Structure, forms and methods of methodical work. Forms of methodical work with teachers (general recommendations) Forms of organization of methodical work Aquarium

Forms methodical work with teachers

Passive forms the work of the methodological service is focused to a large extent on reproductive mental activity and provides support for the zone of actual development of teachers.

Active Forms stimulate the search, creative research activity of teachers and are focused on the zone of proximal development of teachers.

Most effective forms of methodical work at the present stage of development of the school, in our opinion, are:

theoretical seminar,

workshop,

scientific and practical conference,

methodical decade,

science days,

methodology festival,

method bridge,

methodical mosaic,

discussion,

methodical ring,

business game,

pedagogical KVN,

brainstorm,

video training,

pedagogical readings,

lecture hall,

professional exhibition,

project protection,

thematic pedagogical council,

public lesson

Forms of organizing and holding meetings of the MO may be as follows:

Theoretical seminar

Workshop

Conference

Excursion

Creative discussion

creative dialogue

Living room

Hour of collective creativity

Methodical festival (according to the results of methodical work for the year)

business game

Methodical KVN

Fair of Methodological Ideas

Methodical training

Types of homework teachers as part of the planning of methodological work can be as follows:

Lesson modeling (whole or fragmentary)

Development of a system of lessons on a topic or course

Development of a special course, research program on a specific topic

Selection of literature on a specific topic, course, problem

Annotation on the topic, course, problem, work experience of a colleague

Compilation of control materials, tests

Compilation and protection of reference schemes, memos, didactic material

Development of plans for circles, scenarios extracurricular activities by subject, elective courses

Attending lessons, extra-curricular activities, special courses, additional classes with subsequent analysis

Presentation of own experience on the topic, problem

Self-education theme defense.

Interactive methods and games

"Interactive" means based on interaction. But interactivity is not just the interaction of subjects with each other, but a specially organized cognitive activity that has a pronounced social orientation.

The purpose of using interactive methods and games is to change the behavior patterns of participants. Analyzing his reactions and the reactions of his partner, the participant changes his behavior model and consciously learns new norms of activity, which allows us to speak of interactive methods as a process of interactive education.

guiding principles organization of the interactive process are:

mental activity;

Meaningfulness;

Freedom of choice;

Reflection.

The organization of mental activity is:

In the performance by participants of various mental operations (analysis, synthesis, comparison, generalization, classification, abstraction, etc.);

In the exchange of the results of mental activity between the participants in the pedagogical process;

Change and variety of types, forms of mental and cognitive activity;

Combination of individual and group forms of work;

Problem-based learning, the use of modern educational technologies in the pedagogical process;

Meaningfulness of the participants;

Reflections.

meaning creation involves the conscious creation of new content in the process of interaction between teachers, assessment of the phenomena of the surrounding reality, their activities, the results of interaction from the standpoint of their individuality.

The end result, the goal of meaning creation is enrichment, the emergence of a new individual experience of understanding (meaning), expanding the boundaries of individual consciousness.

Reflection in the pedagogical process, it is the process and result of the subjects (participants in the pedagogical process) fixing the state of self-development, establishing the causes and consequences.

Every interactive method, the game has its own goal, rules, therefore, given this feature, you can use them at different stages of the event. An important condition is the location of the participants in such a way that they can see each other while sitting, for example, in a circle, around the perimeter.

The latest forms of teaching teaching staff include innovative, organizational and activity, business, role-playing and other games that contribute to the formation of an intellectual culture and a culture of self-development.

The latest forms of education are used within the framework of the ability model of education, which ensures the preparation of teachers for innovation activities, creates the prerequisites for their rapid adaptation in a dynamic professional environment.

Active forms of organizing methodological work

business game

Target- development of certain professional skills, pedagogical technologies.

The game as a form of learning is characterized by great flexibility. In the course of it, you can solve problems of varying complexity. It activates the creative initiative of teachers, ensures a high level of assimilation of theoretical knowledge and the development of professional skills.

Conduct form - collective or group work.

The process of organizing and conducting the game can be divided into 4 stages.

1. Game design:

§ clearly formulate the general goal of the game and private goals for the participants;

§ develop general rules games.

2. Organizational preparation of a specific game with the implementation of a specific didactic goal:

§ the leader explains to the participants the meaning of the game, introduces the general program and rules, distributes roles and sets specific tasks for their performers that must be solved by them;

§ experts are appointed who observe the course of the game, analyze the simulated situations, and give an assessment;

§ the time, conditions and duration of the game are determined.

3. Game progress.

4. Summing up, its detailed analysis:

§ overall rating of the game, detailed analysis, implementation of goals and objectives, successful and weak sides, their causes;

§ players' self-assessment of the performance of assigned tasks, the degree of personal satisfaction;

§ characterization of professional knowledge and skills revealed during the game;

§ analysis and evaluation of the game by experts.

Approximate order of the business game:

The leader informs the audience of the purpose, content, procedure for conducting a business game. Recommends to carefully study the literature, introduces the issues to be discussed.

The participants of the game are divided into subgroups of 3 - 5 people. In each subgroup, a leader is elected, whose responsibilities include organizing the work of the subgroup. An expert group of 3-5 people is selected from among the participants in the game.

The leader distributes questions between the game subgroups, gives the floor to representatives of the game groups on each issue, organizes discussions on the problem under discussion. For a speech, each participant in the game is given up to 5 minutes, during which it is necessary to briefly, but reasonably, highlight the main thing, substantiate the idea, argue, "defend" it.

The expert group, based on the speeches of the participants and their opinion, can prepare draft recommendations (practical advice) on the problem under consideration, discuss and determine the common positions of the members of the teaching team in practical activities.

The expert commission also reports its decisions on evaluating the content of speeches, the activity of participants, the effectiveness of subgroups in a business game. The criterion for such an assessment can be the number and content of the put forward ideas (suggestions), the degree of independence of judgments, their practical significance.

In conclusion, the leader summarizes the results of the game.

training

Target- development of certain professional skills and abilities.

training(English) - special, training mode, training, maybe independent form methodical work or be used as a methodical technique during the seminar.

During the training, pedagogical situations are widely used, Handout, technical training aids. It is advisable to conduct training in training groups of 6 to 12 people.

The main principles in the work of the training group: trusting and frank communication, responsibility in discussions and when discussing the results of the training.

Pedagogical KVN

This form of methodical work contributes to the activation of existing theoretical knowledge, practical skills and abilities, the creation of a favorable psychological climate in a group of teachers. Two teams, a jury, are formed from the trainees, the rest are fans. Teams first get acquainted with the theme of KVN, receive homework. In addition, they prepare mutual playful greetings on the topic of this KVN. The leader offers entertaining tasks that require non-standard solutions (including the "Captains Competition"), directly related to the topic being studied.

Game progress:

1. Greeting teams, which takes into account:

§ correspondence of the speech to a given topic;

§ relevance;

§ presentation form.

§ Performance time - 10 minutes.

2. Warm-up (teams prepare three questions each for knowledge of the psychology of the student's personality and interpersonal relationships). Time to think about the question - 1 minute.

3. Homework: checking the preparation of a business game on a given topic.

4. Competition of captains.

5. Competition of wise men. Two members per team are selected. They are asked to choose the best way to solve this issue.

6. Competition of fans: solving pedagogical problems from the practice of the school.

7. Competition "What would it mean?" (situations from the life of the school). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.

methodical bridge

The methodical bridge is a kind of discussion. Teachers from different schools of the district, city, heads of the Moscow Region, parents are involved in this form of methodical work.

The purpose of the methodological bridge is the exchange of advanced pedagogical experience, dissemination innovative technologies training and education.

Brainstorm

This is one of the methodological techniques that contributes to the development of practical skills, creativity, the development of the correct point of view on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing the methodology for passing a certain topic, for making decisions on a specific problem.

The leader should think through the questions well so that the answers are short and concise. Preference is given to answers-fantasies, answers-insights. It is forbidden to criticize ideas, evaluate them. The duration of the brainstorming session is 15-30 minutes. This is followed by a discussion of the ideas expressed.

Solving pedagogical problems

Target- get acquainted with the features of the pedagogical process, its logic, the nature of the activities of the teacher and students, the system of their relationship. The fulfillment of such tasks will help to learn how to single out the essential, the main thing from the variety of phenomena.

The mastery of the teacher is manifested in the way he analyzes, explores the pedagogical situation, how he formulates, on the basis of a multilateral analysis, the goal and objectives of his own activity.

Pedagogical tasks should be taken from school practice. They should acquaint the best teachers with individual methodological methods of work, and warn against the most common mistakes.

Starting to solve the problem, it is necessary to carefully understand its condition, evaluate the position of each actor, to imagine the possible consequences of each proposed step.

The proposed tasks should reflect effective forms and methods of organizing and conducting educational work.

Methodical festival

This form of methodical work, used by methodologists of the city, district, school leaders, involves a large audience, aims to exchange work experience, introduce new pedagogical ideas and methodological findings.

At the festival there is an acquaintance with the best pedagogical experience, with non-standard lessons that go beyond traditions and generally accepted stereotypes.

During the festival there is a panorama of methodical findings and ideas.

Participants of the festival submit an application for a lesson, methodological ideas, techniques in advance.

Laboratory "Information Technologies"

work of creative groups on problems;

· usage information technologies in the educational process;

Formation of the civic position of younger students.

Fair pedagogical ideas

· activates the methodical work of teachers, since every teacher wants his idea to be recognized as the best. Thus, the spirit of competition is manifested. Teachers, mostly young, learn to lead a discussion, defend their point of view, listen critically to themselves and their colleagues.

Development of a methodological portfolio

allows the teacher to systematize his methodological work for the year, choose the most successful methodological techniques and summarize them in the form of methodological developments.

Interactive forms of work with teachers.

The heads of professional associations often face the question - how to make each teacher become an active, interested participant in the work of various forms of professional associations? How to get rid of the passivity of individual teachers? How to transfer them from reproductive activity to research? To the formation of the ability to reflect in the process of learning new and mastering familiar material?

The activation of the creative activity of teachers is possible through non-traditional, interactive methods and forms of work with teachers.

Many major methodological innovations are associated with the use of interactive teaching methods. You need to deal with yourself concept. The word "interactive" came to us from in English from the word ”interact”, where “inter” is “mutual”, “act” is to act.

Interactive means the ability to interact or is in a conversation mode, dialogue with something (for example, a computer) or someone (for example, a person). From this it can be concluded that Interactive learning is, first of all, interactive learning, during which the interaction of the teacher (the head of the ME) and the student (the teacher-participant of the ME) is carried out.

What are the main characteristics of "interactive"?

It should be recognized that interactive learning is a special form of organizing a particular activity. She has in mind quite specific and predictable goals of the work. One of these goals consists in creating comfortable learning conditions, such that the teacher (student) feels his success, his intellectual viability, which makes the entire learning process productive and effective.

What is the essence of interactive learning?

The interaction process is organized in such a way that almost all participants are involved in the process of cognition and discussion. They have the opportunity to understand and reflect on what they know, understand what they think. Joint activity in this process means that each participant makes his own special individual contribution, has the opportunity to exchange knowledge, his own ideas, methods of activity, to hear a different opinion of colleagues. Moreover, this process takes place in an atmosphere of goodwill and mutual support, which makes it possible to obtain not only new knowledge on the problem under discussion, but also develops the pedagogical activity and translates it into more high forms cooperation and cooperation.

Interactive activity involves the organization and development of dialogue communication, which leads to interaction, mutual understanding, to a joint solution and adoption of the most common, but significant tasks for each participant. With interactive learning, the dominance of both one speaker and one opinion is excluded.

In the course of dialogue communication, teachers develop the ability to think critically, reason, and solve conflicting problems based on the analysis of the information heard and circumstances. Teachers learn to weigh alternative opinions, make thoughtful decisions, express their thoughts correctly, participate in discussions, and communicate professionally with colleagues.

It is valuable that with such an organization of work, the teacher can not only express his opinion, opinion, give an assessment, but also, having heard the convincing arguments of his colleagues, abandon his point of view or significantly change it. Teachers develop respect for other people's opinions, the ability to listen to others, to make informed conclusions and conclusions.

To do this, various forms are organized in the classes of professional associations - individual, subgroup, pair, role-playing games are used, documents and information from various sources are analyzed.

What are forms of interactive learning? Let's consider some of them.

The simplest form of group interaction is "big circle". The work takes place in three stages.

First step The teachers sit in a large circle. The leader creates the problem.

Second phase– within a certain time (approximately 10 minutes), each participant individually on his/her sheet of paper writes down the proposed measures to solve the problem.

Third stage - in a circle, each teacher reads out his proposals, the rest silently listen (without criticism); along the way, a vote is taken on each item - whether to include it in the general decision, which, as the conversation progresses, is recorded on the board.

The “big circle” technique is best used when it is possible to quickly determine the solutions to the problem or its components. Using this form, you can, for example, develop instructions, regulations, local or regulatory legal acts.

"Round table"- is carried out with the aim of developing a common opinion, the position of the participants on the problem under discussion. Usually 1-3 questions of the problem under discussion are thought out.

