with the Federal State Educational Standard for Additional Education"
Publication date: 27.01.2017
Chapter: preschool education

Municipal budget educational institution Odintsovo secondary school No. 3 (preschool department)
YOUNG TEACHER'S SCHOOL
“We are compiling a summary of organized educational activities in accordance with the Federal State Educational Standard for Preschool Education” Prepared by: Senior teacher of the Preschool Department of the MBOU Odintsovo Secondary School No. 3
Dzagoeva I.Yu.
Odintsovo 2016
The abstract is the main document of the teacher, without which not a single organized activity can take place! The most important thing is that the notes should reflect current trends in the development of preschoolers and
be methodologically literate.
First of all, it should be noted that there is currently no clear replacement for the word “occupation”. In some regions they call
"directly educational

activity"
(GCD), in others -
"organized educational

activity"
(OOD), thirdly -
"educational situation"
(OS). All these definitions are correct, as they reflect specific educational activities. So, how to write a note correctly. There are two options for preparing this document, but the title page must always meet the following design requirements: 1. Title page. At the top title page, in the center, the name of the educational organization is indicated. The center also indicates the type of organized activity, its topic, for what age group This summary has been compiled. In the lower right corner (not quite at the edge of the sheet) it is indicated who compiled the summary (full name, position, group number - if any). At the bottom of the sheet, in the center, the name of the locality and the year of writing are written. Next: Option 1 At the beginning of the outline, the direction of activity under the program and the specific area of ​​implementation of this activity must be indicated. (Type of OOD) 1. The topic of the lesson is written briefly. 2. The goal is the end result, what we strive for. Program content is what requires execution; solutions that need to be solved in class are written out in detail. 3. The trinity of tasks is observed: educational (what new the teacher will teach children); developing (what cognitive processes will develop or improve) (or correctional and developmental) educational (what socially significant personal qualities knowledge about them will be brought up or replenished). 4. Integration educational areas: The main educational area is indicated first, and other educational areas included in this lesson are indicated in brackets. 5. In vocabulary work, words are indicated that are introduced into the active and passive dictionaries of children for the lesson, and their meaning must be explained to the children. Reminder! The words planned for the active and passive dictionaries are specifically listed. It must be remembered that words from the passive vocabulary are included in the active one after 2-3 lessons. In classes on speech development, tasks from the sections “ Grammatical structure speech", " Sound culture speech", "Coherent speech". 6. The notes briefly outline what preliminary work is required to ensure that the lesson is successful and all tasks can be completed. 7. Reflected pedagogical means and equipment necessary for this lesson: technical (including computer, methodological, organizational tools. 8. The course of the lesson is described in the logic of the sequence of use of the specified tools, when and which slide will be used, what questions will be asked to the children, what game will be carried out (If the game was compiled by the author independently and is not reflected in the teaching aids, both the progress of its implementation and the purpose of its use at this stage of the lesson should be indicated).
Stages of work: 1.
Introductory part:
An organizational moment, including: setting a goal that must be achieved by students at this stage of OOD (what must be done for their further work to be effective); determining the goals and objectives that the teacher wants to achieve at this stage of the educational process; description of methods for organizing students’ work at the initial stage and topics educational activities(taking into account the real characteristics of the group with which the teacher works). 2.
Main part:
Getting to know new material. A didactic game (game situation) that creates motivation for activity. Children are offered a game during which they remember what will help them get acquainted with a new topic (updating knowledge and skills). The game should be such that during its course there are no difficulties in the child’s activities. 3.
Final part:
Fixing the material. Reproducing something new in a typical situation. At this stage, games are played where children use new knowledge or skills. At the end it is created game situation, which records each child’s individual mastery of new material. The child self-assesses his activity in mastering new things. **** Repetition and developmental tasks. (Provided in the notes at the request of the teacher) 4.
Summing up the lesson
: description of positive actions of students, determination of the prospects of acquired competencies (what new things have been learned, where new things will be useful). Option 2 1.
Type of OOD:
classes on communicating new knowledge; classes to consolidate knowledge, skills and abilities; lessons on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated
2.

Purpose of OOD
3.
Software content,
which includes: 1. Educational tasks (it is written what we will teach children in this lesson). 2. Developmental tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties). 3. Educational tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
4.

