Project work of a teacher or pedagogical project. Instructional Design Taking seriously the design of a pedagogical presentation

S. V. Aranova,

Senior Researcher, Research Institute of General Education SERIOUSLY ABOUT DESIGNING A PEDAGOGICAL PRESENTATION

Among the most interesting communication technologies used in education, computer presentation occupies an increasingly strong position: it is considered more mobile and modern than static visual material. There is no longer any need to prove the usefulness of such a visual presentation of information; the accessibility and relative ease of its implementation for both the teacher and the student are obvious to everyone. A “bank” of examples of presentations made on certain educational topics, representing educational institutions or summarizing teaching experience, is gradually accumulating. What is the benefit of the presentation for the learning process? If we proceed from the original meaning (from the Latin praesenatio - presentation, presentation), then it promises expectation, anticipation of something bright, festive, emotional. However, from the category of curious innovations, for which much is forgiven due to their unusualness, as well as some inexperience of the authors and imperfect technology, the presentation becomes a number of familiar elements of the educational process. It claims to be a pedagogical technology, and therefore requires appropriate methodological support, especially in terms of preparation. The teacher developing the presentation should think about both the developmental and educational effects.

The presentation is designed to present information in an artistic, laconic and logically concentrated form to help in solving the well-known pedagogical optimization problem - “minimum time - maximum information.” The key to significant intellectual growth and high educational results is pedagogical

A professional presentation is its design according to certain laws, in accordance with pedagogical objectives, ensuring the integrity of the idea. In any case, the presentation promises an emotional effect and relieves the teacher of some routine moments and procedures. But the presentation brings effective pedagogical “dividends” to the full extent when it is aesthetically pleasing, expedient, and competently designed. This article provides some guidelines for designing pedagogical presentations.

In the educational sphere, there are still no clear requirements for presentations that specifically pursue pedagogical goals. It should be noted that a business presentation and a pedagogical presentation, similar in form, are in fact completely different. If in business a mainly mercantile interest is proclaimed, and external effects are put at the forefront, then the design of a pedagogical presentation should be conditioned by internal comprehension, an understanding of the essence of the message. The presentation of educational material should provide, first of all, an intellectual boost, and various effects are used for emotional and logical reinforcement. How to visualize systemic relationships, how to create images from terms and concepts, how to convey information taking into account the logical criteria of clarity, accuracy, consistency and evidence? To successfully create a communicative environment by means of presentation, it becomes relevant to form an intellectual-graphic culture (hereinafter referred to as IGC) among students and teachers, the essence of which is to develop universal methods of graphic visualization of educational information. At the same time, IGK

reveals the potential of presenting educational information that rationally-logically and emotionally-artistically (in visual terms) involves us in the communicative environment of cognition.

The most accessible way of designing can be considered creating simple slide presentations in PowerPoint and conducting them with the participation of a teacher, which will be discussed. Even the simplest program offers many effects - animation, color, composition. However, the knowledge of the presentation compiler about the wealth of such possibilities is fraught with serious misconceptions that the computer program will provide everything itself, you just need to arrange the slides in the right order and press the appropriate keys. In the educational sphere, unfortunately, a presentation is more often perceived as a colorful illustrative and emotional addition to a message, and not as an independent educational unit that has enormous didactic and aesthetic potential and requires theoretical and methodological justification. If we accept that the presentation is not just an illustration for a speech, but an independent project, then we would like to find answers to the following questions: what can be classified as shortcomings, what goals should be set and what requirements should be taken into account, and also how is the pedagogical result determined? Why do some presentations based on educational material leave the impression that they were beautifully done, but useless?

Composition of a pedagogical presentation

Based on the above, we will formulate the general composition of the elements used in the pedagogical presentation and briefly describe their main qualities. So, the following semantic elements can be included in the pedagogical presentation.