When holding a "Round Table" it is important to pay attention to the design of the room. For example, it is advisable to place tables around the perimeter of the room. The host of the "Round Table" determines his place so that he can see all the participants. Invited experts, administration, etc. can also be here. In the course of work, each issue of the problem is discussed separately. The floor is given to teachers who have experience working on the problem. The facilitator summarizes the results of the discussion of each issue. At the end, he offers a variant of the general position, taking into account the comments, additions, and amendments.

Each problem, to which the group of questions asked by teachers belongs, is revealed as fully as possible. Teachers must clearly represent the theoretical foundations of the problem, ways to solve it, forms of organization, methods and techniques of work, and more.

"Business game"- effective if teachers have sufficient knowledge on the problem that is reflected in the game. The business game involves a lot of preliminary work, in which teachers receive the necessary knowledge through various forms, methods and means: visual agitation, thematic exhibitions, consultations, conversations, discussions. If such preliminary work has not been carried out, then it is advisable to plan a business game as part of an event dedicated to consolidating the acquired knowledge on the problem.

Cards with questions or 2-3 pedagogical situations on the problem are prepared in advance.

The tables must be arranged so that 2 or 3 teams stand out (at the discretion of the software manager) of 4-5 participants in the business game. Teachers, if desired, sit down at the tables, and thus the teams of participants are immediately determined. One of the commands is expert judges are the most competent teachers on the proposed problem.

Each team is given a card, a captain is chosen who will announce general conclusion teams working on a task. The teams are given time to prepare a decision, then the answers are heard. The order of answers is determined by the lot of captains. Each group makes at least 3 additions to the responding group, an incentive score is given, which is included in the total score. At the end of the game, the team is determined - the winner for the best (detailed, complete, evidential) answer.

Business games are of the following types:

Simulation, where copying is carried out with subsequent analysis.

Managerial, in which specific managerial functions are reproduced);

Research related to research work, where through game form methods in specific areas are being studied;

Organizational and active. Participants in these games simulate the early unknown content of an activity on a particular topic.

Training games. These are exercises that reinforce certain skills;

Projective games, in which one's own project is drawn up, an algorithm for any actions, an activity plan, and the proposed project is defended. An example of projective games there may be a topic: “How to hold a final teachers’ council?” (or a parent meeting, or a practical seminar, etc.).

When organizing and conducting a business game, the role of the game leader is different - before the game he is an instructor, during the game he is a consultant, at the last stage he is the leader of the discussion.

The main goal of the game- live simulation of the educational process, the formation of specific practical skills of teachers, faster adaptation to updating the content, the formation of their interest and culture of self-development; development of certain professional skills, pedagogical technologies.

Methodology for organizing and conducting:

The process of organizing and conducting the game can be divided into 4 stages:

1. Game design:

clearly formulate the overall goal of the game and private goals for the participants;

develop common rules of the game.

2. Organizational preparation of a specific game with the implementation of a specific didactic goal:

The leader explains to the participants the meaning of the game, introduces the general program and rules, distributes roles and sets specific tasks for their performers that must be solved by them;

· experts are appointed who observe the course of the game, analyze the simulated situations, give an assessment;

determine the time, conditions and duration of the game.

3. Game progress.

4. Summing up, detailed analysis of the game:

§ general assessment of the game, detailed analysis, implementation of goals and objectives, good and weak sides, their reasons;

§ self-assessment by the participants of the performance of the tasks received, the degree of personal satisfaction;

§ characteristics of professional knowledge and skills revealed during the game;

§ analysis and evaluation of the game by experts.

Approximate order of the business game:

The leader informs the audience of the purpose, content, procedure for conducting a business game. Recommends to carefully study the literature, introduces the issues to be discussed. The participants of the game are divided into subgroups of 3-5 people. In each subgroup, a leader is elected, whose responsibilities include organizing the work of the subgroup. An expert group of 3-5 people is selected from among the participants in the game.

The leader distributes questions between the game subgroups, gives the floor to representatives of the game groups on each issue, organizes discussions on the problem under discussion. For a speech, each participant in the game is given 5 minutes, during which it is necessary to briefly, but reasonably, highlight the main thing, justify the idea, justify, “defend” it.

The expert group, based on the speeches of the participants and their opinion, can prepare draft recommendations (practical advice) on the problem under consideration, discuss and determine the common positions of teachers in practical activities.

The expert commission also reports its decisions on evaluating the content of speeches, the activity of participants, the effectiveness of subgroups in a business game. The criterion for such an assessment can be the number and content of the ideas (suggestions) put forward, the degree of independence of judgments, their practical significance.

In conclusion, the leader sums up the game.

Business (role-playing) game- an effective method of interaction between teachers. It is a form of modeling those systems of relations that exist in reality or in a particular type of activity; new methodological skills and techniques are acquired in them.

business game is a form of development improvement, perception of the best experience, self-assertion as a teacher in many pedagogical situations. Necessary condition the effectiveness of the business game - voluntary and interested participation of all teachers, openness, sincerity of answers, their completeness.

Discussion- critical dialogue, business dispute, free discussion of the problem, a powerful combination of theoretical and practical knowledge.

Purpose of the discussion – involvement of listeners in an active discussion of the problem; identification of contradictions between practices and science; mastering the skills of applying theoretical knowledge to analyze reality.

Conduct form– collective discussion of theoretical issues.

The method of its organization:

§ determination of the purpose and content of the problem under discussion, forecast of the results;

§ determination of the key issues on which the discussion will be organized (random, secondary issues are not submitted for discussion);

§ planning;

§ preliminary acquaintance of teachers with the main provisions of the topic under discussion

Methodology:

familiarization of teachers with the problem, situational task.

Questions are presented to teachers sequentially in accordance with the plan.

· a discussion of opposing points of view on the essence of the problem under consideration is organized.

Conclusion, summarizing the results of the discussion.

In conclusion, the facilitator notes the activity or passivity of the audience, evaluates the answers of teachers, if necessary, reasonably refutes incorrect judgments, supplements incomplete answers, draws a general conclusion based on the results of the discussion, thanks the teachers for participating in the discussion.

The leader must:

It is good to know the problem, the topic of discussion.

Examine the position and arguments of opponents.

Do not allow the conversation to deviate from the subject of discussion, the substitution of concepts.

"Brainstorming (Brainstorming)"- just like the business game is possible, provided that teachers have enough knowledge on the problem.

This is one of the methodological techniques that contributes to the development of practical skills, creativity, the development of the correct point of view on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing the methodology for passing a topic, for making decisions on a specific problem.

The leader should think through the questions well so that the answers are short and concise. Preference is given to answers-fantasies, answers-insights. It is forbidden to criticize ideas, their evaluation. The duration of the brainstorming session is 15-30 minutes. This is followed by a discussion of the ideas expressed.

The leader prepares questions in advance, 2-3 pedagogical situations in accordance with the problem to be solved, which will be offered to them.

It is advisable to set the tables so that 2-3 teams of teachers stand out.

Each team chooses a captain who will announce the general answer. Each team is given cards in which the same questions and pedagogical situations are indicated. Time is given for preparation. Teams answer the same questions and solve the same situations.

In the course of work, one team gives an answer, the other complements it, and vice versa. The winner is the team that gave the most comprehensive answers and made the largest number of significant additions to the answers of fellow competitors.

Any form of communication with teachers should imply emotionality, conciseness of messages and, at the same time, saturation with the necessary information, confirmed by examples from practice and pedagogical experience.

"Methodical ring".

Target - improving the professional knowledge of teachers, identifying general erudition.

Conduct form– group work (opponents, support groups of opponents, analysis group are determined).

Methodology for organizing and conducting:

1 option- a methodical ring as a kind of discussion in the presence of two opposing views on the same issue.

For example, in the methodical ring on the topic “A school without discipline is like a mill without water” (Ya.A. Komensky), the question is proposed for discussion: “How do I achieve discipline in the classroom - by switching the attention of children to another type of activity or by disciplinary measures?”

Two opponents are preparing in advance. Each of them has a support group that helps their leader in case of need.

The analysis group evaluates the level of preparation of opponents, the quality of protection of a certain version, sums up.

To relieve tension in pauses, pedagogical situations, game tasks, etc. are offered.

P option- methodical ring as a competition of methodical ideas in the implementation of the same problem.

For example, a methodical ring on the topic "Activation of cognitive (research) activities of preschoolers in environmental classes" offers a competition of the following methodological ideas:

Application of game tasks;

· Use of active forms of training.

Training.

Target- development of professional skills and abilities.

Training - English word - special, training mode. Training can be an independent form of methodical work or used as a methodical technique during seminars.

During the training, pedagogical situations, handouts, technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.

Basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of the training.

Pedagogical KVN.

This form of methodical work contributes to the activation of existing theoretical knowledge, practical skills, and the creation of a favorable psychological climate in a group of teachers. From the composition of the listeners, two teams are formed, the jury, the rest are fans. Teams first get acquainted with the theme of KVN, receive homework. In addition, they are preparing mutual playful greetings on the topic of this KVN. The leader offers entertaining tasks that require non-standard solutions (including the competition of captains) that are directly related to the topic being studied.

Game progress:

1. Team greeting, which takes into account:

§ Correspondence of speeches to a given topic;

§ relevance;

§ form of presentation;

§ Performance time - 10 minutes.

2. Warm-up (teams prepare three questions each for knowledge of the psychology of the child's personality and interpersonal relationships). Time to think about the question - 1 minute.

3. Homework: checking the preparation of a business game on a given topic.

4. Competition of captains.

5. Competition of sages. Two members per team are selected. They are asked to choose the best way to solve this issue.

6. Competition of fans: solving pedagogical problems from the practice of the institution.

7. Competition "What would it mean?" (a situation from the life of a preschool educational institution). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.

methodical bridge.

It is a type of discussion. Teachers from various educational institutions of the district, city, heads of the Moscow Region, parents are involved in this form of methodical work.

aim methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative technologies of education and upbringing.

Solving pedagogical problems.

Target - get acquainted with the features of the pedagogical process, its logic, the nature of the activities of the teacher and the child, the system of their relationship. The fulfillment of such tasks can learn to single out the essential, the main thing from the variety of phenomena.

The skill of the teacher is manifested in the way he analyzes, explores the pedagogical situation, how he formulates, on the basis of a multilateral analysis, the goal and objectives of his own activity.

Pedagogical tasks should be taken from educational practice. They should acquaint the best teachers with individual methodological methods of work, and warn against the most common mistakes.

Starting to solve the problem, it is necessary to carefully understand its condition, evaluate the position of each actor, and imagine the possible consequences of each proposed step.

The proposed tasks should reflect effective forms and methods of organizing and conducting educational work.

Methodological Festival.

This form of methodological work involves a large audience, aims exchange of experience, introduction of new pedagogical ideas and methodological findings.

Here there is an acquaintance with the best pedagogical experience, with non-standard classes that go beyond traditions and generally accepted stereotypes.

During the festival there is a panorama of methodical findings and ideas.

Participants of the festival submit an application for a lesson, methodological ideas, techniques in advance.

Methodical meetings.

Target - the formation of the correct point of view on a certain pedagogical problem, creating a favorable psychological climate in this group of teachers.

Methodology for organizing and conducting:

§ For discussion, questions are proposed that are essential for solving some key tasks of the educational process.

§ The topic of discussion is not announced in advance. The skill of the leader lies in the fact that in a relaxed atmosphere to call the audience to a frank conversation on the issue under discussion and lead them to certain conclusions.

methodical dialogue.

Target - discussion of a certain topic, development of a joint action plan.

The form of the event is a round table.

Methodology for organizing and conducting:

Listeners get acquainted with the topic of discussion in advance, receive theoretical homework.

A methodical dialogue is conducted between the leader and teachers or groups of students on a specific topic.

The driving force of the dialogue is the culture of communication and the activity of the listeners. Of great importance is the overall emotional atmosphere, which allows you to evoke a sense of inner unity.

In conclusion, a conclusion is made on the topic, a decision is made on further joint actions.

Contact table.

Instruction: Only 2 arrows and only 2 colors can be used.

Desire for contact - red arrow, not desire - blue arrow.

From whom did you expect to receive red arrows?

From whom did you not expect?

If expectations don't match reality, see what you're doing wrong.

Active techniques

Method "Mosaic"

· applied at seminars, watching video recordings of fragments of lessons on a given topic using various technologies and forms of work, followed by analysis and development of recommendations for their application.

· allows you to reduce the time spent on achieving the final result, stimulates the cognitive activity of teachers, allows you to include more participants in the work.

Methodology "Extended conference"

· when preparing for an open lesson, the teacher discusses with the members of the IO the entire technology of the lesson; after the open lesson, the discussion of the effectiveness of the results obtained continues.

· is mainly used when working with young professionals and teachers of the second category, since they receive assistance in preparing for the lesson, conducting it and subsequent analysis.

Methodology "Paired or integrated lesson"

· is developed on cyclic MO, including teachers of related disciplines, for example, on cyclic MO of teachers of biology, chemistry, geography. Such lessons make it possible to avoid duplication of the material presented, to develop general methodological methods for its presentation, to broaden the horizons of students on a specific topic, and also to intensify the work of teachers themselves.

« Aquarium"

· a form of dialogue when teachers are invited to discuss the problem “in the face of the public”. The group chooses to have a dialogue about who they can trust. Sometimes it can be several applicants. Everyone else acts as a spectator. Hence the name - "aquarium".