Integration of educational areas
5.
Vocabulary work
must be planned for every lesson. The words planned for the active and passive dictionaries are specifically listed. It must be remembered that words from the passive vocabulary are included in the active one after 2-3 lessons. During classes on speech development, tasks from the sections “Grammar structure of speech”, “Sound culture of speech”, “Coherent speech” must be included. It should be remembered that each new task is written on a new line. 6.
Equipment
, which will be used in this OOD (for example: interactive whiteboard, easel, wall board, cubes, stands, etc.). The following is indicated
7.
Demonstration material,
where not only all manuals and paintings are listed, but also their authors, quantity, and sizes are indicated. 8.
Handout,
It is necessary to list what material is taken, indicating the size and quantity. 9.
Previous work as a teacher
in preparation for the lesson: what was designed, what was made, what was compiled, studied, written, etc. After this, preliminary work with children, the entire volume of frontal and individual work with children (where did you go on an excursion, what object did you observe, what did you read to the children, what did you learn, etc.) 10.
Individual work,
with whom (indicate the names and surnames of the children) in what part of the lesson it is planned to take place. It is advisable not to forget to include this work in the part of the lesson in the notes in which you planned. eleven.
Structure
And
methodological techniques,
used in class. The parts of the lesson and specific methodological techniques are indicated.
For example:
I. Introductory part - 3 minutes. a) reading the poem “Autumn” by A. S. Pushkin; b) watching the autumn sky from the window; c) verbal didactic game“Come up with a word” (selection of adjectives for the words sky, autumn, foliage). II. The main part is 15 minutes. a) conversation about weather phenomena in autumn; b) looking at weather calendars; c) children naming autumn signs; d) writing stories about autumn weather; e) children naming sayings about autumn; d) didactic game “Which tree is the leaf from”... etc. III. The final part is 2 minutes. a) reading a story about autumn; b) listening to the recording of P. I. Tchaikovsky “September”; c) generalization by the teacher; e) analysis of the lesson (what knowledge the children showed). 12.
Organization of children in educational activities.
The placement of tables, equipment, seating and placement of children is indicated - if necessary, a placement plan is included. If placing children in different parts lesson changes, describes how the transition from one part of the lesson to another is carried out. 13.
Description of the lesson
. The course of the lesson is written in direct speech. Be sure to write down all the words that the teacher will say. If during the lesson the teacher needs to perform some actions, this is indicated in the notes.
So, if we briefly formulate all the requirements, then the structure will look like