A. Text and graphic elements and fragments (headings, terms, concepts, definitions, explanations, etc.)

Text fragments here should be treated as a graphic work. Not just part of the text appears on the slide, but precisely that element that enriches the visual perception of information through color, style, font, and letter size. Therefore, it is necessary to structure the text within fragments - with a list, ranking, optimization to remove unnecessary things that could distract the viewer and lead away from the main topic. It is better to compose new short, succinct sentences - heading phrases that exclude semantic ambiguity. In addition, the text placed on the slide should not duplicate the speaker’s speech.

To enhance understanding, you can provide a graphical breakdown of test items, highlighting key terms.

B. Artistic and graphic elements (illustrations, reproductions, photographs, collages, etc.)

Illustrations support the overall theme of the presentation, appearing in parallel with text elements on the same slide or alternately on alternating slides, sometimes completely replacing the text. If you are using a series of pictures on one slide, it is more rational to arrange them in the accepted order - left to right, top to bottom.

Illustrations-symbols are self-sufficient; they can appear without text accompaniment, but it is not recommended to overuse them: sometimes their understanding is difficult.

Photographs and other realistic elements, for all their super-visibility, can obscure the most essential features of the material being studied, while a self-created illustration, on the contrary, can emphasize the necessary.

B. Logical-graphic forms (drawings, diagrams, sketches, diagrams, technical drawings, geographical or historical maps, etc.)

The use of diagrams, drawings, and diagrams in the presentation should take into account the level of the contingent: such elements must be able to read and perceive. The audience must be prepared to perceive such graphics.

To improve understanding, these elements are carried out concisely, in accordance with the size of the slide, and are provided with clear outlines, understandable symbols and signs.

Maps are used with a certain degree of convention so that you can easily see what is necessary for understanding.

D. Symbolic and graphic elements (formulas, models, pictograms, symbols, icons, emblems, bookplates, etc.)

Due to the subject specificity (belonging to a specific discipline or scientific field), as well as the high semantic load and information concentration, such elements are recommended to be used with a certain logic, no more than 3-5 units per standard presentation.

D. Connecting graphic elements (stroke, arrows, lines, connecting elements, transitions)

It should be remembered that the arrow always focuses our attention in the direction of the tip, but the middle and tail parts - the “tail” - can be no less informative. In order not to distract attention, the shape and trajectory of the arrow should be quite characteristic, but easy to perceive.

For outlining - combining elements with different meanings - it is necessary to use recognizable geometric shapes, different in shape, as well as in the nature of the lines.

E. Context-graphic accessories (auxiliary signs, semantic accents, humorous details, etc.)

This may include the currently popular emoticons, coordinated icons,

Authors should be warned against excessive caricaturization of details that contribute to the comprehension of educational meaning and are used more for the emotional release of viewers. In order to avoid an entertainment direction, it is recommended to include no more than 2-3 such units per presentation, make them without unnecessary detail, solid in color and shape, minimally animated.

Algorithm for designing a pedagogical presentation

The procedure for designing presentations in various subject areas can be called step-by-step saturation, since each step takes into account a new factor and is an answer to the corresponding question. In order for the presentation design process to proceed logically, it is proposed to answer the following questions.

Step 1. What is the pedagogical purpose of creating the presentation?

Design begins with setting a pedagogical goal. The goal can be set in the form of disclosing a new topic, diagnostics, announcement, continuing study of the topic, etc. In this step, the topic of the presentation should be formulated and its content determined.

Step 2. Who is the presentation addressed to?

The user is determined: schoolchildren, teachers, administration, methodologists, scientific audience, etc. The author/recipient relationship is taken into account (age characteristics, levels of intellectual, artistic training, etc.).

Step 3. What is the informative function of the presentation?

It is determined what the presentation will be primarily aimed at: perception, processing, memorization or reproduction of information? What is visualized information used for?

for scientific work; for self-education; for training; for business activity, etc.

Step 4. What is the main information object?

The main information original is established, which is associated with the choice and limitations of: an educational text, a museum exhibit, a geographical map, a literary source, etc.

Step 5. Are there any special conditions or requirements for the composition of the presentation or the appearance of the slides?

Such conditions include: heterogeneity of information sources, the use of foreign languages, the mandatory use of specific multimedia technologies, etc.