What does this method give teachers? The opportunity to see your colleagues from the outside, that is, to see how they communicate, how they react to someone else's thought, how they resolve the brewing conflict, how they argue their thought and what evidence they give, and so on.

Compliance with the goal of the form of advanced training

Target	The form
Improvement of pedagogical technique	Seminars, workshops, school for a young teacher
Improvement of pedagogical skills	Pedagogical workshops
Development of creative abilities	Creative groups
The formation of the style of pedagogical activity	Club "Professional", master classes, trainings
Formation of readiness for innovations	School of Teaching Excellence
Formation of pedagogical culture	Psychological and pedagogical, methodical seminars– workshops
	Design seminars
Creation of an individual, didactic, educational, methodological system	School of pedagogical experience, scientific and methodological seminars

Content

Introduction…………………………………………………………………………….3

1.Theoretical aspects of the organization ………………………………………..5

2. Group forms of work with teachers…………………………………..... 7

3.Individual work with teachers……………………………………..21

4. Non-traditional forms of work……………………………………………23

Conclusion…………………………………………………………………......26

References…………………………………………………………......28

Applications

Annex 1. Pedagogical run "Introducing children to

art”……………………………………………………………………….29

Appendix 2. Discussion - Carousel…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Appendix 3Pedagogical ring for the introduction of advanced pedagogical experience…………………………………………………………….37

Introduction

Modern changes in all spheres of society, the objective needs of improving education, upbringing and development of pupils necessitate a sharp increase in the role and importance of methodological work in kindergarten, make scientific analysis and practical improvement of this work an urgent problem.
In August 1994, the Ministry of Education issues a letter On the forms of organization and activities of methodological services in the education system R.F. The letter highlights the main directions in the activities of methodological services, implemented in such areas as information, diagnostic and prognostic, innovative and experimental, areas of educational content, advanced training, certification.
Since 1996, this work has been entrusted to special services, and in relation to preschool educational institutions, the work is performed by a senior educator.
A task methodological activity is to create such an educational environment in an institution where the creative potential of the teacher and the teaching staff would be fully realized. Most teachers, especially beginners, always need help - from more experienced colleagues, leaders, senior educators.
At present, this need has increased many times in connection with the transition to a variable education system. Special additional training and constant methodological support have become necessary for teachers in order to competently and consciously build a holistic educational process, taking into account the diversity of interests and abilities of children in the practice of teaching and educating.
Today, the real level of methodological work in a preschool institution is becoming one of the most important criteria for evaluating its activities.
The constant connection of the content of methodological work with the progress and results of the activities of teachers ensures a continuous process of improving the professional skills of each educator. At the same time, methodological work is of a proactive nature and is responsible for the development of the entire educational process in accordance with the new achievements of science.
Build a system of methodological work as shown by the studies of K.Yu. Belaya, L.V. Pozdnyak, I.A. Parshukova is possible only on the basis of an analysis of the results of the educational process, the level of pedagogical skills and qualifications of teachers, the maturity and cohesion of the teaching staff, specific interests, needs, requests of educators. For the senior educator, the search and choice of the optimal option for planning and organizing methodological work is always relevant. At the same time, the versatile nature of its content and the diversity of forms of personnel training are taken into account.

1. Theoretical aspects of organization

Modern Requirements to quality preschool education lead to the need to update the methodological work in the preschool educational institution.

Methodological work in kindergarten at the present stage is a holistic system of work to improve the qualifications and pedagogical skills of each teacher, to generalize and develop the creative potential of the entire teaching staff, based on the achievements of science and the best pedagogical experience.

The end result of this activity is the quality, efficiency and effectiveness of the organization of the educational process and the growth in the level of development of preschool children.
Let us consider the different positions of theoreticians and practitioners on the essence of methodological work in the education system.
L.P. Ilyenko and V.P. Simonov believe that "methodical work" is a special set of practical measures based on a scientific basis. The authors draw attention to the fact that only the scientific basis for the organization of methodological work is the right and main way to improve the teacher's skill, his erudition and competence. They point out that the main thing in methodical work is the provision of effective timely assistance to the teacher, educator.
L.I. Fatyushina gives a broader definition of "methodological work" - "this is a system of internal organizational pedagogical and managerial activities of the administration and staff of an educational institution, aimed at ensuring continuous improvement of pedagogical qualifications and professional skills of a teacher in order to improve the quality of the educational process."
L.P. Ilyenko, A.M. Moiseev also believe that methodological work is “a holistic system based on the achievements of science and advanced pedagogical experience, on a specific analysis of the educational process, a system of interconnection of measures, actions and activities aimed at comprehensively improving the qualifications and professional skills of each teacher, at development and enhancement of the creative potential of the teaching staff as a whole ... to improve the educational process, achieve the optimal level of education, upbringing and development of children. Most of the authors believe that methodological work in an educational institution is a system or activity aimed at improving the educational process, achieving a certain level of education, upbringing and development of children and increasing the professional growth of teachers of the institution.
K.Yu. Belaya considers methodological work in a modern preschool educational institution as a holistic system of interrelated measures based on the achievements of science and advanced pedagogical experience aimed at:
improving the professional skills of each teacher;
2) to develop the creative potential of the entire teaching staff; 3) improving the quality and efficiency of the educational process.
As a result, according to most authors, methodological work is an activity that improves and develops the professional competence of teachers in matters of quality and efficiency of the educational process in a preschool educational institution.
Consequently, the essence of methodological work as an activity is to provide systematic practical assistance to teachers in increasing their professional competence in matters of high-quality implementation of the educational process in a preschool educational institution.

All forms of methodological work can be divided into collective (teacher councils, consultations, seminars, workshops, methodological exhibitions, mutual visits, creative microgroups, schools of pedagogical experience, work on common methodological topics, business games, etc.) and individual (self-education, individual consultations , interviews, internships, mentoring, etc.)

2.Group forms of work

Methodical associations - one of the most common forms of collective methodical work. Methodological associations are created in kindergarten with at least three educators working in the same age groups, teaching the same and subject or section curriculum. Meetings of the methodological association are usually held once a month in accordance with the general plan and taking into account cyclograms, however, their activities are not limited to these meetings, it is of a daily nature, and this is a great advantage of this form of work. Each meeting of the methodological association includes both a theoretical part - reports, messages, a review of methodological literature, and a practical part - attending classes and discussions, workshops, fulfilling teachers' self-education plans, summing up the final creative and competitive children's works. In the end school year exhibitions, conferences of teachers, etc. complete the work of methodological associations.

At meetings of methodological associations, individual plans for self-education of teachers are discussed, their reports on the progress of self-educational work are heard.

The work of methodological associations can be carried out in the following areas:

Studying the theory of education and training, mastering their scientific methodology;

Familiarization with new programs and teaching aids understanding of their features and requirements; study of new complex program topics using additional scientific material;

An in-depth study of the methodology of education and training in the section of the general program of the kindergarten; preliminary study of the methodology of teaching the most complex sections of the program, followed by the practice of conducting open classes prepared by experienced teachers;

The study of the provisions of didactics and the theory of education, the possibility of their practical application;

The study of age and educational psychology, psychological and pedagogical features of children of different age groups;

Information about new books by sections of programs, materials and guidelines in the pedagogical press on the content and methodology of educational work in kindergarten;

Systematic study of the state of knowledge, skills and abilities, the level of upbringing, intellectual development of preschoolers;

Additional and differentiated work on the education and development of the personality of a preschooler.

Scientific - practical conferences and pedagogical readings

These forms of methodical work are a kind of summing up

activities of the preschool educational institution team and individual teachers on relevant methodological problems and their main task is to identify and summarize the best pedagogical experience. To increase the effectiveness of the impact, the report should be accompanied by a demonstration of visual aids that characterize this experience.

Reader and audience conferences

This form of work helps to expand the horizons and increase the spiritual needs of teachers, the growth of their general culture, and also help to identify the public opinion of the team on many relevant issues. problems of preschool and life. The subject of discussion at readers' conferences may be the most significant works of fiction and journalistic literature or pedagogical books and articles that are of particular interest.

Round table

When discussing any issues of upbringing and education of preschoolers, the circular placement of participants makes it possible to make them self-governing, put everyone on an equal footing, and ensure interaction. The organizer of the round table considers questions for discussion.

Pedagogical advice

The Pedagogical Council is a permanent collegial body of self-government of pedagogical workers. With its help, the development of preschool educational institutions is managed.

The Pedagogical Council, as the highest governing body for the entire educational process, solves specific tasks preschool. Its activities are determined by the Regulations on the Pedagogical Council of the preschool educational institution.

The topics of the teachers' councils are indicated in the annual plan of the preschool educational institution. If necessary, additions and clarifications are made to it.

The main issue on the agenda is the results of the work of teachers: the level of development of pupils, their state of health, the development of forms joint work teachers and parents.

The main goal of the pedagogical council is to unite the efforts of the preschool educational institution staff to improve the level of the educational process, to use the achievements of pedagogical science and best practices in practice.

The modern pedagogical council is polyfunctional (functions - lat., duty, range of activities, appointments).

Functions of the pedagogical council:

Determines the directions of educational activities of the preschool educational institution;

Selects and approves educational programs for use in preschool;

Discusses the content, forms and methods of the educational process, planning the educational activities of the preschool educational institution;

Considers issues of advanced training and retraining of personnel;

Identifies, generalizes, disseminates, implements pedagogical experience;

Listens to the reports of the head on the creation of conditions for the implementation of educational programs.

Meetings of the council of teachers are competent if at least half of its members are present. A decision taken within the competence of the Council of Teachers and not contrary to the law is mandatory.

Pedagogical councils are divided into types:

installation, or analytical planning - is held before the start of the school year at the end of August and is dedicated to analyzing the results of the previous year, adopting a plan and focusing on solving upcoming problems;

the thematic teachers' council with intermediate results is dedicated to one of the annual tasks of the teaching staff;

final, or final - organizational - is held at the end of the academic year, it sums up the results of the year.

Meetings of the pedagogical council are convened, as a rule, once every two months in accordance with the plan. work of preschool educational institution.

Teachers' councils are also distinguished by the forms of organization:

Traditional - this is a teachers' council with a detailed agenda, held with strict observance of the regulations on each issue and with the adoption of decisions on them;

Teachers' Council using separate methods of activating teachers;

An unconventional teachers' council in the form of a business game, a conference, etc. Its preparation requires writing a script, dividing participants into teams and assigning roles.

The traditional structure of the teachers' council may include separate methods of activating teachers: collective viewing of classes and other events; use of video materials; display and analysis of the results of the educational process of the activities of preschoolers.

In the practice of preschool educational institutions, both in the preparation and in the conduct of teachers' councils, the following can be usedmethods and forms of activation of teachers:

imitation of a specific situation;

training in practical skills;

imitation of the working day of the educator;

solving pedagogical crossword puzzles;

brain attack;

design;

work with instructive and directive documents;

analysis of children's statements, their behavior, creativity;

intellectual, business and creatively developing games.

In recent decades, there has been widespread

distribution of non-traditional pedagogical advice. Consider some forms of their organization and conduct:

teachers' council - business game;

teachers' council - conference;

teachers' council - a round table;

teachers' council - discussion;

teachers' council - dispute;

teachers' council - scientific and practical conference.

When preparing a pedagogical council, it is necessary to plan the preliminary work correctly. Preliminary work is carried out, as a rule, in three directions. This:

self-training of the head of the kindergarten, the senior teacher and, especially, the chairman of the teachers' council;

team training;

public preparation (if parents, teachers, public organizations, etc. are invited).

During the preparation of the teachers’ council, the task is given to the teaching staff (specifically) to prepare for the teachers’ council, an exhibition is organized in the pedagogical office “Preparing for the teachers’ council” (literature, catalogs of manuals, technical equipment, mandatory recommendations on the topic, for individual ages, developed by the senior educator, materials from experience work of teachers, etc.).

In whatever form the teachers' council is held, decisions are made without fail.

The materials submitted for consideration are filed to the protocol: certificates, reports, projects, etc., which are drawn up as an application, put into folders, and stored for 5 years.

Seminars and seminars - workshops

Seminars and seminars - workshops are held for a deeper and systematic study of the problems of pedagogy, psychology, methodology.

Teachers acquaint colleagues with the results of their own research work on theoretical and practical issues, carried out under the guidance of specialists - scientists for a long time.

Consist of two parts:

Theoretical material (discussion of the problem, discussion, solution of questions) is supported by practical examples, showing individual techniques and ways of working.

During the seminar, the professional skills of teachers in a certain type of activity are improved, creativity and imagination are developed.

Practical ( open classes, Events).

Every year, in the annual work of the kindergarten, a seminar and a workshop are necessarily planned, which remain the most effective form of advanced training for educators. At the beginning of the academic year, a detailed seminar plan is drawn up, which may include one or more classes. The seminar can be permanent and temporary (for example, during the academic year, a study of a new program or technology is organized).

The seminar may consist of several sessions, which combine discussions of theoretical issues, practical problems, familiarization with the latest literature and best practices.

Seminar - workshop differs in that it includes practical tasks, observations of the work of colleagues with subsequent discussion.

For the workshop, educators are offered questions for discussion in advance. During the seminar-workshop, an opportunity is provided for discussing different points of view, discussions, creating problem situations, which eventually allow developing a unified position on the issue under consideration. The results of the seminar are formalized in the form of specific and realistic recommendations, and their implementation was under the control of the leader.