the summary will be as follows:
1. Type, topic of educational activities, indicating the age group of children. 2. The purpose of OOD 3. Program content (training, development, educational tasks). 4. Vocabulary work. 5. Equipment for OOD. 6. Demonstration material.
7. Handouts. 8. Previous work of the teacher in preparation for educational activities. 9. Preliminary work with children (with the whole group, with a subgroup, individually). 10. Individual work with children in educational activities (what kind, with whom, in what part of the activity). 11. Structure of OOD and methodological techniques. 12. Organization of children in educational activities. 13. Progress of the OOD (in direct speech). 14. At the end there are final phrases or analysis of the lesson. "Properties of water." Lesson on cognitive research activities with elements of experimentation
OOD: “Travel with a Drop”
Cognitive and research activities with elements of experimentation.
Target:
Develop an understanding of the properties of water
Tasks:
Educational objectives. 1. Continue to introduce children to the properties of water (it has no color, taste or smell). Developmental tasks: 1. Develop cognitive activity children in the process of experimentation using the comparison method. 2. Activate children's vocabulary (colorless, tasteless).
Educational tasks. 1. Cultivate accuracy in work during the experimentation process.
Preliminary work
1. Conversations on the topics: “Where you can find water”; “Why and who needs water”; 2. Conducting experiments with water. 3. Examination of illustrations on the theme “Water”. 4. Reading fairy tales, poems, stories, proverbs, asking riddles about water. 5. Observing indoor plants in a corner of nature, doing errands (watering).
Kind of activity:
educational and research
Form - work:
experimentation
Children's age:
second younger group (3-4 years)
Methods and techniques:
1. Visual (diagrams - symbols indicating the properties of water). 2. Practical (observation, experiment). 3. Verbal (teacher's story, search questions, artistic expression).
Integration of educational areas:
Cognitive - research, social - communicative.
Materials for classes:
Water drops made of paper; diagrams - symbols indicating the properties of water; cups of water and cocktail straws (according to the number of children).
Progress of the lesson
Educator: Oh, guys, what happened this morning, I forgot to tell you - I just went to the kindergarten, A droplet came to me (shows a picture of a droplet, He says, I have a miracle guest, I admire it from above, I like your Earth, Blue and big Educator: Guys, a droplet asked us a riddle: So that rain would fall from the sky, So that ears of bread would grow, So that ships would sail, So that jelly would boil, So that there would be no trouble - You can’t live without .... (Water) Educator: - That’s right, without water, So, what are we going to talk about today? (about water).
What is water? (children's answers). What kind of water is there, do you know its properties? Today we will learn the properties of water. And the droplet came to visit us and her droplet sisters who live in our group. I just couldn’t find them. Educator: - Guys, let's show Droplet where the droplet sisters live, what they do with us and what benefits they bring. Children in the group find a drop in a corner of nature: near the plants. Flowers need to be watered; without water they will wither, they need water. A drop is found near the sink: the teacher's assistant needs water to wash the dishes. They find a drop in the play corner; water is needed to wash the toys. A drop is found at the table on which there is a decanter of water; the water is needed so that we can drink it. A drop is found in the toilet room; water is needed so that children can wash their hands and face. Educator: Well done guys. - Look, Droplet, how many droplet sisters live in our group, who bring us great benefit. And we promise to take care of them with the guys. Educator: Guys, have we found answers to the questions, what kind of water is there? Maybe in the laboratory we will find answers to our questions? Educator: Let's go to the laboratory and invite Droplet with us. Before starting research, let's remember the rules of behavior in the laboratory: - Don't make noise - by doing this we disturb others. - Handle dishes carefully. - Listen carefully to the teacher. - After finishing the observation, draw a conclusion. Experiment No. 1: “Water is a liquid” One is with water, the other is empty. Carefully pour water from one to another. Educator: What happens to the water? Children: It's pouring. Educator: Why is it pouring? Water flows because it is liquid. So what kind of water? (Liquid). Because water is liquid and can flow, it is called a liquid. Conclusion: Water is a liquid (I hang the symbol on the board). Experiment No. 2 “Transparent water” There are two glasses in front of the children: one with water, the other with milk. Children throw coins into both cups. Educator: In which cup is the coin visible? That's right, in a glass of water. Why do you think there is a coin visible in this cup? Children: The water is clear, but the milk is not. Conclusion: Water is colorless, has no color (I hang the symbol on the board). Experiment No. 3: “Water has no smell.” The teacher invites the children to smell the water. Educator: Children, what does the water smell like? It doesn't smell right at all. Pure water has no odor (I hang a symbol). Experiment No. 4 “Water has no taste.” The teacher invites the children to take a cocktail straw and taste the water. Educator: Children, tell me, does water have a taste? (Children's answers). That's right, pure water has no taste. The water is tasteless, has no taste (I hang a symbol). And if we put sugar or salt in a glass of water, what will the water taste like? (children perform the experiment themselves). Salty and sweet. Educator: Guys, after doing our experiments, did we find out what kind of water there is? (Children's answers). That's right, water has no color, taste or smell. Well done boys! Educator: Guys, let's please our guest and give her beautiful soap bubbles. Experiment No. 5. This experiment is called “Salute of soap bubbles.” Materials: glasses of water, pipettes with liquid soap, cocktail tubes.
Drop liquid soap from a pipette into a glass of water. Place a cocktail straw into a glass and blow through the straw. What do you see? (soap bubbles appeared). Educator: Well done guys, thank you! Droplet is very glad that you know so much about water.
Result:
The droplet says thank you to everyone for knowing her droplet sisters so well, knowing how they help and what benefits they bring to us. (Children are given bubbles with soap bubbles as a gift).

Preview:

Kozarenko E.S., teacher

GBDOU kindergarten No. 53 Kolpinsky district

St. Petersburg

Algorithm for preparing a GCD outline in accordance with the Federal State Educational Standard for Educational Education

Some teachers have difficulty preparing GCD notes. Let's remember how this is done. Let's start with the title page.