Consistently going through certain steps, the author creates a semantic “framework”, selects, analyzes and systematizes information. Next, the presentation is designed in the form of making the following decisions: choosing a method for ranking information (distribution and processing of individual elements in accordance with the meaning and pedagogical purpose of the design); formation of the composition of elements; choice of presentation form - compositional scheme; determining the method of encoding information; choice of graphic style taking into account the tastes of the author and viewer, traditions, etc.

Compositional diagrams of pedagogical presentations

Once the composition has been determined, it is necessary to think about the compositional development of the presentation. To do this, it is recommended to make a script or storyboard, in which the order of the slides and the time of presentation will be clearly described, the content of the slides will be shown, and the key and impact slides will be outlined.

An introductory presentation can be carried out according to a linear scheme, in which the slides follow one after another. A presentation of this kind is used when there is a need to consistently describe a phenomenon.

or object, describe the composition, give the main parameters or characteristics. Options are possible: the first frame shows a complete picture of the phenomenon (object), and the subsequent frames show the phenomenon (object) in different aspects. The full picture of the topic is gradually being recreated. Another option: the presentation begins to develop with a description of all aspects of the phenomenon, and ends with a frame representing the complete picture. For example, in an introductory presentation on the topic “Intellectual-graphic culture,” the latter is revealed as a phenomenon from various points of view: art history, philosophy, pedagogy, cultural studies, logic, etc.

A structural-content presentation, the main goal of which is to more fully reveal the essence of a phenomenon or the content of an event, as well as to present the structure of an object or internal relationships, can be built according to a centric scheme. The central, also known as the initial, slide contains information about the structure and content of the phenomenon. Other slides reveal connections between structural units and explain relationships within the structure. Therefore, a composition is proposed that involves a repeated return to the central “key” slide, which clearly demonstrates all the connections to be disclosed. There can be as many explanatory slides as needed to optimally explain the essence of a phenomenon or the structure of an object. For example, in a structural and content-based presentation dedicated to intellectual graphic culture, one can reveal the integrative essence of this phenomenon, showing separately the artistic and logical components and the connections between them.

An explanatory-revealing presentation aims to reveal not so much the essence of the phenomenon itself or the structure of an object, but rather to explain its relationship with other phenomena or objects. Here the key role is played by

accepts a slide containing information about a phenomenon or object and emphasizing external rather than internal connections. According to this concept, every 5-6 slides you need to return to the key slide, which contains the structure of all external connections. 5-6 slides show in detail the connection of the presented phenomenon or object with a separate phenomenon or object, or another phenomenon is considered. For example, in an explanatory and revealing presentation of the topic “Intellectual-graphic culture,” the meta-subject nature of this developing field of knowledge, serving all school disciplines and, at the same time, any specific one of them entirely, can be shown. The key slide will present a visual information model demonstrating all the connections.

The problem-predictive presentation can be considered the most complex and technically time-consuming, since it has the features and properties of all of the above presentations. It can illustrate a phenomenon with its external and internal connections, reveal the problem, draw a conclusion and predict a “message for the future.” For example, a presentation of this kind, dedicated to intellectual-graphic culture, will clearly present the need for the connections that make it up:

artistic and logical, as well as the possibility of external interactions and relations of this field of knowledge with art history, pedagogy, philosophy, logic, and cultural studies. In addition, one can see the purpose of such a presentation is to prove the usefulness of the formation and development of IGK in students for the entire educational system.

So, the educational success of designing a pedagogical presentation is ensured by many factors. Of course, you need knowledge and ability to use the computer program itself. The creative task is to enrich the everyday understanding of the presentation and complete the project not only taking into account programmatic and methodological requirements, but also in compliance with scientific and aesthetic laws. It is this approach that will allow us to understand how designing a pedagogical presentation differs from preparing any other. At the Research Institute of General Education of the Russian State Pedagogical University named after. A. I. Herzen, within the framework of the scientific direction “Development and integration of subject-based teaching methods,” the problem of intellectual-graphic culture is being developed, an integral part of which is the design of pedagogical presentations \ Aranova S. V. Aesthetics of a pedagogical presentation. Intellectual-graphic culture: Educational method, manual. SPb., 2008].