An important issue is the location of the seminar. It can be a methodical office of a kindergarten, a group room, a museum, an exhibition hall, a square, etc. depending on the tasks that the participants of this event must solve.

If the seminar is designed for several sessions, it is necessary to prepare a memo for its participants. It should indicate the topic, place and order of each lesson, a list of questions, a list of literature, which is useful to read in advance. It is important to consider ways to include all workshop participants in the discussion of the topic. To do this, you can use punched cards, opposing points of view are considered, work is underway with normative documents, methods of game modeling are used, etc. Based on the results of the seminar, an exhibition of the work of teachers can be arranged.

Consultations for teachers

Group consultations are held on the main areas of work of the entire team, topical problems of pedagogy and psychology, and requests from educators. The main consultations are planned for a year. Preparation for the consultation involves:

Drawing up a plan for presenting the material;

Selection of methodological literature and described pedagogical experience.

It is possible to use questions to educators for collective discussion; various tasks during the consultation. Various methods of consultation should be used. With a problematic presentation of the material, a task is formed and a way to solve it is shown. When using the search method, educators actively take part in putting forward hypotheses, drawing up an action plan, and finding ways to solve the problem. Most often, when conducting consultations, the method of explanation is most often used, which has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc.

In order to stimulate the attention of educators and encourage them to follow the logic of the presentation, at the beginning of the consultation it is useful to formulate questions that will help teachers comprehend their experience, express their thoughts, and formulate conclusions.

When exchanging experience between educators, a heuristic conversation can be used, during which certain provisions of the studied methodological literature are revealed in more detail, explanations are given on issues that are more of interest to teachers, errors in judgments, the degree of understanding and assimilation of new information are revealed. However, the effectiveness of this method will be achieved under certain conditions. The subject of the conversation is better to choose a practically significant, topical issue that requires comprehensive consideration. It is necessary that educators have a sufficient stock of theoretical knowledge and professionalism. The one who prepares the consultation should draw up a reasonable plan that allows you to clearly imagine what new knowledge the educators will receive and what conclusions they will come to. When organizing a heuristic conversation, it is advisable to alternate the statements of experienced and novice educators.

The form and content of the discussion is close to the conversation. It also involves the choice of an important topic that requires a comprehensive discussion, the preparation of questions for educators, an introductory and closing speech.

However, unlike a conversation, a discussion requires a struggle of opinions, the posing of controversial issues. In the course of the discussion, many other additional questions must be asked, the number and content of which cannot be foreseen in advance. Therefore, the use of this method requires sufficient competence, pedagogical skills, high culture, and tact from the senior educator. The leader of the discussion needs to have the ability to quickly navigate the situation, capture the train of thought and mood of the participants, and create an atmosphere of trust. In conclusion, the speeches of the participants are briefly analyzed and the fundamental issues are clarified.

business games

Many problems of educational work in kindergarten can be solved by conducting business games with teachers. A business game helps both a beginner and an experienced teacher to master one or another technology of working with preschoolers. This method is valuable because it teaches the practical implementation of ethical professional norms and rules of conduct; it is a creative, free activity, which captivates its participants. Business games are often called simulation management games.

Preparing and conducting a business game is a creative process.

Direct development of business game materials includes the following steps:

Creation of a business game project;

Description of the sequence of actions;

Organization of the game;

Preparation of tasks for participants;

Equipment preparation.

When starting to develop a business game model, it is necessary to clearly formulate its goals: consolidating the acquired knowledge, developing the necessary skills; learning experience; formation of creative thinking; teaching a culture of relationships; improving the skills of making collective decisions, etc. In each game, their roles are allocated and the required number of players is determined. Roles can be professional and interpersonal, the performance of which contributes to the creation of problem situations ("leader", "conformist", "conservative", etc.).

Preparing a business game is not only thinking through goals, constructing a model, but also choosing technical, visual and other means of providing classes. The scenario should take into account where, when, by whom and what means will be used, what symbols, schedules need to be prepared.

It is important to consider how best to arrange the participants in the game, taking into account the requirements of the pedagogical technique of communication, to choose your optimal organization of the allotted space, in which the goal of communication is achieved clearly and freely.

Work with instructive and directive documents

The educator is offered to familiarize himself with this or that document in advance, apply it to his activities and, having singled out one of the areas, think over a work plan to eliminate the shortcomings. Everyone performs this task independently, and different approaches to solving the same problem are discussed at the teachers' council.

Creative microgroups

Creative microgroups arose as a result of the search for new, more effective forms methodical work; are created voluntarily when it is necessary to master best practices, a new methodology or develop a promising idea; several teachers are united, taking into account psychological compatibility, creative interests. There can be one or two leaders in the group who take care of organizational issues.

Each member of the group independently studies the issue assigned to him, prepares brief information. Then everyone exchanges opinions, argues, offers options, implements their work into practice. Mutual attendance of classes, discussion of the best techniques and methods are organized. If necessary, a joint study of additional literature is carried out. Particular attention is paid to search and research activities. Joint creative development of new things occurs 3-4 times faster than in other ways. As soon as the goal is achieved, the group breaks up. The entire staff of the kindergarten gets acquainted with the results.

Pedagogy Week

During the teaching week, teachers demonstrate their practical skills in front of colleagues, followed by a discussion of what they have watched.

Open demonstration of the teacher's work

An important form of work with teachers is an open demonstration. It can be conducted by the senior educator himself, but if it is conducted by the group educator, they together prepare a summary and all the necessary manuals.

The educational open show is conducted by educators who have a good level of professional training, which is as follows:

The purpose of this event is determined, to teach educators the organization and conduct of children's experimentation;

The form and venue are chosen;

Together with the teacher, conditions, methods and techniques are thought out, a summary is drawn up;

Based on the selected content, preliminary work with children is planned, but the lesson itself is not “rehearsed”.

The senior educator thinks out tasks for those who will watch the open show. After all, they should not be passive observers, they came to learn, so it’s good if the task is thought out, for example, “appreciate the activity and interest of children, what methods the teacher used for this, etc. It is important to consider questions for discussion at the end of the open screening. Its discussion usually involves advising those present. In conclusion, each of them is invited to decide on the conduct of similar work with the children of their group.

Given that an open display can create some inconvenience for children and the teacher (due to the presence of strangers during the educational process), video recordings are increasingly being practiced, although it must be remembered that they do not always reflect the full picture of the educational process.

Master Class

An open show can be organized in the form of a master class.

Its main difference from the training show is in the target settings. In a teaching demonstration, the main goal is to teach all teachers a specific method, technique or new form organization of work with children. The main goal, which is set by the senior educator when organizing a master class, is to acquaint with pedagogical experience, the system of work, author's findings, all that helped the educator achieve high results. Usually the master class consists of two parts:

Demonstration of work with children;

Working with teachers to translate teaching experience. Pedagogical skill implies pedagogical abilities, common culture, competence, broad education, psychological literacy and methodological preparedness. All these components of mastery are manifested during the master classes. It is important not only to skillfully show the work with children, but also to discuss the results obtained with colleagues, to tell them by what methods and techniques they were achieved. In his story, the teacher-master relies on methodological, scientific literature, which he studied and used in his work.

Work on a single methodological theme

With the right choice, a single methodological theme can really captivate teachers. There are a number of requirements that must be taken into account when choosing a single topic: relevance for a preschool organization, accounting achieved level activities, interests and requests of teachers, close connection with specific scientific and pedagogical research and recommendations, pedagogical experience of other institutions. Such an approach is also possible, when the team itself conducts experimental work and creates methodological developments. Practice shows the feasibility of defining a topic for the future, broken down by years. A single methodological theme should run like a red thread through all forms of methodological work and be combined with the topics of self-education of educators.

Contests

The active involvement of teachers in creative activities and the increase of their creative potential is facilitated by such a form of methodological work as competitions - an interesting, creative competition, the next step to the top, the key to success.

Usually competitions are planned in accordance with the annual objectives of the institution and are organized for children and teachers.

The algorithm for preparing and holding the competition involves:

Choice and clear formulation of the topic;

Development of the regulation on the competition (goal, objectives, timing, place and conditions of the competition);

Determination of the composition of the jury, incentive prizes (diplomas, thanks, diplomas, souvenirs, etc.);

Summing up the results of the competition.

The competition promotes self-realization, professional growth of the teacher, gives impetus to further creative development; creates conditions for advanced training of preschool workers.

Methodical exhibitions, bulletins, wall newspapers

Methodological work involves the visual embodiment of its content in specific forms. In this regard, in accordance with the unified methodological theme of the preschool educational institution and the topics of pedagogical readings, methodological exhibitions are organized. Methodological bulletins with information for all preschool teachers about valuable methodological techniques and findings have become widespread.

School of Excellence. Group mentoring

This form of methodical work is practiced in a preschool educational institution if one or more teachers work in their team - masters of the pedagogical profession, whose best practices should be transferred to other teachers. The members of the DOE team get acquainted with the activities and activities of the mentor, his work plans and other methodological documents, invite him to their classes. Mentoring is a very important direction in the work of experienced teachers, which requires appropriate moral stimulation from the staff of the preschool institution.

3. Individual forms of work with teachers

Self-education of a teacher

Self-education helps to adapt to the changing social and political environment and fit into the context of what is happening.

Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each particular teacher. As a process of mastering knowledge, it is closely related to self-education and is considered integral part: a person develops the ability to independently organize their activities to acquire knowledge.

In order to keep up with the times, the teacher must constantly improve his knowledge, master progressive pedagogical technologies upbringing and education and thereby provide an opportunity for their development.

Topics for self-education can be selected taking into account the individual experience and professional skills of each educator. The topic is always related to the predicted result (what we want to change) and is aimed at achieving qualitatively new results of work.

In the organization, the sequence of actions and the gradual solution of tasks are important.

Forms of self-education are diverse:

Work in libraries with books, periodicals;

Participation in scientific and practical conferences, seminars;

Maintaining your own file on the problem under study, etc.

The result of the efforts of the teacher is the improvement of work with children, the growth of his professional skills.

Creative reports on self-education, when each teacher has a plan of work, the terms and forms of the report are determined (master class, exhibition of manuals, entertainment, etc.).

Individual mentoring

This form is widely used by the head of the preschool educational institution, as well as by the most experienced teachers in working with young people, teachers who have difficulty in solving pedagogical problems. A good knowledge of opportunities, strengths and weaknesses plays a big role in such work. embarrassment, personal qualities teacher, as well as the ability of managers and mentors to analyze the course and results of teachers' activities, to formulate specific recommendations and advice to teachers. Assistance to specific teachers can take on a daily, sometimes active nature, but a more promising approach is preferable - this is the creation of a long-term "creative teacher cultivation program". The presence of such programs is a sign of a high level of methodological work.

4. Non-traditional forms of methodical work

Design - stimulates the activity of all teachers, a way to test professional knowledge, pedagogical erudition.

IN modern society design is increasingly used in traditional areas and types of human activity. Why is this method good? What is its value? The name itself speaks for itself. Design method (project, make assumptions, plan). Such project activities are necessary to solve a variety of problems.

Briefing

A meeting at which the position on one of the topical issues is briefly stated. It can be conducted by a leader or a specialist who prepares in advance to answer questions on a specific topic and allows educators to be maximally activated.

Two teams are created: one asks questions, the other answers; the organizer asks questions, teachers answer.

Pedagogical fight

Pedagogical combat is used in the same way as an integral part of a consultation, seminar or teachers' council. This takes no more than 10 minutes. The participants are divided into two groups. The leader prepares questions in advance, each of which is addressed to both groups at once. 1 minute is given to think over the question, after which the answers are listened to and evaluated in turn according to a 5-point system, taking into account:

Speed ​​in preparing a response;

Its correctness, brevity and originality;

Ability to justify.

The group of winners is determined by the highest number of points.

Brain attack

In relation to the conditions of a kindergarten, one can consider a short-term one-time association of a group of teachers that arises in order to master a specific methodological idea or technique, or to find a new solution to an educational and methodological problem that has arisen. To implement this method, three conditions are necessary: ​​the maximum concentration of participants' attention on the chosen problem, the shortest possible time for its solution, and the active participation of all teachers. These conditions can be achieved in different ways. "Dive into the problem" can be achieved through the media, in particular television.

Relay race of pedagogical skill

Competitions between several groups of teachers, where one teacher begins to cover the problem, and the next continue and together reveal it. The last participant sums up, draws conclusions.

art piggy bank

The piggy bank, depending on the pedagogical tasks, may include reproductions of works of fine art, photographs, drawings of objects, animals, natural phenomena, diagrams, signs (any necessary information). Good way attracting the attention of children. The materials of the piggy bank can form the basis of the exhibition.

KVN

A great opportunity to show your creative abilities, theoretical and practical knowledge in the competition, quickly resolve the pedagogical situation, be able to objectively assess the knowledge of your colleagues. Stimulates the activity of participants in the acquisition and demonstration of knowledge, skills and abilities.

Musical lounge - one of the forms of aesthetic development, spiritual communication teachers, children and parents, preserving the best traditions and customs. Reception of the formation of a favorable microclimate in the team.

Thematic exhibitions. Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.