The full name is indicated at the top of the title page preschool. Approximately in the middle of the sheet there is an inscription: Synopsis of direct educational activities in (Area) on the topic: “………………..” for children of senior preschool age.
Below the title of the abstract, on the right, the surname, initials of the author and his position, group number are indicated.
At the bottom of the title page, in the middle, the city is written, and even lower, the year when the summary was written.

The next sheet begins with the gcd goal. What is a goal?

Target – this is the end result, what we strive for. It is recommended that the goal be determined by a noun from a verb: creating conditions, forming, educating, strengthening, etc.

And tasks should be formed by verbs in an indefinite form: create, strengthen, educate, implement, etc..

The purpose and objectives of the lesson replace the program content.

Draw your attentionto an interesting nuance: many teachers write the word “educational” instead of the word “educational”, meaning only educational tasks. But the concept"education" (read the law “On Education in the Russian Federation”)includes both training and education. This means that educational tasks will include both teaching and educational together . In this case, you will have 2 groups of tasks:developmental and educational.

Task - something that requires execution, decision. Tasks in relation to the goal are and are:
1. Educational tasks (it is written what we will teach children in this lesson).Do not write the verb “teach” in the tasks! It is more correct to write “to promote”, “to form skills”, “to create conditions”, “to develop”, etc.

2. Developmental tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties).
3. Educators tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
It should be remembered that each new task is written on a new line.
When the tasks are formulated, it is necessary to indicate what was carried outpreliminary workwith children, the entire scope of frontal and individual work with children (Conversations with children, observation, reading fiction, where you went on an excursion, what you learned, etc.)

Forms are indicated organizations collective activities (work in subgroups, in pairs, joint activities of the teacher with children) and independent activities of children (if planned).

Methods and techniques: Game, visual, practical activities for children, questions for children, verbal, didactic games, use of fiction, vocabulary work or activation of the dictionary; individual work; differentiated approach, parental participation in educational activities (if applicable).

Materials and equipment:it lists what equipment will be used on this GCD (for example: tape recorder, flannelograph, easel, wall board, cubes, stands, etc.).
Next, the demonstration material is indicated, which lists not only all the manuals and paintings, but also their authors, quantity, and sizes.
When describing handouts, it is necessary to list what material is taken, indicating the size and quantity.
The following describes the structure and methodological techniques used in the lesson. The parts of the lesson and specific methodological techniques are indicated. For example:
I. Introductory part - 3 minutes.
a) reading the poem “Autumn” by A.S. Pushkin;
b) watching the autumn sky from the window;
c) verbal didactic game “Come up with a word” (selection of adjectives for the words sky, autumn, foliage).
II. Main part- 15 minutes.
a) conversation about weather phenomena in autumn;
b) looking at weather calendars;
c) physical minute;
d) writing stories about autumn weather;
e) children naming autumn signs and sayings about autumn;
f) didactic game “Which tree is the leaf from”... etc.
III. Final part(reflective stage)- 2 minutes.
a) generalization by the teacher;
b) GCD analysis (about what knowledge the children showed).
And finally, a description of the progress of the GCD begins.
The GCD move is written in direct speech. Be sure to write down all the words that the teacher will say, the expected answers of the children, and the teacher’s generalizations. If during the lesson the teacher needs to perform some actions, this is indicated in the notes.
For example:
GCD move:
1. Reading the poem “Autumn” by A.S. Pushkin;
Educator: “Children, would you like me to read you a poem by A.S. Pushkin's "Autumn"?
Children: “Yes, we want!”
Educator: " October It’s already arrived - the grove is already shaking off
The last leaves from their naked branches;
The autumn chill has blown in - the road is freezing..."
So further on all points of the GCD structure.

So, if we briefly describe all of the above, the structure of the GCD summary is as follows:
If there is a title page, then the second page begins with Goals, if without a title page, it looks like this:

Topic: “Snowflakes outside the window”(Times New Roman 16)
(Medium group No. 1, Ivanov I.I.)(Times New Roman 14)
Educational area: Artistic and aesthetic development
Target:
Tasks:
Educational:
Educational:
Educational:
Preliminary work:
Methods and techniques:
Materials and equipment:
GCD structure:
I. Introductory part:
II. Main part:
III. Final part:
GCD move:

Consultation for educators

Prepared by senior teacher

Ganieva Irina Khindullovna

Many teachers do not pay attention to the design of notes. The topic, purpose, and objectives are written in the notes. And often tasks pass through the goal.