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Pedagogical design Author: teacher of Russian language and literature, Municipal Educational Institution Gashun Secondary School No. 4 Nechaeva L.V. Municipal educational institution Gashun secondary school No. 4, Baykov settlement, 2010.

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Activation of independent cognitive activity of students in problem-based learning Project topic

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A problem is always an obstacle. Overcoming obstacles is movement, a constant companion of development; By solving problems, a person overcomes difficulties. Problem lessons are relevant. Relevant means important, essential for the present time. Relevant is both completely new and not losing touch with the past. And also - effective, modern, directly related to the interests of people living today, urgent, existing, manifested in reality. If the lesson is relevant, then it certainly lays the foundation for the future.

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Analysis and literature Research in the field of problem-based learning began in the 60s of the last century and is currently underway. The most active researchers in the field of problem-based learning are: S.L. Rubinstein D.N. Bogoyavlensky N.A. Menchinskaya, A.M. Matyushkin, M.A. Danilov, M.N. Skatkin. T.V. Kudryavtsev, D.V. Vilkeev, Yu.K. Babansky, M.I. Makhmutov I.Ya. Lerner.

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traditional problem-based teaching Pedagogical contradictions 1. The material is given in a ready-made form, the teacher pays attention primarily to the program. 1. Students receive new information while solving theoretical and practical problems 2 . In oral presentation or through a textbook, problems, obstacles and difficulties arise, caused by the student’s temporary exclusion from the didactic process. In the process of solving the problem, the student overcomes all difficulties, his activity and independence reaches a high level here... 3. The pace of information transfer is aimed at stronger students . 3. The pace of information transfer depends on the student or group of average or weak students 4. Monitoring school achievements is only partially related to the learning process; it is not an organic part of it 4. Increased activity of students contributes to the development of positive motives and reduces the need for formal verification of results. 5. There is no possibility of ensuring 100% results for all students; The greatest difficulty is the application of informatization in practice. 5. Teaching results are relatively high and stable. Students more easily apply acquired knowledge to new situations and at the same time develop their skills and creativity

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Without a problematic component of the lesson, there is no student-centered education. “The bulk of knowledge and skills are transferred to students in a non-problematic way. But the student must learn to apply the acquired knowledge and skills creatively, and their application is therefore inevitably problematic” I.Ya. Lerner

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Formation of cognitive interest among students during problem-based learning Problem

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Problematic barriers to overcome: lack of criticality; self-confidence; irritability; incompatibility with your desk neighbor; shyness; poor health; uncertainty; coarseness; laziness.

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Goal: formation of an active creative personality of a student who can see, pose and solve educational and life problems.

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Objectives: Study and analyze psychological, pedagogical and methodological literature on the research topic. Identify the contradictions between traditional and problem-based learning. Consider different approaches in modern pedagogy to problem-based learning. Reveal the essence of problem-based learning. Outline the conditions for the success of problem-based learning. Determine methods and forms of conducting problem-based lessons. Develop lessons with elements of problem-based learning and compile a selection of problem-based tasks that contribute to the intellectual development of schoolchildren. Organize research work.

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Conditions for success: creating conditions for successful educational activities (experience of success and confidence in one’s abilities); creation of cognitive difficulties corresponding to the intellectual abilities of students; providing students with a body of knowledge; developing problem solving skills;

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Forms and methods of work Group (groups of permanent and variable composition); microgroup; work in pairs; individual; collective. *problematic presentation of knowledge; *presentation of knowledge with a problematic beginning; *partially search; *research

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Main types of problem lesson Lesson-discussion Lesson-problem lecture Lesson-seminar Lesson-research Version lesson Heuristic conversation

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Methods of teaching in a problem lesson “communicative attack”; reference diagrams; brainstorm; brain attack; "fan attack"; “openwork saw” and others.

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Form your own opinion, express it, be able to argue; Learn to hear and listen to another person, respect the opinion of the interlocutor; Enrich your social experience by including and experiencing certain situations; Productively assimilate educational material, work actively and creatively, show your individuality; Analyze facts and information; Take a creative approach to educational material.