Solving pedagogical crosswords in

Solving pedagogical crossword puzzles helps to expand the knowledge of educators on a specific topic, develops their horizons, and therefore affects the quality of work with children. Crossword puzzles can be used both in group and individual methodological events.

Review - competition

A way to test professional knowledge, skills, pedagogical erudition. Demo and Evaluation creative achievements teachers. Involves the ability to evaluate results by comparing one's abilities with others.

Literary newspaper

An interesting form of work that unites employees. The goal is to show the creative possibilities of teachers, children and parents. All participants write articles, stories, compose poems, make drawings.

Thematic exhibitions

Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.

In this way, organically combining collective and individual forms of methodical work, it is possible to promote the formation of creative activity and improve the professional skills of each teacher.

CONCLUSION

Methodological work in a preschool institution is
a holistic system of activities aimed at ensuring high
the quality of the implementation of the strategic tasks of MBDOU.

The purpose of methodological work in MBDOU is to create optimal
conditions for continuous improvement of the level of general and pedagogical culture of the participants in the educational process. Its orientation is determined by the social order of the state, social institutions (families, schools), the structure of the management system in a preschool institution.

The desire of the senior educator to a high level of development of personal and professional qualities, contributes to the organization of quality
methodical work in MBDOU.

Implementation of interrelated functions (analysis, planning,
organization, control) methodological service of a preschool institution
is aimed at the continuous development of teaching staff, improving their
qualifications; identification, study, generalization and dissemination of advanced pedagogical experience, full-fledged methodological support
educational process, coordination of interaction between MDOU, families,
society for the continuous, comprehensive development of children.

The effective solution of these problems is influenced by a variety of
the nature of the content of methodological work and the variety of forms and methods
work with teaching staff, family, with society. Priority is given to active methods of work (solving problem situations, business games, etc.), which contribute to the greatest development of educators, parents, increase their motivation and activity in improving the pedagogical culture.
Leading role in helping educators to organize
educational process, ensuring their continuous, professional self-development, summarizing best practices, increasing the competence of parents in the upbringing and education of children belongs to the methodological office of the MBDOU, which is an information center and a creative laboratory for teachers and parents.

Bibliography

1. Belaya K.Yu. Methodical activity in a preschool organization [Text] / K.Yu. White // Library of the journal "Management of preschool educational institutions". - M .: TC Sphere, 2014.- 128s. pp-30-45

2. Belaya K.Yu. Methodical work in a preschool educational institution[Text]/K.Yu. White. - M.: MIPKRO, 2000.

3. Belaya K.Yu. September to September[Text]: Recommendations to heads and senior kindergarten teachers for planning educational work /K.Yu. White- M .: Publishing house ACT LLC, 1998.4.

4. Belaya K.Yu. Pedagogical Council in Preschool Education
institution[Text]: Preparation and conduct. /K.Yu. White- M.: TC Sphere, 2004.

5. Losev P.N. Management of methodological work in a modern preschool educational institution [Text]/ P.N.Losev //Supplement to the journal "Management of preschool educational institutions" .- M .: TC Sphere, 2005.- 160s.

6. Methodical activity in a preschool organization [Text]/ Library of the journal "Management of preschool educational institutions".// - M .: TC Sphere, 2014.- 128s. -

Attachment 1

Pedagogical run

Topic: "Introducing Art to Children"

1. Bray - ring

Which of the representatives of domestic pedagogy dealt with the issues of teaching children visual activity?

Answer options:

but) N.P. Sakulina

b) V.A. Sukhomlinsky

c) N.M. Askarina

d) K.D.Ushinsky

e) A.P. Usova

The purpose of teaching the visual activity of children is ...

Answer options:

a) the formation of knowledge;

b) the formation of skills;

c) the formation of skills;

d) promoting the development of a creative personality;

e) preparation for school;

Expressive means in visual activity is …

Answer options:

a) pressure force;

b) color;

c) transmission of spatial relations;

d) activation of volitional efforts;

e) the degree of literacy of the image.

With children of the younger group, preschool educational institutions conduct classes ...

Answer options:

a) by design

b) from nature;

c) on presentation;

d) from memory;

e) All answers are wrong.

What method is not used in working with children of the middle group of preschool educational institutions?

Answer options:

a) research;

b) reproductive;

c) productive;

d) game;

From what age group Preschools are starting to involve children in making crafts from natural materials using glue and plasticine?

Answer options:

a) average;

b) second junior

c) senior;

d) first junior;

e) preparatory.

What qualities characterize children's works in the visual period ?

Answer options:

but) expressiveness of images;

b) high degree literacy;

c) depth of thought;

d) breadth of communication;

e) enthusiasm, capture by activity.

Observation in visual activity is

Answer options:

but) a way of teaching children visual skills and abilities;

b) the task of learning;

c) visual method;

d) type of activity;

e) the method of teaching visual skills and abilities;

Integrated classes in visual activity are aimed on the…

Answer options:

a) familiarization with new material;

b) repetition;

c) fixing;

G) giving children greater independence in the choice of techniques and materials;

e) diagnostics of manual skills.

What teaching method is used at the second stage of familiarizing children with painting?

Answer options:

a) a story - a sample that demonstrates the emotional and personal attitude of the educator to the picture;

b) method of comparing pictures;

c) the method of mentally creating your own painting by the name given by the artist;

d) reception of classification of pictures.

Questions in order to establish a connection between the content and the means of its artistic expression.

How often do complex classes with children take place in kindergarten?

Answer options:

a) once or twice a year;

b) once a month;

c) once a week;

d) are not carried out at all;

d) twice a month.

2 .Station "Guess what?"

I.I. Shishkin "Rye";

A.K.Savrasov "The Rooks Have Arrived";

I.I. Shishkin "Ship Grove";

I.I. Shishkin "Before the storm";

I.E. Grabar "February Blue";

I.I. Levitan "At the pool";

A.M. Vasnetsov "Motherland";

VD Polenov "Overgrown Pond";

I.I. Shishkin "In the wild north".

3. Station "Meditation"

Name the artist's painting, made in cold and warm colors

Cold tones:

K.F. Yuon "Russian winter. Ligachevo";

I.E. Grabar "Winter Landscape";

D.L. Alexandrov "Moscow courtyard";

I.K. Aivazovsky "Brig Mercury";

V.M.Vasnetsov "Snow Maiden"

Warm tones:

N.I. Osenev "Autumn";

I.I. Levitan "Rye";

I.I. Levitan "October";

K.F. Yuon "Spring Sunny Day";

B.M. Kustodiev "Shrovetide";

O. A. Kiprensky "Self-portrait"

M.V. Nesterov "Autumn Landscape"

4. In many cities, next to modern buildings, you can find ancient buildings, fences, fortresses, temples.

Here are illustrations with architectural structures:

Kremlin.

Mosque.

The cathedral.

Bell tower.

Hut.

Which structure does not belong to the ancient Russian structures? (2. Mosque).

The educator is an erudite

(second task)

(The host has an envelope with questions, the players take one question at a time and immediately answer).

In which group by the end of the year should children:

a) know and name the colors: red, yellow, green, blue, black, white, blue, pink. Depict the simplest objects and phenomena of reality.

b) sculpt objects consisting of several parts, using the techniques of pulling, smoothing, indenting, pressing, lubricating. Use the stack in your work.

What paintings by Russian artists can be used in working with preschool children:

Shishkin;

Vasnetsov.

3. Name the illustrators of children's books (suggest four books).

4. Describe the painting:

A) Vasnetsov "Alyonushka" (in preparatory group);

B) Shishkin "Morning in a pine forest" (in the senior group);

5. Draw a pattern with elements:

A) Dymkovo toys;

B) Gorodets toys.

6. Name the methods of fine arts - activities. Name the methods of fine arts - activities.

Drawing is closely connected with the technical development of the child, with cognitive activity, speech, play, emotional development, with the initial formation of aesthetic feelings and views. In visual activity, the level of creativity of the child will depend on the richness of impressions that he receives in the process of getting to know visual works, interacting with social life, nature, holidays, entertainment, etc.

The ultimate goal of adults is for the child to find the path to self-knowledge through the love of drawing, to enjoy the creative state of self-discovery.

The teacher is an artist.

(3 task)

Draw flowers:

a) which grow in the palace of the Snow Queen;

b) which grow in the Sunny city.

2. “Draw a picture” (teams are invited to verbally draw a picture on a blank sheet of drawing paper: one starts, the other continues, the last one tells what happened).

3. Draw a sketch of the "Kindergarten of the Future" with your eyes closed and protect your project.

Educator, show your resourcefulness.

(4 task)

Suggested situations:

Beginning of a drawing class. The children are sitting at the tables and you remember that you forgot to take the brushes in the next group. You would have to go, but the manager or senior teacher is on the doorstep. Your actions?

2. Early in the morning at 9.00 in winter you have your first art class. Suddenly the lights are turned off, the group is dark. Your actions?

Teacher - artist (homework)

(5 task)

Show with text:

What happened a few minutes before what is shown in the painting "Hunters at rest."

In the painting "Major's Matchmaking".

Annex 2

Discussion - Carousel

Stroke:

The senior educator divides the group of teachers into two subgroups equal in number. Chairs are placed in two rows in a circle.

Teachers of one subgroup take places in the inner circle, the other - in the outer; those. sit facing each other, forming pairs.

Teachers sitting in the inner circle are given a pre-prepared list of topics for discussion. They choose one of them and discuss it with their partner for 3-5 minutes.

After that, the list is offered to the teachers of the outer circle, who shift to one person, resulting in a change of partners.

Now it is the turn of the teachers of the outer circle to propose a topic to their interlocutors from the inner circle. After the discussion, the listeners of the outer circle again receive the list, and the listeners of the inner circle again move one person, and so on.

The head teacher sets the total number of discussions.

What topics did I choose?

What topics did you cover?

Who surprised me the most?

What topic was chosen most often?

Annex 3

Pedagogical ring

on the introduction of advanced pedagogical experience

Portrait of an innovator

Responsibilities: protection of their experience in the development of innovation. When speaking, the innovator has the right to:

Choose the form of your speech and illustrations for it, defend your point of view;

Conflict with a critic and a conservative.

Portrait of an associate of an innovator

This participant was imbued with the idea of ​​the innovator, helping him to prepare and arrange the presentation.

His goal - pay attention to the possibility of practical use of innovation. In discussion he uses personal experience or experience that he knows.

Companion's rights : protect the innovator, prepare a presentation and design with him, perform together with the innovator.

Portrait of a conservative

The conservative pleases with the "good old traditions", the usual methods, arguing that in this situation they are more effective. He finds the weaknesses of the old method. The conservative shows caution, adherence to the old, intolerance to the new.

Duties: to question everything, to enter into an argument with the innovator and his associate.

Portrait of a critic

The critic acts on the principle :

Question everything. Identify weaknesses in best practices. In his speech, he demonstrates a scientific and informed foresight of the positive and negative consequences of introducing the experience of an innovator.

Structural appearances:

Identification of the positive aspects of innovation;

Identification of shortcomings;

constructive suggestions.

Portrait of a propagandist

The propagandist proposes a program for the wide promotion of best practices by various methods and means.

Duties: holding a debate with a critic, a conservative and a conformist, creating a pleasant (favorable) psychological climate in the group when preparing a speech by an innovator.

Portrait of a conformist

The conformist acts on the principle of a weather vane. A conformist is a player without a firm position of his own. He easily changes his point of view depending on the situation: either he supports or denies the innovation. With each performance, he emphasizes the strong side of the critic, innovator, conservative.

The duties of a conformist are: to express their agreement with the point of view of each member of the group, to argue their agreement, to arouse in the group members a desire to oppose.

Each presentation is limited to one minute.

Moves:

Innovator - Conservative - Companion - Critic - Conformist - Companion

Criteria for evaluating the proposed experience:

- innovation will be fully utilized;

- will be used with correction;

- the ring prompted a new idea;

- innovation is of practical interest;

- is of educational interest;

- is not of interest due to the lack of novelty;

- not of interest for other reasons.

The type of methodological activity is sustainable procedures for the implementation of planning, design, selection and application of teaching aids for a specific subject, which determine their development and improvement. To the types of methodological activities performed by teachers of vocational education institutions, N.E. Erganova refers:

Analysis of educational and program documentation, methodological complexes;

Methodical analysis educational material;

Planning a system of lessons for theoretical and practical training;

Modeling and designing presentation forms educational information on the lesson;

Designing the activities of students in the formation of technical concepts and practical skills;

Development of teaching methods for the subject;

Development of types and forms of control of professional knowledge, skills and abilities;

Management and evaluation of students' activities in the classroom;

Reflection of one's own activity in preparation for the lesson and in the analysis of its results.

The main forms of methodological work of a teacher in a professional educational institution are shown in Appendix 1.

There are two complementary forms of methodological work in educational institutions of the vocational education system - collective and individual. Each of them has its well-defined functional purpose and clearly expressed goals.

Collective methodological work, first of all, is expressed in the active participation of members of the teaching staff in the work of the pedagogical council - the highest body educational institution. Collective types of methodological activities also include participation in the work of methodological commissions, in instructional and methodological meetings, pedagogical readings, scientific and practical conferences, and workshops.