Let's remember how this is done.

Let's start with the title page.

The full name of the preschool institution is indicated at the top of the title page. Approximately in the middle of the sheet there is an inscription:

Abstract

Direct educational activities in (Region)

On the topic: “………………..” for children senior group.

Below the title of the abstract, the author's surname and position are indicated on the right.

At the end of the title page, in the middle, your village is written, and even lower, the year when the summary was written.

Let's play

2010

The next sheet begins with the gcd goal. What is a goal? The goal is the end result, what we strive for. The goal is achieved through tasks, which in relation to the goal are means, i.e. how we will achieve this goal. A task is something that requires execution or solution.

Tasks in relation to the goal are and are:

1. Educational;
2. Developmental;
3. Educating.

Let's look at an example:

Goal: developing children’s aspirations to consciously improve movements.

Tasks:

1. Teach elements of dance movements;
2. Develop plastic expressiveness of movements;
3. To instill in children a desire to perform exercises beautifully and beneficially for their health.

It is recommended that the goal be determined by a noun from a verb: creating conditions, forming, educating, strengthening, etc. And tasks are formed by verbs in an indefinite form: create, strengthen, educate, implement, etc. the goals and objectives of the lesson replace the program content.

The notes also indicate vocabulary work - these are new words, the meaning of which must be explained to the children. Don't forget about methodological support pedagogical process. Any activity begins with a motive. Motive is a reason that encourages action. Previously, we called a motive a moment of interest before a lesson.

The following motives for activities for children are distinguished:

1. Gaming. A child can realize his need for significance by “helping” various toys solve their practical and intellectual problems.
2. Motivation for communication. Motivation is based on the child’s desire to feel necessary and important in helping an adult. An adult turns to a child with a request to help him, he says that there is no way to do without the child’s help. At the same time, he does not forget to thank the child.
3. Self-interest motivation. This motivation encourages the child to create various objects for his own consumption.

After motivation comes the methodology for conducting the lesson. This section should highlight the parts of the lesson. Children's answers are not written in notes.

Instructions for writing lesson notes

(based on the disciplines “Methods of speech development”, “Speech therapy”)

Preparing to compose a lesson:

1. Define program content (in correctional methods goals or objectives) of the lesson, based on:

· program for raising and educating children (directly sections “speech development” and “familiarization with the environment”);

· previously compiled group long-term plan educational work in a group;

· time of year during which the occupation is created and the presence of upcoming or recently ended social phenomena(holidays, elections, etc.);

· defect speech development children;

· level of development of children in the group;

· a previously drawn up individual long-term plan for working with the child;

Having decided on preparatory stage compiling a lesson summary, we proceed to compiling a draft lesson summary.

2. necessary formulate program content (for notes on speech therapy - goals or tasks ), which, as in all types of classes, will include three types of main tasks: educational(educational), developing, educational(on speech therapy session another type of task is introduced - correctional).

It is more logical to start formulating tasks in speech therapy notes with correctional ones, in others with educational ones:

1. Corrective (work on the leading (primary) is indicated defect or the main one is revealed goal of the stage correctional work . Example: “Improve the ability to use the sound “r” in words and phrases.”

2. Educational (here we can expand knowledge, enrich representation about objects and phenomena of the environment, etc. It is convenient to begin the formulation of these tasks with the words: consolidate, generalize, expand, clarify, systematize, improve, etc. any program knowledge, skills, abilities. Example: “Solid definitions that characterize the appearance of vegetables and fruits.”

3. Developmental (in relation to the disciplines of “speech therapy” and MRR, the development of voice characteristics, breathing, phonemic hearing and other speech development tasks are often developed mental processes- visual, auditory, tactile, motor attention, memory, perception, etc.).