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Expected results Students will acquire the ability to: * independently organize their learning activities (independently obtain and apply knowledge); Evaluate the results of your activities; Determine the causes of difficulties encountered and ways to eliminate them; Become aware of your areas of interest and correlate them with your educational achievements and personality traits. Students develop: *General culture and erudition; *Willingness to live and act in changing life situations; *Business, responsibility.

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Problem-based learning is learning that ensures complete and high-quality assimilation of knowledge. Modern research shows that in classes where problem-based lessons are taught, the quality of knowledge is 15-18% higher than in traditional learning.

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Project participants teacher student Dynamics of level of development: did not know how - learned; I didn’t know - I found out; did not have - acquired; I gave my word and I did it. Inclusion in new activities; Self improvement; Satisfaction in creating an educational and developing environment *The teacher does not educate, does not provide ready-made knowledge, but actualizes; *extracts knowledge from the student’s consciousness; *encourages research activity; *creates conditions for student improvement

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Timing and stages of implementation 1. Initial stage - November 2008 development of the project assignment: (definition of the problem, formulation of a hypothesis about the results and ways to achieve, determination of the project goal and stage-by-stage tasks) - 2. Stage of development of the work plan December 2008 determination of the timing of the project, selection of means and methods of implementation, choice of form of work) 3. Project implementation January 2009-December 2010 collection, analysis and synthesis of information from various sources, conducting research, preparing graphic material, video material, designing materials for presentations, monitoring and correcting intermediate results. Completion of the project January 2011 (presentation, project examination, reflection: discussion of the process and results of the work)

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If a student at school did not learn to create anything himself, then in life he will always only imitate, copy, since there are few who, having learned to copy, would be able to create an independent application of this information. L.N. Tolstoy

Design stages: Design stages: 3. Core of the project (model, conceptual apparatus, resources: analytical, intellectual, information and communication, advertising, personnel, scientific and methodological, material and technical, financial and economic, etc.); 4. Related means (participants; assistants, deadlines, phasing, management, evaluation criteria);

Expected results: ways of presenting results (a specific product, acquired qualities, exhibition, video, etc.), p 5. Implementation process: selection of methods (theoretical analysis of sources, study and generalization of teaching experience, observation, conversation, questioning, testing, comparative historical method, theoretical modeling method, “brainstorming”, “synectics”, pedagogical experiment, etc.), means, contents, project implementation plan); 6. Expected results: ways of presenting results (specific product, acquired qualities, exhibition, video, etc.), reflection, project evaluation criteria; Design stages:

1. Research work involves a hypothesis and its proof in the work. Project work can only put forward a hypothesis, but the proof will be in another reporting work. 2. Experimental or pilot work provides a description of the experiment and a scientific report on its implementation: 3. An abstract is an expression of one’s own assessment, position in relation to any researched source (work). The difference between a project and a research, pilot, experimental, abstract, etc. forms of pedagogical work:

Priority direction - pedagogy of facilitation (cooperation, human effectiveness in interaction): Priority direction - pedagogy of facilitation (cooperation, human effectiveness in interaction): 1. · The main emphasis is on the organization of active activities; 2. The teacher does not simply transmit educational information, but acts as a teacher-manager and training director, ready to offer the minimum required set of teaching tools; 3. Priority attention is paid to organizing student independence; 4. The learner acts as a subject of activity 5. Assertive behavior - taking responsibility for one’s own behavior, demonstrating self-respect and respect for others

Project structure Introductory part or explanatory note 1. Introductory part or explanatory note (relevance, brief description of the problem, need for the innovation being introduced, analysis of existing funds and resources for the implementation of the project, history of the issue, legal framework, etc.); Main part: basic concepts, 2. Main part: basic concepts, goals, objectives, areas of activity, description of the innovation model (through functions, content and other components), mechanisms for project implementation, resource support for the creation and implementation of the project, implementation plan, deadlines and phasing; Final part: 3. Final part: expected results, forms and methods for tracking results, literature used, attached documents and provisions for illustrating any project materials, (reviews)

Sample project topics: 1. Protecting and promoting the health of students and teachers in…. 2. Psychological and pedagogical diagnosis of personal qualities of students (class, group, etc.).. 3. Individual educational route of the student Computerization of pedagogical monitoring Development of student independence through the Development of universal abilities of students within the framework....