The Pedagogical Council, according to the Charter of the educational institution, has the right to resolve all issues of the life of the school, but - in relation to methodological activities - these are, first of all, issues related to the formulation of the educational process. The ultimate goal of all the activities of the teachers' council is to increase the growth of pedagogical skills: and improve the effectiveness of pedagogical activities.

The same goals are also devoted to issues considered at the associations of teachers and masters, which are traditionally called methodological commissions. Dealing with particular problems associated with the development of specific activities of masters and teachers, the methodological commission basically covers all areas in its work:

1) study and development of educational and methodological documentation;

2) improving the quality of educational work;

H) improving the pedagogical qualifications of masters and teachers.

The first direction covers:

study of new educational and program documentation and adjustments to the current work program (if necessary);

Discussion of lists of educational and production work by profession;

Discussion of lists of verification and qualification works;

· discussion of educational and didactic support and educational and technological documentation, evaluation criteria for typical work, the size of student norms, etc.;

· discussion of detailed work experience programs, etc.

The second direction includes:

Conducting and analyzing open lessons;

organization of mutual visits to classes by members of the commission;

exchange of experience (reports by experienced masters) of educational work in a group;

collective discussion of certain areas for improving the process of industrial training;

examination of complex passports methodological equipment specialized and typical training workshops and classrooms;

analysis of the results of industrial training and the development of measures to improve its quality;

Discussion of the preparation and holding of the final final exams etc.

The third line of activity of the methodological commission pursues the organization of a systematic improvement of the qualifications of its members. This includes the following activities:

· reviews of new editions of pedagogical and methodical literature;

· discussion of specific publications on innovative technologies, ways to improve industrial training, topical problems of the relationship between theory and practice, etc.;

organization of review competitions of training workshops, competitions of professional skills, exhibitions of rationalization proposals of employees and students, reviews technical creativity in groups, etc.;

· discussion of abstracts and reports prepared for pedagogical readings, conferences of engineering and pedagogical workers, etc.;

listening to reviews of scientific and technical information, etc.

Thus, methodological work in an educational institution is a system of interrelated measures aimed at improving the qualifications and professional skills of teachers and masters of industrial training, including the management of their self-education, self-education, and self-improvement.

Also to the forms of collective methodological work of L.P. Ilyenko refers:

Work on a single methodological theme;

Pedagogical workshop;

Theoretical seminars (reports, messages)

Disputes, discussions;

Methodical weeks;

Competitions of pedagogical skills;

Creative reports;

Business games, role-playing games;

Discussion of advanced pedagogical experience

Thematic teachers' council;

Pedagogical readings;

Exhibitions of advanced pedagogical experience;

Individual work allows the teacher to independently and objectively determine their weaknesses, plan work according to a personal schedule, quickly monitor and correct the learning process. Group forms, not being so mobile, cover a much larger amount of knowledge, introduce best practices in a concentrated form, contribute to uniting teachers in a team, finding optimal solutions to pedagogical problems.

TO individual forms relate :

Self-education;

Study of documents and materials of professional interest;

Reflection and analysis of own activities;

Accumulation and processing of material on accompanying pedagogy disciplines (sciences): psychology, valueology, teaching methods;

Creating your own folder of achievements (portfolio);

Creation of a methodical piggy bank;

Development of own visual aids;

Work on your own methodological topic that is of interest to the teacher;

Development of own diagnostic materials, monitoring on a specific problem;

Preparation of a speech at the teachers' council on the problem;

Attending classes and extracurricular activities with colleagues;

Personal consultations;

Administration interview;

Individual work with a mentor (mentoring);

Performance of individual tasks under the control and with the support of the head of the methodical association.

The active forms of organization of methodological work include:

1) discussion. The purpose of the discussion is to involve listeners in an active discussion of the problem; identification of contradictions between worldly ideas and science; mastering the skills of applying theoretical knowledge to analyze reality;

2) methodical ring. The goal is to improve the professional knowledge of teachers, to reveal general erudition. The form of conducting is group work (opponents, support groups of opponents and analysis group). For example, a methodical ring on the topic “Activation of the cognitive activity of students in the classroom” involves the competition of the following methodological ideas:

application of game tasks;

use of active forms of learning;

organization of group interaction of students;

· increasing the role of independent work of students in the learning process, etc.;

3) methodical gatherings. The goal is to form the correct point of view on a specific pedagogical problem; creation of a favorable psychological climate in this group of students. The form of the event is a round table;

4) methodical dialogue. The goal is to discuss a specific problem, develop a plan of joint action. The form of the event is a round table. A methodical dialogue is conducted between the leader and students or between groups of students on a specific issue;

5) business game. The goal is to develop certain professional skills, pedagogical technologies;

6) training. The goal is to develop certain professional skills and abilities. Training (eng.) - a special, training mode, training, can be an independent form of methodical work or used as a methodical technique during a seminar;

7) pedagogical KVN. This form of methodical work contributes to the activation of existing theoretical knowledge, practical skills, and the creation of a favorable psychological climate;

8) methodical bridge. The purpose of the methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative technologies for training and education;

9) brainstorming. This is one of the methodological techniques that contributes to the development of practical skills, creativity, the development of the correct point of view on certain issues of pedagogical theory and practice. This technique is convenient to use when discussing the methodology for passing a certain topic, for making decisions on a specific problem;

10) solving pedagogical problems. The goal is to get acquainted with the features of the pedagogical process, its logic, the nature of the activities of the teacher and students, the system of their relationship. The fulfillment of such tasks will help to learn how to single out the essential, the main thing from the variety of phenomena. The mastery of the teacher is manifested in the way he analyzes, explores the pedagogical situation, how he formulates, on the basis of a multifaceted analysis, the goal and objectives of his own activity;

11) methodical festival. This form of methodical work, used by methodologists of the city, district, school leaders, involves a large audience, aims to exchange work experience, introduce new pedagogical ideas and methodological findings. At the festival there is an acquaintance with the best pedagogical experience, with non-standard lessons that go beyond traditions and generally accepted stereotypes. During the festival there is a panorama of methodical findings and ideas.

Thus, methodological work in a vocational education institution in all its variety of types and forms is a system of interrelated measures aimed at improving the qualifications and professional skills of teachers and masters of industrial training, including managing their self-education, self-education, and self-improvement.

Innovative College of Economics Lecturer

Tasks of the Methodological Service:

We know that in modern conditions of education reformand the introduction of GEF DOthe status of the teacher, his educational functions are radically changing, and the requirements for his professional and pedagogical competence, for the level of his professionalism, change accordingly.

FROM Today, a teacher is in demand who is creative, competent, capable of developing skills to mobilize his personal potential in modern system education and development of a preschooler, because to Every child needs attention and care.

In connection with the increase in requirements for the quality of preschool education, the nature of which depends on the professional maturity of each employee.

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Report

Deputy Head for VMR DS No. 186 "Vazovets"

Makhankova A.Kh.

"Forms of methodical work with teachers"

The methodological service of the kindergarten is the link between the activities of the teaching staff of the kindergarten, the state education system, psychological and pedagogical science, and advanced pedagogical experience. It contributes to the formation, development and implementation of the professional creative potential of teachers.

Tasks of the Methodological Service:

1. Management of the educational process of preschool educational institutions

2. Providing theoretical, psychological, methodological support for educators

3. Creation of conditions for the improvement of professional competence, the growth of pedagogical skills and the development of the creative potential of the teacher

4. Carrying out monitoring studies aimed at identifying the quality of work and determining further prospects for the development of preschool educational institutions.

We know that in modern conditions of reforming education and the introduction of the Federal State Educational Standard, the status of a teacher, his educational functions are radically changing, and the requirements for his professional and pedagogical competence, for the level of his professionalism, change accordingly.

Today, a creative, competent teacher is in demand, capable of developing skills to mobilize his personal potential in the modern system of upbringing and development of a preschooler, because every child requires attention and care.

In connection with the increasing requirements for the quality of preschool education, themethodical work with personnel,the nature of which depends on the professional maturity of each employee.

My task, as the deputy head for educational and methodological work, is to promote the continuous professional growth of teachers.

In theoretical and practical teachers, the forms of work with teachers are classified:

Passive forms (traditional)the work of the methodological service is focused to a large extent on reproductive mental activity and provides support for the zone of actual development of teachers. In them, the main place is given to reports, speeches, which have lost their significance today due to their low efficiency and insufficient feedback.

Active forms (innovative)stimulate the search, creative research activity of teachers and are focused on the zone of proximal development of teachers.

All forms of methodical work are determined by the annual work plan of the kindergarten, based on the tasks set for the academic year.

The main criterion of the methodological process itself is consistency - compliance with the goals, objectives and content.

In our teaching staff, we use active forms of work, which are characterized by the involvement of teachers in activities and dialogue, which involves a free exchange of opinions. They are divided into:

Individual

Subgroup

Frontal

to the most effective forms of methodical work, we attributed:

• workshop

Purpose: professional development of teachers

In this form, all teachers participate, who prepare various tasks, during which pedagogical abilities, thinking, and communication skills develop. For example, for teacher training effective techniques, aimed at discussing moral lessons with children from the works they read, a workshop was held where each teacher had the opportunity to reveal the most successful technique (in their opinion) and find out others that are used by colleagues.

• business game- it is a form of development improvement, perception of the best experience, self-assertion as a teacher in many pedagogical situations.

Purpose: development of certain professional skills, pedagogical technologies.

Form of carrying out: collective or group work.

For example, the business game “We are experts” is carried out by subgroups, this contributes to the activity of teachers, everyone can play the role of an expert, whose tasks are to analyze, evaluate, and give their recommendations. Openness and sincerity of answers, allows you to see the interest of everyone in the issue under discussion, develops the creative initiative of teachers.

• pedagogical KVN

Purpose: activation of existing theoretical knowledge, practical skills, creation of a favorable psychological climate in a group of teachers.

Form of carrying out: collective or group work.

Teachers agree on the composition of teams, do homework. For example, KVN “Raising Patriots” prepare pedagogical situations for discussion with colleagues. They agree on the name of the team, jointly choose the jury.

• Exhibition

Target : studying and summarizing the experience of teachers in innovative activities, increasing the prestige of the teaching profession.

Form of conducting: individual, subgroup, frontal

Exhibitions are divided into scheduled and unscheduled.

Question. What do you think, in what cases are scheduled exhibitions held and where are they located?

unscheduled exhibitions?

Answers.

Planned - according to the annual work plan on the topic of the teachers' council, familiarization with the latest scientific literature, the work of the creative group, self-education of teachers, work with inexperienced teachers, presentation of the work of a creatively working teacher, etc.

Unscheduled - based on results operational control, familiarization with regulatory documentation (ring magazine)

• project defense

Purpose: stimulating interest and motivation for self-education, increasing the level of activity and independence; development of skills of analysis and reflection of their activities, development of the desire for cooperation, empathy.

Form of carrying out: frontal

The value of this approach is that it provides feedback, an open exchange of opinions, and forms a positive relationship between employees. For example, “How to celebrate Maslenitsa”, “April 1 or Bird Day?”

The core of these forms of work with personnel are collective discussions, reasoning, argumentation of conclusions, competition of minds and talents.

taskto teach teachers to formulate their thoughts independently, we implement through:

Creating conditions for the creative activity of each teacher through overcoming shyness and indecision

The introduction of the rule that every thought has the right to exist, criticism must be constructive and, along with denial, it is necessary to offer solutions.

• Open viewseducational, gaming activities.

Form of conducting: subgroup, frontal

Question. What do you think, when organizing open viewings, what tasks does the methodological service solve in working with inexperienced and experienced teachers?

• Pedagogical advice- is a permanent

a collegial body that considers various aspects of the activities of the kindergarten. The pedagogical council can be traditional, using separate activation methods, i.e. during the teachers' council, teachers are invited to solve a crossword puzzle or a situational problem, as well as non-traditional ones in the form of a business game or a round table.

In our work, we also use non-traditional forms of "School of Professional Excellence", "Blitz Tournament", "Auction of Ideas", etc. an indispensable component of which is the reflexive activity of teachers.

A prerequisite for these forms is to improve the skills of teachers, replenish their theoretical and practical knowledge, which is carried out using interactive forms and methods.the focus of which is the activation of teachers, the development of their creative thinking, finding a non-standard way out of a problem situation.

Question. When preparing for the pedagogical council, we adhere to the stages, they are presented on the slide. Analyze them and name the missed steps:

Planning the theme of the teachers' council according to the task

- selection of diagnostic tools according to the areas: teachers, children, parents, environment

Notification about the upcoming teachers' council, the beginning of control

The choice of participants in the theoretical and practical part of the teachers' council

Preparation of control results

Choosing a form for the practical part

Preparing a draft decision

You correctly named the missing stages of work in preparation for the teachers' council.

Today, our kindergarten continues to prepare for the teachers' council No. 3 "Prosperous socialization of preschool children", this topic is especially important for us, because. DS conducts in-depth work on the social and personal direction of development of pupils, and we are also participants in the laboratory "Socialization of children of preschool age", on the topic "Socialization of children of preschool age by means fiction».

We chose the form of video training for the pedagogical council, in order tostimulating the cognitive activity of teachers, through viewing video recordings of classes on a given topic using various technologies and forms of work, followed by analysis and development of recommendations for their use.