4. Educational involves the development of any moral qualities within the framework of the lesson. (Culture verbal communication, collectivism, discipline, mutual assistance, love for animals, respect for work, discipline in the classroom, etc.). Example: “To cultivate a culture of verbal communication - to improve the ability to formulate requests.”

o There may be several of each of the listed tasks in one lesson, but the total number of tasks is at least 3 for regular notes and at least 4 for speech therapy notes.

o When preparing notes, you should not sign what type of task (educational, educational, etc.).

o Each task must be numbered separately, and do not combine several tasks (Wrong version of the task formulation: “Develop attention, memory, friendliness, love of beauty”).

o Every problem starts with a verb imperfect form, that is, answering the question “What to do?” (Example: “Rev. it phonemic awareness..." - erroneous option, "Having developed at phonemic hearing..." is the correct option).

o We formulate the tasks in detail, with all the necessary explanations (for example: “Develop phonemic awareness” is an erroneous option, “Develop phonemic awareness: the ability to isolate the first sound in a word” is the correct option).

o Avoid words when formulating problems:

ü “TEACH”, because teach = introduce + expand + clarify + consolidate + exercise + improve + systematize + generalize + etc. We select the most accurate verb;

ü “FORM”, because from the point of view of some authors, this word carries an overly authoritarian connotation for modern humanistic pedagogy, and from the point of view of others, it reflects the physiological side of the development process, without the participation of the teacher.

3. Having decided on the tasks that need to be solved in class, what follows is choose games, exercises and tasks that will help solve the problems. It should be noted that the program content must be compiled first (based on the needs of the child or group of children) and only then the text of the lesson notes.

4. Next step - selection of material, which will be required to carry out the selected games, exercises, tasks and achieve previously defined tasks. All material will need to be indicated and listed, possibly dividing the material into demonstration and handout.

Before starting a lesson, you need to plan and conduct preliminary work, the purpose of which is to clarify the knowledge, abilities, skills of children on a chosen topic, to systematize, clarify the knowledge of all or some children, etc. As a rule, these are conversations, listening to various works, memorizing them, looking at pictures, excursions, observations.

The last thing to consider is - individual work with children in class. It is necessary to take into account the activities of particularly developed children (tasks that are more complex or additional); work with lagging children (highlight them especially weak sides, which will be given a little more attention); interaction with “difficult” children (select such work methods and their compatibility so that these children become interested in the tasks and can avoid conflicts with peers and teachers).

The lesson itself begins with first(introductory or introductory) parts which lasts 3-5 minutes and includes:

- Organizing time (attracting children's attention to the teacher, distracting them from the types of activities in which children were previously engaged; reminding the rules of discipline; putting things in order appearance children, etc.).

- Surprise or interesting moment (appearance of a hero, character, envelope, picture, toy, reading a poem, guessing a riddle, etc.)

- Unfolding the plot classes, if provided.

- Target message classes.

o During one lesson, the introductory part may include: Not all of the above components;

o It is highly desirable that the lesson be plot-based or take place in a playful way;

oI the beginning of the first part, the entire words “introductory part”, etc. should not be indicated.

Thus, the goal of this part of the lesson is to arouse interest in the lesson, desire, need for the upcoming activity, to activate cognitive interest, and corresponding emotional manifestations.

The second part is the main one consists of successive games and tasks connected by one plot or goal. Its duration is determined according to the age group. (Calculate for yourself, do not forget to subtract the time for the final and introductory parts from the class time).

o When preparing your notes, be sure to mark them with a number. II the beginning of the second part, the entire words “main part”, etc., should not be indicated..

o It is necessary that before each task, the teacher forms a motive for the child’s activity (let’s help Dunno, disenchant the city, find out which of us is the most dexterous, please mom).

o During the course of the main part, it is necessary to provide for a change in types of activities that are opposite to each other in terms of the degree of activity and the analyzers involved,

o As children get tired, physical education minute, which should also (preferably) be consistent with the topic or plot of the lesson.

o Also, one of the requirements for the lesson is the degree of activity of the children - the children do, think, guess, reason, talk more, and not the teacher. The teacher creates conditions so that the child can do almost everything himself.

o It is recommended to include as many analyzers as possible in the activity - in this case, the information acquired by the child will be more systematic, versatile and durable. For example: learning articulation - look in the mirror, listen to what we say, use your hand to control the force of exhalation or the vibration of the vocal cords.

The general goal of the main part is to solve all the tasks set in the program content and implement the planned individual work with children.