Sample project topics: 7. Formation of a comfortable educational (educational) environment in the classroom, children's association (in a lesson, lesson) Development of creative abilities of students in the process of teaching a subject, course Distance learning Integrative lessons (lessons): mechanisms, features, problems Working with the gifted children in the classroom (within a subject, course)... support for children with special educational needs

Approximate project topics: 12. Introduction of technology (developmental education, competency-based education, design and research skills, health-preserving educational environment, “clusters”, case method, specialized training, multicultural education, etc.) into the educational process of...subject.... age of students for ... 13. Creation of a system: - preschool (preschool) education; - civic-patriotic education; - environmental education, etc. 14. Use of a cumulative assessment system (achievements) of students (portfolio)

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Slide captions:

Understanding Instructional Design

Types of pedagogical design Social-pedagogical design Psychological-pedagogical design Educational design Changing social conditions by pedagogical means Transforming the goals of teaching and upbringing Formation of state and social requirements for education Solving social problems by pedagogical means Creating and modifying methods of teaching and upbringing Designing the quality of education Creating forms of organizing pedagogical activities Creation of educational institutions Transformation of the system of pedagogical communication Creation of educational standards

Correlation of levels and products of pedagogical design Conceptual → Concept, model, project result Contentful → Regulations (on a scientific or educational institution), programs (educational, research, development), State standards Technological → Job descriptions, organizational management charts, curricula, technologies, methodologies Procedural → Algorithms of actions, didactic tools, software products, schedules of the educational process, methodological recommendations, development of educational topics, scenarios for holidays

Principles of project activity 1) The principle of predictability 2) The principle of step-by-step 3) The principle of norming 4) The principle of feedback 5) The principle of productivity 6) The principle of cultural analogy 7) The principle of self-development

Objects of pedagogical design 1) educational systems of different scales and their individual components; 2) pedagogical processes of all types and their individual components; 3) the content of education at all levels of its formation; 4) educational and information and communication space; 5) social and pedagogical environment; 6) system of pedagogical relations; 7) all types of teaching activities; 8) personal and interpersonal structures; 9) professional position; 10) pedagogical (educational) situations; 11) quality of pedagogical objects (processes).

Design stages - Kindly, which direction should I go? - asked Alice. “In the way you know,” answered the Cat. - I don’t know it. So, in the unknown. In any case, it is known that at a certain time you will find yourself here or there... L. Carroll

Design stages Pre-design stage (preliminary, or starting). Project implementation stage. Reflective stage. Post-project stage.

Classification of projects · by objects: natural, technical (scientific and technical), social; · by subjects: group, collective, network; · by purpose: production, educational, research; · by area of ​​coverage: international, federal, regional, local; · in the areas in which they are carried out: social-pedagogical, telecommunications; · by subject area: historical, environmental; · by timing: long-term, medium-term, short-term; · according to the degree of novelty: rationalization, inventive, heuristic, innovative.

Educational project For the teacher For students 1. Introduction of students to project activities. 2. Determination and approval of project topics. 3. Drawing up a schedule for working on the project. 4. Selection and analysis of literary sources. 5. Analysis and control of the project implementation process (consultations). 6. Control over the design of the project. 7. Organizing and conducting pre-defense of the project. 8. Control over the finalization of the project. 9. Project protection. 10. Summing up the project. 1. Obtaining information about the project. 2. Selecting a project topic. 3. Drawing up an individual work schedule. 4. Discussion of the progress of the project. 5. Design of the project. 6. Pre-defense in the group. 7. Finalization of the project. 8. Project protection.

Leisure projects 1) Relevance 2) Integrity 3) Predictiveness 4) Realism 5) Originality

Projects in the professional training system · preliminary research in a given field of activity, science or practice; · drawing up design assignments; · creating a draft (indicative, at the level of a general idea) project; · creation of design estimates and technical documentation; · organizing and supporting the design process itself.