Now we will start the tour from the methodological room, where an exhibition of scientific literature and the results of innovative activities in working with fiction (lapbooks) is framed, a folder is presented on the generalized experience of working with DS

Preview:

Active forms of organizing methodological work

business game

Target - development of certain professional skills, pedagogical technologies.

The game as a form of learning is characterized by great flexibility. In the course of it, you can solve problems of varying complexity. It activates the creative initiative of teachers, ensures a high level of assimilation of theoretical knowledge and the development of professional skills.

Conduct form

The process of organizing and conducting the game can be divided into 4 stages.

1. Game design:

• clearly formulate the general goal of the game and private goals for the participants;
• develop common rules of the game.

2. Organizational preparation of a specific game with the implementation of a specific didactic goal:

• the leader explains to the participants the meaning of the game, introduces the general program and rules, distributes roles and sets specific tasks for their performers that must be solved by them;
• experts are appointed who observe the course of the game, analyze the simulated situations, and give an assessment;
• the time, conditions and duration of the game are determined.

3. Game progress.

4. Summing up, its detailed analysis:

• general assessment of the game, detailed analysis, implementation of goals and objectives, good and weak sides, their reasons;
• players' self-assessment of the performance of assigned tasks, the degree of personal satisfaction;
• characterization of professional knowledge and skills revealed during the game;
• analysis and evaluation of the game by experts.

In conclusion, the leader summarizes the results of the game.

training

Target - development of certain professional skills and abilities.

Conduct form- collective or group work.

training (English) - a special, training mode, training, can be an independent form of methodical work or used as a methodical technique during a seminar.

During the training, pedagogical situations, handouts, technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.

The main principles in the work of the training group: trusting and frank communication, responsibility in discussions and when discussing the results of the training.

Pedagogical KVN

Target:

Conduct form- teamwork.

Game progress:

1. Greeting teams, which takes into account: compliance of the performance with a given topic; relevance; presentation form, performance time - 10 minutes.

2. Warm up. Time to think about the question - 1 minute.

3. Homework: checking the preparation of a business game on a given topic.

4. Competition of captains.

5. Competition of wise men. Two members per team are selected. They are asked to choose the best way to solve this issue.

6. Competition of fans: solving pedagogical problems from work practice.

7. Competition "What would it mean?" (situations from the life of ds ). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.

methodical bridge

Target: exchange of advanced pedagogical experience, dissemination of innovative technologies of education and upbringing.

Conduct form- teamwork.

The methodical bridge is a kind of discussion.

Brainstorm

Target: to promote the development of practical skills, creativity, and the development of a correct point of view on certain issues of pedagogical theory and practice among teachers.

Conduct form- collective or group work.

This technique is convenient to use when discussing the methodology for passing a certain topic, for making decisions on a specific problem.

The leader should think through the questions well so that the answers are short and concise. Preference is given to answers-fantasies, answers-insights. It is forbidden to criticize ideas, evaluate them. The duration of the brainstorming session is 15-30 minutes. This is followed by a discussion of the ideas expressed.

Fair of Pedagogical Ideas

Target: contribute to the activation of the methodological work of teachers.

Each teacher wants his idea to be recognized as the best, thus, the spirit of competition is manifested. Teachers, mostly young, learn to lead a discussion, defend their point of view, listen critically to themselves and their colleagues.

Development of a methodological portfolio

Target : to help teachers systematize their methodological work for the year, to choose the most successful methodological techniques and summarize them in the form of methodological developments.

"Round table"

Target : development of a common opinion, the position of the participants on the problem under discussion. Usually 1-3 questions of the problem under discussion are thought out.

The host of the "Round Table" determines his place so that he can see all the participants. Invited experts, administration, etc. can also be here. In the course of work, each issue of the problem is discussed separately. The floor is given to teachers who have experience working on the problem. The facilitator summarizes the results of the discussion of each issue. At the end, he offers a variant of the general position, taking into account the comments, additions, and amendments.

"Evenings of questions and answers"

Target: to promote the development of teachers' ability to formulate the theoretical foundations of the problem, find ways to solve it, select forms of organization, methods and methods of work.

"Business game"

Target : live modeling of the educational process, the formation of specific practical skills of teachers, faster adaptation to updating the content, the formation of their interest and culture of self-development; development of certain professional skills, pedagogical technologies.

Games are effective if teachers have sufficient knowledge of the problem that is reflected in the game. The business game involves a lot of preliminary work, in which teachers receive the necessary knowledge through various forms, methods and means: visual agitation, thematic exhibitions, consultations, conversations, discussions. If such preliminary work has not been carried out, then it is advisable to plan a business game as part of the event allotted for.

Business games are of the following types:

Simulation, where copying is carried out with subsequent analysis.

Managerial, in which specific managerial functions are reproduced);

Research related to research work, where methods in specific areas are studied through a game form;

Organizational and active. Participants in these games simulate the early unknown content of an activity on a particular topic.

Training games. These are exercises that reinforce certain skills;

Projective games, in which one's own project is drawn up, an algorithm for any actions, an activity plan, and the proposed project is defended.An example of projective gamesthere may be a topic: “How to hold a final teachers’ council?” (or a parent meeting, or a practical seminar, etc.).

When organizing and conducting a business game, the role of the game leader is different - before the game he is an instructor, during the game he is a consultant, at the last stage he is the leader of the discussion.

Discussion

Target: involvement of listeners in an active discussion of the problem; identification of contradictions between practices and science; mastering the skills of applying theoretical knowledge to analyze reality.

Form: collective discussion of theoretical issues.

The method of its organization:

• determination of the purpose and content of the problem under discussion, forecast of the results;
• determination of the key issues on which the discussion will be organized (random, secondary issues are not submitted for discussion);
• planning;
• preliminary acquaintance of teachers with the main provisions of the topic under discussion

Methodology:

• familiarization of teachers with the problem, situational task.
• Questions are presented to teachers sequentially in accordance with the plan.
• a discussion of opposing points of view on the essence of the problem under consideration is organized.
• conclusion, summing up the results of the discussion.

In conclusion, the facilitator notes the activity or passivity of the audience, evaluates the answers of teachers, if necessary, reasonably refutes incorrect judgments, supplements incomplete answers, draws a general conclusion based on the results of the discussion, thanks the teachers for participating in the discussion.

The leader must:

• It is good to know the problem, the topic of discussion.
• Examine the position and arguments of opponents.
• Do not allow the conversation to deviate from the subject of discussion, the substitution of concepts.

"Methodical ring".

Target: improvement of professional knowledge of teachers, identification of general erudition.

The form: group work (opponents, support groups of opponents, analysis group are determined).

Methodology for organizing and conducting:

1 option - a methodical ring as a kind of discussion in the presence of two opposing views on the same issue.

For example, in the methodical ring on the topic “A school without discipline is like a mill without water” (Ya.A. Komensky), the question is proposed for discussion: “How do I achieve discipline in the classroom - by switching the attention of children to another type of activity or by disciplinary measures?”

Two opponents are preparing in advance. Each of them has a support group that helps their leader in case of need.

The analysis group evaluates the level of preparation of opponents, the quality of protection of a certain version, sums up.

To relieve tension in pauses, pedagogical situations, game tasks, etc. are offered.

P option - methodical ring as a competition of methodical ideas in the implementation of the same problem.

Pedagogical KVN.

Target: contribute to the activation of existing theoretical knowledge, practical skills, and the creation of a favorable psychological climate in a group of teachers.

From the composition of the listeners, two teams are formed, the jury, the rest are fans. Teams first get acquainted with the theme of KVN, receive homework. In addition, they are preparing mutual playful greetings on the topic of this KVN. The leader offers entertaining tasks that require non-standard solutions (including the competition of captains) that are directly related to the topic being studied.

Game progress:

1. Team greeting, which takes into account:

• correspondence of speeches to a given topic;
• relevance;

• presentation form;
• performance time - 10 minutes.

1. Warm-up (teams prepare three questions each for knowledge of the psychology of the child's personality and interpersonal relationships). Time to think about the question - 1 minute.
2. Homework: checking the preparation of a business game on a given topic.
3. Captains competition.
4. Wise Competition. Two members per team are selected. They are asked to choose the best way to solve this issue.
5. Fan competition: solving pedagogical problems from the practice of the institution.
6. Competition "What would it mean?" (a situation from the life of a preschool educational institution). Resourcefulness, accuracy of expression of thoughts, humor are taken into account.

Methodical meetings.

Target: contribute to the formation of the correct point of view on a specific pedagogical problem, the creation of a favorable psychological climate in this group of teachers.

Form : round table.

Methodology for organizing and conducting:

• For discussion, questions are proposed that are essential for solving some key tasks of the educational process.
• The topic of discussion is not announced in advance. The skill of the leader lies in the fact that in a relaxed atmosphere to call the audience to a frank conversation on the issue under discussion and lead them to certain conclusions.

Compliance with the goal of the form of advanced training

Target	The form
Improvement of pedagogical technique	Seminars, workshops, school for a young teacher
Improvement of pedagogical skills	Pedagogical workshops
Development of creative abilities	Creative groups
The formation of the style of pedagogical activity	Club "Professional", master classes, trainings
Formation of readiness for innovations	School of Teaching Excellence
Formation of pedagogical culture	Psychological and pedagogical, methodological seminars - workshops
	Design seminars
Creation of an individual, didactic, educational, methodological system	School of pedagogical experience, scientific and methodological seminars

Alla Frantsuzova
Innovative forms of methodical work as a factor in improving the professional skills of preschool teachers

« Innovative forms of methodical work - as a factor in improving the professional skills of teachers DOW in the context of the implementation of the Federal State Educational Standard DO "

The quality of education and its effectiveness is one of the urgent problems of modern pedagogy in the context of the implementation of the Federal State Educational Standard. The leading role in ensuring the effectiveness of the educational process is played by teacher, his professionalism.

Improving the skill level of teachers- priority activity methodical work, which occupies a special place in the management system of a preschool institution and represents an important link in a holistic system advanced training of teaching staff, since, first of all, it contributes to the activation of the personality teacher development of his creative personality.

Persistent content link methodical work with the results of the work of teachers provides a continuous process of improvement professional skills of each educator. In the same time methodical work is of a leading nature and is responsible for the development and improvement of the entire work with children, in line with new developments in pedagogical And psychological science. Therefore, it is impossible to agree with the understanding methodical work, as soon as the service for correcting errors in the activities of the educator, although in the course of it one has to solve these problems. The main thing is to provide real, effective and timely assistance teachers. However, the problem improving the professional skills of each teacher preschool is still one of the most difficult. It's no secret that sometimes a lot of effort is spent on organizing events, and the return is negligible. How to explain all this? Traditional forms of methodical work, in which the main place was given to reports, speeches have lost their importance due to their low efficiency and insufficient feedback. Today it is necessary to use new, active forms of work that tend to involve teachers into activity and dialogue involving the free exchange of opinions.

Activation of creative activity teachers possible through non-traditional, interactive methods and active forms of work with teachers.

Methods active learning - totality pedagogical actions and techniques aimed at organizing the educational process and creating conditions by special means that motivate students to independent, proactive and creative development of educational material in the process of cognitive activity (V.N. Kruglikov, 1998).

Peculiarities methods consist in their focus on the activation of cognitive, communicative, professional activity and improve their quality(thinking, speech, actions, emotional-personal relationships, which is consistent with experimental data, which indicates that no more than I - -30% is absorbed during the lecture presentation of the material information, with independent work with literature - up to 50%, with pronunciation - up to 70%, and with personal participation in the activity being studied (for example, in a business game)- up to 90%).

In the conditions of problematic content, creative nature and competitiveness of activity, a quick, sharp commissioning of the body's reserves takes place. Emotions arising at the same time activate, induce a person, initiate his focus on the performance of activities.

Many major methodological innovations associated with the use of interactive teaching methods. Word "interactive" came to us from the English language from the word "interact", where "inter" is "mutual", “act” - to act.

Interactive means the ability to interact or is in a conversation, dialogue with something (e.g. computer) or anyone (e.g. human). From this we can conclude that interactive learning is, first of all, interactive learning, during which interaction is carried out. teachers or a teacher and the head of a methodological event.

It should be recognized that interactive learning is a special the form organization of any activity. It has in mind rather specific and predictable goals. work. One of these goals is to create a comfortable learning environment, such that teacher(teachable) feels his success, his intellectual viability, which makes the whole learning process productive and effective.

What is the essence of interactive learning?

The interaction process is organized in such a way that almost all participants are involved in the process of cognition and discussion. They have the opportunity to understand and reflect on what they know, understand what they think. Joint activity in this process means that each participant makes his own special individual contribution, has the opportunity to exchange knowledge, his own ideas, methods of activity, to hear a different opinion of colleagues. Moreover, this process takes place in an atmosphere of goodwill and mutual support, which makes it possible to obtain not only new knowledge on the problem under discussion, but also develops the pedagogical activity and transfers it to higher forms cooperation and cooperation.

Interactive activity involves the organization and development of dialogue communication, which leads to interaction, mutual understanding, to a joint solution and adoption of the most common, but significant tasks for each participant. With interactive learning, the dominance of both one speaker and one opinion is excluded.

During the dialogue, teachers is formed the ability to think critically, reason, solve controversial problems based on the analysis of what was heard information and circumstances. teachers learn to weigh alternative opinions, make thoughtful decisions, express their thoughts correctly, participate in discussions, professionally communicate with colleagues.