The third part is the final one. (up to 3 -5 minutes) Includes:

- Generalization = remembering what they did, what they were doing, which in junior groups is done by the teacher, and in the older ones, by the children themselves, on the questions of the teacher. “What did you like most... Which task was the most difficult... What game should we teach dad to play at home..., What did you remember,..., What surprised you...?) The teacher summarizes the children’s answers. Example. Question: “What task did we complete first?” Children: “They were throwing the ball...”. Playback: “That’s right, they threw the ball and remembered the names of pets.”

- General and nominal grade children in the form of analysis (that is, not just “well done,” but because he answered louder than everyone else, raised his hand, did not shout, etc.). Starting from the older group, we not only praise the children, but also point out some of their shortcomings and advise how to cope with them.

- Creation favorable emotional state (game, literary word, listening piece of music), causing a desire to attend such a lesson again, to experience a similar plot; sustainable cognitive interest in this topic, through instructions, recommendations, advice.

- Entering another type of activity . For example: “Cheerful bunnies came to us today, we really liked them, and let’s make them houses from building material so that they come back to us.”

o When preparing your notes, be sure to mark them with a number. III the beginning of the third part, the entire words “final part”, etc. should not be indicated..

After compiling, correcting and checking the draft lesson notes, a final version is drawn up according to the scheme below.

o Particular attention should be paid to accuracy, clarity, and accessibility of the lesson notes.

GENERALIZED LESSON SUMMARY OUTLINE

At the beginning of the summary or on the title page, indicate:

v The method (subject) by which the summary was compiled. P example: speech therapy; or methods of speech development.

v Methodology section (speech disorders for speech therapy notes. Example: dyslalia, or development of coherent speech.

v Type of lesson (stage of correctional work). Example: compilation descriptive stories according to the picture or stage of automation in words and phrases.

v Lesson topic + plot. P example: retelling the fairy tale “Zayushkina’s Hut” / “Let’s Cheer up the Bunny” or (in case of dyslalia, indicate the sound we are working on) “Sound “r” / “Help Dunno.”

v Age group of children. P example: senior group.

v Individual or subgroup lesson.Example: frontal exercise.

GOALS (if the notes are speech therapy) PROGRAM CONTENT or TASKS (if the notes are based on other methods):

Correctional

1. …

2. …

3. …

Educational (this word itself should not be written)

1. …

2. …

3. …

Municipal budgetary preschool educational institution

"Combined kindergarten No. 37"

Consultation for teachers

Prepared by: Moseychuk Alena Valerievna

teacher 1st quarter category MBDOU "DSKV No. 37"

Bratsk, 2018

The structure of writing a GCD summary in a preschool educational institution according to the Federal State Educational Standard

With the introduction of the Federal State Educational Standard, the approach to organizing and conducting direct educational activities with children is changing.

There is a rejection of traditional classes based on logic educational model. The lesson is understood as an exciting activity with children, during which the teacher solves program problems. The role of the teacher is being rethought, becoming more of a “coordinator” or “mentor” than a direct source of information.

Teacher's position preschool education in relation to children, it changes and acquires the character of cooperation when the child acts as an equal partner in a situation of joint activity and communication with the teacher.

Many teachers do not pay attention to the design of notes. The topic, purpose, and objectives are written in the notes. And often tasks pass through the goal.

Let's remember how this is done.

Let's start with the title page

The full name of the preschool institution is indicated at the top of the title page. Approximately in the middle of the sheet there is an inscription:

Abstract

Direct educational activities in (Region)

On the topic of: "……………"

for older children.

Below the title of the abstract, the author's surname and position are indicated on the right.

At the end of the title page, in the middle, yours is written locality, and even lower is the year when the summary was written.

Next sheet starts with program content.

This includes the purpose and objectives of the GCD.

What is a goal? Target – this is the end result, what we strive for. The goal is achieved through tasks, which in relation to the goal are means, i.e. how we will achieve this goal.It is recommended that the goal be determined by a noun from a verb: creating conditions, forming, educating, strengthening, etc.

