So we created three groups with the help of an interesting exercise.

I am sure that the effectiveness of one or another element of solving the problem of improving the effectiveness of physics studies depends on the individual qualities of the teacher, his ability to https://123helpme.me/write-my-lab-report/ use various techniques to include creative, capable students in active cognitive activity, directing their efforts to master the subject.

Each teacher is a unique individual. Creativity cannot be replicated from the matrix, taking someone as a standard, but there is something in common in teaching: restlessness, your vision of things, your interest. The school is the only pedagogical training ground where ideas are born and nurtured, where creative thought begins to pulsate.

Author: O. Shepel

07.01.2008

Rights and responsibilities for maintaining and promoting health. Thematic evaluation

The editorial office continues to receive materials for the competition from teachers, teaching staff of schools and out-of-school educational institutions, the best of them become winners. We present the work of O. Usova, senior teacher of Lebedev School with interactive forms of thematic assessment

As a teacher, on the eve of the lesson I set a goal: to assess the level of learning competencies of students through the use of interactive technologies.

Before evaluating the students, I worked on the maximum amount of methodological literature, which helped me to determine the evaluation criteria. It is envisaged that the assessment of students’ academic achievements with the use of interactive technologies will take the form of approval of any, at least, the successes and efforts of students. Comments on student actions, even those that contain criticism, should begin with positive comments.

In interactive learning, skills such as the ability to defend one’s opinion or argue one’s position during a discussion or problem situation are important. Therefore, assessment must be based on these most important skills. It is also desirable to assess how the student participates in learning activities, whether it is activity in class, the way of communicating with peers, willingness to cooperate, compliance with the rules of exchange of ideas and other rules and norms of behavior in class.

Taking into account all the recommendations, at the beginning of the lesson she introduced the students with the expected results and criteria for evaluating their work. It is desirable that they be posted on the board so that students have the opportunity to address them during the lesson. Why at the beginning of the lesson? To encourage the child to be productive, to establish that the child knows or does not know fully, can or does not know what the student needs to help to establish the level of mastery of the necessary learning competencies on the topic in the classroom. It is best to encourage children with an assessment system in which they themselves understand both their own results and the results of their peers’ work, completing a certain amount of work.

At the end of the lesson, we looked back at the expected results and found out how each student performed their learning tasks. Then the students on the leaflets evaluated their work in the lesson according to each of the criteria, ie self-assessment took place. Using this method, she was able to learn a lot about herself and her students, as well as the quality of the learning process.

The next step is mutual evaluation in pairs: students evaluated their peers aloud, learned to comment on evaluations. The application of this method shows that students begin to understand the difficulties of assessment and learn to look with different eyes at their work and the work of others.

And the third step is the teacher’s assessment, ie mine. As a result of all types of work, taking into account the preparation for lessons during the studied topic, self-assessment and mutual assessment allowed herself, in agreement with students, to intervene in the assessment and set a total score for each student.

I consider the achievement of the lesson to be that the children really enjoyed working on the interactive exercises, as well as the fact that they acquired the skills of self-assessment and mutual evaluation. Therefore, interactive technologies are most conducive to the formation of students’ sociability, self-confidence, create an atmosphere of cooperation, develop the ability to evaluate themselves and others.

I want my students to grow, their achievements to grow, and my pedagogical skills to grow with them. For me, the life credo is the words of William Arthur Ward: “A mediocre teacher teaches, a good teacher explains, an outstanding teacher shows, a great teacher inspires.”

Goal:

assess the level of student achievement on the studied topic through the use of interactive technologies; develop the ability to work in groups, pairs; cultivate a sense of empathy for peers.

Equipment: texts (Constitution of Ukraine, Convention on the Rights of the Child), animal drawings, signal cards, cards with a schematic representation of human emotions, family photos of students, statements about health, posters with illustrations of violence against children, large format paper.

Expected results. After this lesson, students will be able to:

summarize the received educational information; determine the level of their academic achievements in the process of mastering the topic; work on interactive exercises; interact in groups, pairs; acquire skills of self-assessment and mutual evaluation.

Procedure and methods

Introduction

Presentation of the topic, purpose, main tasks and expected results of educational activities.