It is valuable that with such an organization work teacher can not only express their opinion, view, give an assessment, but also, having heard the evidence-based arguments of colleagues, abandon their point of view or significantly change it. At teachers is formed respect for other people's opinions, the ability to listen to others, to draw reasonable conclusions and conclusions.

The value of interactive methods- achievement of such important goals, how:

1. Stimulation of interest and motivation for self-education;

2. Raise level of activity and independence;

3. Development of skills of analysis and reflection of their activities;

4. Development of the desire for cooperation, empathy.

What are the advantages of such work?

First, significantly the motivation of professional activity of teachers increases, their social and cognitive activity.

Secondly, those aspects of a person are realized that in everyday, rather monotonous life, do not find application, development.

Thirdly, the experience of collective activity, mutual respect, support, cooperation is acquired, without which work in human society is impossible.

Interactive forms and methods of teaching

Traditional New Newest

Training Business game Coaching session

Pedagogical exhibition-fair living room pedagogical ideas Method"Cases"

KVN Bank of ideas Quality mugs

Round table Master class SWOT analysis method

Pedagogical ring creative hour Method"Moderation"

Pedagogical situations Pedagogical workshop Method"Brainstorm"

Methodical theater

Workshop Quick setup

The main focus of interactive forms is the revitalization teachers, development of their creative thinking, non-standard way out of a problem situation.

Classification methods active learning and their features

One of the effective interactive the form, work with teachers preschool educational institution - training(fast response, fast learning).

Target - development of professional skills and abilities.

Training - the word is English - a special, training mode. Training can be self-guided form of methodical work or be used as methodical reception during seminars.

Widely used in training pedagogical situations, handouts, technical training aids. It is advisable to conduct training in training groups of 6 to 12 people.

Basic principles in work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of training.

Pedagogical ring - orients teachers to study the latest research in psychology and pedagogy, methodical literature, contributes to the identification of various approaches to solving pedagogical problems, improves skills logical thinking and argumentation of one's position, teaches conciseness, clarity, accuracy of statements, develops resourcefulness, a sense of humor. Such the form provides criteria for evaluating responses, speeches and actions participants:

General erudition;

professional knowledge, skills, skills;

The ability to get out of a difficult situation, impromptu.

For example, pedagogical ring: "Ways to improve the learning process in preschool educational institutions".

"Aquarium" - dialogue form, when teachers offer to discuss the problem "in front of the public". The group chooses to have a dialogue about who they can trust. Sometimes it can be several applicants. Everyone else acts as a spectator. Hence the name - "aquarium".

What does this method give teachers? The opportunity to see your colleagues from the outside, that is, to see how they communicate, how they react to someone else's thought, how they resolve the brewing conflict, how they argue their thought and what evidence they give, and so on.

Or such the form: intragroup Job where a group is formed (6-7 people, Job which is open for observation. Rest teachers together with the leader, without interfering, they observe the implementation of roles in solving the cognitive task. However, at the end of the session, observers, group members and, finally, the leader sequentially sum up various results. (more informative, communicative, etc.). A prerequisite for successful discussions: participants should not know about the positions of the others, but behave in accordance with the assigned role.

Initiator:

Seize the initiative from the very beginning, defend your position with the help of arguments and emotional pressure.

Wrangler:

To meet with hostility any proposals put forward and defend opposing points of view; in a word, stick to the position Porthos: “I fight because I fight. ”

Compromiser:

Express your agreement with any points of view and support all the statements of the speaker

Original:

Do not get involved in an argument, but from time to time put forward any unexpected proposals.

Organizer:

It is necessary to organize the discussion so that all participants have their say, ask clarifying questions.

silent:

Avoid directly answering the question in every possible way, no one should understand what point of view you hold

Destructor:

Disrupt the smooth flow of the discussion all the time (drop something, giggle at the wrong time, ask the neighbor to move in a loud whisper)

Method"Brainstorm" or "Brain attack" (brainstorming)- a procedure of group creative thinking, more precisely, it is a means of obtaining a large number of ideas from a group of people in a short period of time.

This method can be actively used at meetings of the creative group to discuss the plan or conduct various events: children's holidays, competitions, pedagogical competitions, methodological associations, etc..

For brain assault:

1. A problem is chosen for discussion;

2. Formed the creative team is noticeably out of ten human: the discussion of the problem takes place in a comfortable and relaxed atmosphere;

3. The brainstorming process itself is divided into three stage:

Introduction. During which the problem is announced and written on the board. The facilitator explains the reason for putting forward the chosen topic, then asks the participants to offer their options. wording;

Generation of ideas. Participants in the discussion in free form express their ideas, which are recorded on the board. At this stage, criticism is strictly prohibited, because the best are the so-called "crazy ideas".

At the stage of analyzing ideas and searching for opportunities for their implementation, treatment of the proposals made, it is proposed to consider the ideas from the point of view of originality and the possibility of implementation. Each idea is labeled with a card icons:

«++» - very good, original idea;

«+» - not bad idea;

«0» - could not find a construct;

HP - impossible to implement;

TR - difficult to implement;

RR - really implement.

4. At the end of the brainstorming, ideas are selected that received either two "plus", or icon "RR", or both of these icons.

Method"Moderation" (moderator - intermediary, regulator). This method allows"force" people to act as one team for development in the shortest possible time, specific proposals to be implemented aimed at solving the problem.

When using this method each teacher can:

Focus on content;

Show independence to each participant in the discussion;

Conduct discussions in a free and collegial atmosphere.

Method involuntarily creates a collegial environment, not a poll or a speech in turn, but a decision in the process work.

Method"Moderation" can be used as a separate method or be synthesized with Open Space Technology, which is also provides: active participation of everyone, creation of a democratic atmosphere, equality of opportunity, openness and cooperation, interaction, communication, development and exchange of ideas.

Open space is seen as interactive method successful promotion teachers for creative activities. It can be used both by itself and at the teachers' council.

It should be noted that when using the TOP at the teachers' council, it is not necessary to developed agenda and plan work, as well as additional materials, they will only interfere work. This is the fundamental difference between this forms organization of the teachers' council from the traditional ones.

Method"Cases" (Casestudy)- non-game method analysis and solution of situations where teachers participate in direct discussion of business situations and tasks taken from real practice. This method, as a rule, is used in the process of a situational business game, which in itself is also an interactive game method and involves the deployment of a special (game) activities teachers– participants in a simulation model that recreates the conditions and dynamics of the educational process or cooperation with the parents of pupils.

Using method"Cases" all discussed situations are divided on the:

Situations - illustrations;

Situations - exercises;

Situations - estimates;

situations are problems.

A symposium is a discussion during which participants make presentations representing their points of view, after which they answer questions from the audience.

Debate - a discussion built on the basis of prearranged speeches by representatives of two opposing groups.

Dispute (from Latin disputable - to argue, argue) involves a dispute, a clash of different, sometimes opposing points of view. It requires the parties to be convinced, a clear and definite view of the subject of the dispute, the ability to defend their arguments. Such a pedagogical council is a collective reflection on a given topic, problem.

Laws of Dispute

Dispute is a free exchange of opinions.

Everyone is active on the board. Everyone is equal in a fight.

Everyone speaks and criticizes any situation,

with which I do not agree.

Say what you think and think what you say.

The main thing in the dispute - data, logic, ability to prove. Facial expressions, gestures, exclamations are not accepted as arguments.

A sharp, well-aimed word is welcome.

Whispering on the spot, inappropriate jokes are prohibited.

Subject dispute should be a problem that causes conflicting opinions, is solved in different ways. The dispute does not exclude, but suggests the depth and comprehensiveness of the disclosure of the problem. Where there is no subject of dispute, but there are only speeches that supplement or clarify certain arguments, there is no dispute, it is at best a conversation.

Wording topics should be sharp, problematic, awaken the thought teachers, to include a question that in practice and in the literature is solved differently, causes different opinions, for example:

"Does kindergarten need standards?",

What should preschoolers be taught today?

"Innovative technologies: pros and cons",

"What are the goals of education today?",

"What are universal human values?",

"What is the role of family education today?"

Option pedagogical council-dispute is the decision pedagogical situations. The head or senior educator selects a bank of complex pedagogical situations on the problem and offers it to the team. The form presentation can be diverse: targeted, by lottery, with division into groups. The administration of the preschool educational institution can play the role of a jury, presenter, consultant, opponent, etc.

Pedagogical Council - Protection of innovations

Each group of participants pedagogical council(department, department) given the task - to prepare in advance (get to experience) and in a concise form(10-15 min.) present ideas and features pedagogical innovation , to get acquainted with the specific experience of using pedagogical technology.

The group chooses the performers of the following roles:

Optimists are the defenders of the idea, its propagandists;

Conservative pessimists and skeptics are opponents of ideas;

Realistic analysts who can weigh everything<за>And<против>and draw the necessary conclusions.

Depending on the number of people and discussed innovation it is possible to distinguish creative groups in role areas, and in other (pupil - educator - parent, educator - leader, etc.). As a result, the teachers' council comes to a decision on the expediency or inexpediency innovation.

methodical bridge.

It is a type of discussion. To this forms of methodical work teachers are involved various educational institutions of the district, city, leaders of the Moscow Region, parents.

aim methodical bridge is an advanced exchange pedagogical experience, Spread innovative technologies of training and education.

Pedagogical situations, impromptu - method of activating the pedagogical knowledge in the process of everyday communication, relationships with children, parents, colleagues. For example, a child says teacher that mom and dad have separated, and he will now have a new dad. What could be the reaction teacher.

Methodical festival.

This form of methodical work involves a large audience, aims to exchange experience work, introduction of new pedagogical ideas and methodological findings.

Here comes the acquaintance with the best pedagogical experience, with non-standard activities that go beyond traditions and generally accepted stereotypes.

During the festival a panorama of methodical findings and ideas works.

job application, methodical ideas, festival participants submit receptions in advance.

Methodical gatherings.

Target- formation correct point of view on a certain pedagogical problem, creating a favorable psychological climate in this group teachers.

The form holding a round table.

Methodology organizations and holding:

For discussion, questions are proposed that are essential for solving some key tasks of the educational process.

The topic of discussion is not announced in advance. Mastery leader and is to call listeners in a relaxed atmosphere for a frank conversation on the issue under discussion and lead them to certain conclusions.

Methodical dialogue.

The goal is to discuss a certain topic, production joint action plan.

The form holding a round table.

Methodology organizations and holding:

Listeners get acquainted with the topic of discussion in advance, receive theoretical homework.

Methodical dialogue between the leader and teachers or groups of listeners on a particular topic.

The driving force of the dialogue is the culture of communication and the activity of the listeners. Of great importance is the overall emotional atmosphere, which allows you to evoke a sense of inner unity.

In conclusion, a conclusion is made on the topic, a decision is made on further joint actions.

efficient form, in my opinion, is the holding of an exhibition - a fair pedagogical ideas, auction. Properly prepared and carried out, it stimulates teachers to creativity and self-education. Therefore, the main result of the exhibition-fair is a noticeable professionally-personal growth of educators. Thanks to this form of work with teachers conditions are created for the public presentation of the best samples of their professional activity, the emergence of new ideas, the establishment and expansion of business and creative contacts with colleagues.

Quality circles are organized at the initiative of the administration, taking into account the delegation of authority. Leading method -"brain attack" or "brainstorm". A prerequisite for organizing a circle is the presence teacher able to train colleagues without the help of the administration.

Pedagogical"studio" or pedagogical workshop. Them goal: teacher-master introduces the members of the pedagogical team with the main ideas of their educational system and practical recommendations for its implementation. There is also the implementation of individual practical tasks with an eye to further use in working with children. For example: "The development of the creative imagination of a preschooler by means of fiction, art, experimentation."

"Coaching session" or "coaching session"- interactive communication, developmental counseling, discussion (question answer). Principle "Do it for me" practically does not work here teacher does not receive advice and recommendations, but only answers the questions that the consultant asks him, and he himself finds ways to solve problems. Confucius said: “Give instructions only to those who seek knowledge. Help only those who do not know how to clearly express their cherished thoughts. Teach only those who are able, having learned about one corner of the square, to imagine the other three. ”In this process, individual support is provided teachers who set themselves the task professional and personal growth, raise personal efficiency. For example: « Working with a certified teacher» .

Very interesting interactive method - SWOT analysis method(strengths - strengths, weaknesses - weaknesses, opportunities - opportunities, threats - threats) - these are method analysis in the form of procedures for collecting data and establishing a correspondence between the internal strengths and weaknesses of the institution, favorable and unfavorable environmental factors.

SWOT analysis can be used as the form holding the entire teachers' council, and as a separate interactive method. Typically used for strategic planning.

One more the form, which can be used before open events for educators of the city, region, parents - this is the mood teacher for successful work -"Quick - setting":

1. If you want people to like you, smile! A smile, a ray of sunshine for the sad, an antidote created by nature for trouble.

2. You are the best and most beautiful, let all the fashion models of the world envy you.

3. There are people like golden coin: the longer work, topics

are more valued.

4. There is no better beloved friend than a beloved one. Job: does not age, and

does not get old

5. Difficulties harden on the path to happiness.

Summing up, we can say that a well-built system of interactive forms of work with teaching staff, - will lead to raising level of educational work DOW and rally the team teachers.