Goal setting algorithm:

1. Assess the existing problems and identify the main one, clearly formulate it.
2. Determine the steps (actions) to solve it and their sequence.
3. Formulate exactly the intermediate result (effect) from the execution of each step (action).
4. Evaluate which (and how many) of these steps (actions) can be carried out within the framework of one GCD.
5. Formulate the goal of the GCD, which contains a description of the effect of the actions that you plan to carry out within the framework of one GCD.

What an adult proposes to do must be necessary and interesting for the child, and the meaningfulness for the child of the activity proposed by the adult is the main guarantee of the developmental effect.

Task - something that requires execution, decision.

Tasks in relation to the goal are and are:

Educational;

Developmental;

Educating.

It is recommended to formulate tasks with a verb in an indefinite form: consolidate, generalize, form, develop, educate, etc. Maintain clarity and specificity in the formulation of tasks (not just expand (consolidate) ideas about winter, but what exactly children learn (reinforce) about winter within the framework of this lesson). This also applies to the formulation of developmental tasks: not just the development of children’s mental abilities, but which ones specifically (list).

It should be remembered that each new task is written on a new line.

When the tasks are formulated, it is necessary to indicate what equipment will be used on this GCD (for example: tape recorder, board, easel, wall board, cubes, stands, etc.).

Describing Handout,It is necessary to list what material is taken, indicating the size and quantity.

what they designed, what they produced, what they compiled, studied, wrote, etc.
After this it is indicatedpreliminary work with children, the entire scope of frontal and individual work with children (where they went on an excursion, what object they observed, what they read to the children, what they learned, etc.)

After this it is written whichindividual work,with whom (indicate the names and surnames of the children) in what part of the lesson it is planned to take place.It is advisable not to forget to include this work in the part of the lesson in the notes in which you planned.

The following describes structure and methodological techniques,used in class.The parts of the lesson and specific methodological techniques are indicated.

The summary also indicatesvocabulary work- these are new words, the meaning of which must be explained to children.

The parts of the lesson and specific teaching techniques are indicated..

The following describesorganization of children in direct educational activities.The placement of tables, equipment, seating and placement of children is indicated - if necessary, a placement plan is included.

If the placement of children in different parts of the lesson changes, describe how the transition from one part of the lesson to another is carried out.
And finally it beginsdescription of the lesson. The course of the lesson is written in direct speech.Be sure to write down all the words that the teacher will say, the expected answers of the children, and the teacher’s generalizations.If during the lesson the teacher needs to perform some actions, this is indicated in the notes.

The lesson ends with words of analysis.

So, if we briefly describe all of the above, thenoutline structure, as follows:

1. Type, type, topic of GCD indicating the age group of children
2. Program content

(training, developing, educating tasks).

1. Vocabulary work.
2. Class equipment.
3. Demonstration material.
4. Handout.
5. Previous work of the teacher in preparation for the lesson.
6. Preliminary work with children

(with the whole group, with a subgroup, individually).

1. Individual work with children on educational activities

(which one, with whom, in what part of the lesson).

1. Lesson structure and methodological techniques.
2. Organization of children in the classroom.
3. Progress of the lesson (in direct speech).

At the end there are final phrases or analysis of the lesson.

We remind you about the types of classes:

1. Classes on communicating new knowledge.
2. Classes to consolidate knowledge, skills and abilities.
3. Lessons on generalization and systematization.
4. Final.
5.Accounting and verification.
6. Combined (mixed, combined).
7. Complex.
8. Integrated

(based on the principle of combining several types of children's activities and different means of speech development).

Integration can be on a thematic basis.

For example:
1) reading about birds;
2) collective drawing of birds;
3) storytelling based on pictures.

Additional Information

Do not forget about the methodological support of the pedagogical process. Any activity begins with a motive.

Motive is a reason that motivates action. Previously, we called a motive a moment of interest before a lesson.

The following motives for activities for children are distinguished:

Gaming. A child can realize his need for significance by “helping” various toys solve their practical and intellectual problems.

Motivation for communication.Motivation is based on the child’s desire to feel necessary and important in helping an adult. An adult turns to a child with a request to help him, he says that there is no way to do without the child’s help. At the same time, he does not forget to thank the child.

Self-interest motivation.This motivation encourages the child to create various objects for his own consumption.

After motivation comes the methodology for conducting the lesson. This section should highlight the parts of the lesson. Children's answers are not written in notes.