I. Motivation

1. Greetings. Creating a situation of success

Teacher. Today we have an unusual lesson, but I hope it will be interesting for you. And in order for it to be just such that you feel confident, this lesson must be freed from fear – no one is afraid of anyone or anything, no one frightens anyone, we must have an atmosphere of absolute trust in the lesson.

Today you will learn to work collectively, in groups, in pairs. In this lesson we will master and use interesting methods. And for this in the lesson we must follow certain rules:

everyone works; everyone is pleased with the interesting thought and success; everyone is grateful to everyone and everyone is grateful for their success; trust the teacher and each other; “Right hand”.

It is very important that the lesson begins with positive emotions, good mood. I suggest you play the game.

Exercise “The lesson begins with a smile”

Teacher. Let’s stand in a circle, hold hands. I hope I will not tell you a secret – friendship begins with a smile. Are you still friends? Smile at each other. You can give a smile. I smiled at you, that is, I gave you a smile, you were pleased. And now give each other a smile. And I give you the charge of success in class, shaking your hand, and you pass the positive charge in a circle. So, let’s hope that success is in your hands.

Students perform an interactive exercise to create a positive microclimate in the classroom.

Exercise “Au”

Teacher. We will now form working groups. I give each student a card with a riddle. After solving the riddle, students find members of their working group (bears, hares, squirrels).

Students perform an interactive exercise and create temporary study groups.

So we created three groups with the help of an interesting exercise.

Let’s recall what issues we considered during the study of the topic “Rights, responsibilities of adolescents to preserve and promote health.”

Free Microphone Exercise

Each student speaks, holding an imaginary microphone, and recalls the main issues of the topic.

Working with proverbs

Teacher. How do you understand this proverb:

“Lost money – lost a little, lost time – lost a lot, and lost health – lost everything”?

Students work on discussing proverbs in groups.

Blitz Interview Exercise

Teacher. Let’s discuss the following issues.

Whose answer is the most complete?

Whose statements were the most substantiated?

Students speak.

Teacher. So, we can draw a general conclusion, namely – to answer the questions.

What rights do children have in our state?

Exercise “Carousel”

Students gather information on the proposed question by talking to classmates.

Then they form two circles: the inner circle is fixed, and the outer – mobile.

At the signal, all participants move one step to the right, stand in front of a new partner. The purpose of the exercise is to go through the whole circle.

Using the Brainstorming exercise, students name children’s rights. The teacher records the students’ answers on the board. Analyze records.

Teacher. In the modern world there are a number of documents that regulate the attitude of society to children, justify the need to take care of their lives, education, upbringing.

What do you know about the main documents that protect the rights of children in Ukraine? Remember the year they were adopted.

There is a discussion in groups. Write the children’s answers on slips of paper. Mutual verification of answer options in a circle.

Exercise “Assess the situation”

Teacher. Olenka believes that her mother is responsible for her health, and Serhiy says that the doctor is responsible for his health. And what do you think? Who is responsible for your health?

Students express their own opinions.

Exercise “Aquarium”

One of the groups takes a seat in the center of the class, discusses the situation aloud, and all the other students express their opinions. Other groups listen carefully without interfering with the discussion.

Teacher. Do you agree with the opinion of the group?

Was this opinion sufficiently substantiated?

Then the second and third groups take turns going out in a circle and discussing their situation.

Teacher. So, we conclude: my health is only my health, that is, I am responsible for it.

Exercise “Stream of ideas”

Work in groups on headings is organized (headings are played out):

Signs of good health. It is harmful to health. Tips.

Teacher. You have chosen a rubric and are preparing material. Speakers (or group leaders) present their sections. Additions of other groups are accepted.

The work of students in groups is organized according to the selected rubrics.

Teacher. You can often hear the saying: “Health begins in the family.” What can you say about this? Does a child’s health really start in the family?

Discussions are organized in groups. Students’ answers in groups.

Teacher. Which group’s answer was the most convincing?

Students’ opinions on the question are listened to.

Teacher. Childhood without happiness is hard to imagine. Warmed by the rays of happiness in the family, children enter the adult world in a different way.