Social-pedagogical project Social-pedagogical design is understood as the ability to transform social processes, phenomena, conditions with the help of pedagogical means. Each social and pedagogical project has its own social mission (purpose). It is born on the basis of social forecasting and foresight, focused on changing the surrounding social environment (social conditions) and requiring self-determination of project participants regarding the quality of this environment.

Used literature Pedagogical design: textbook. allowance for higher education textbook institutions / Ed. I.A. Kolesnikova. - M: Publishing center "Academy", 2005. - 288 p. Zagvyazinsky, V.I. Learning theory: Modern interpretation: textbook. aid for students higher ped. textbook institutions / V.I. Zagvyazinsky. – M.: Publishing Center “Academy”, 2004. – 192 p. Pedagogical technologies: issues of theory and practice of implementation: a reference book / Ed. I.A. Stetsenko. – Rostov n/d: Phoenix, 2014. – 253 p. Yamburg, E.A. What will the new professional teacher standard bring to the teacher? / E.A. Yamburg. – M.: Education, 2014. – 175 p.

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Project work of a teacher or pedagogical project (hereinafter referred to as PP) Author-compiler Ermolaeva T.I.

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Pedagogical design is the highest level of professional activity in pedagogy, manifested in the creativity of the teacher (teacher)

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A project is a preliminary (presumptive) text of a document, a plan, an idea (Explanatory Dictionary of Social Science Terms)

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A project is an activity to create (develop, plan, construct) any system, object or model

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What areas of activity (educational technologies) at the level of development of education in the region and state could you highlight? (Identify the 5 most important components for yourself, imagine)

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Design stages: 1. Analysis of the object and its resources, identifying the problem (what we are unhappy with, what bothers us, what we would like to improve); 2. Project intent (area, subject of transformation, topic, goal, objectives, meaning of the project);

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5. Implementation process: selection of methods (theoretical analysis of sources, study and generalization of teaching experience, observation, conversation, questioning, testing, comparative historical method, theoretical modeling method, brainstorming, synectics, pedagogical experiment, etc.) , funds, contents, project implementation plan); 6. Expected results: ways of presenting results (specific product, acquired qualities, exhibition, video, etc.), reflection, project evaluation criteria; Design stages:

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7. Timing of interim analysis and adjustment of the project at all stages of project creation; 8. Estimated prospects for development and distribution Design stages:

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1. Research work involves a hypothesis and its proof in the work. Project work can only put forward a hypothesis, but the proof will be in another reporting work. 2. Experimental or pilot work provides a description of the experiment and a scientific report on its implementation: 3. An abstract is an expression of one’s own assessment, position in relation to any researched source (work). The difference between a project and a research, pilot, experimental, abstract, etc. forms of pedagogical work:

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The priority direction is the pedagogy of facilitation (cooperation, human effectiveness in interaction): 1. · The main emphasis is on the organization of active activities; 2. The teacher does not simply transmit educational information, but acts as a teacher-manager and training director, ready to offer the minimum required set of teaching tools; 3. Priority attention is paid to organizing student independence; 4. The learner acts as a subject of activity 5. Assertive behavior - taking responsibility for one’s own behavior, demonstrating self-respect and respect for others

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Project structure 1. Introductory part or explanatory note (relevance, brief description of the problem, need for the innovation being introduced, analysis of the funds and resources available to implement the project, history of the issue, legal framework, etc.); 2. Main part: basic concepts, goals, objectives, areas of activity, description of the innovation model (through functions, content and other components), mechanisms for project implementation, resource support for the creation and implementation of the project, implementation plan, timing and phasing; 3. Final part: expected results, forms and methods for tracking results, literature used, attached documents and provisions to illustrate any project materials, (reviews)

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Sample project topics: 1. Protecting and promoting the health of students and teachers in…. 2. Psychological and pedagogical diagnosis of personal qualities of students (class, group, etc.).. 3. Individual educational route of the student... 4. Computerization of pedagogical monitoring... 5. Development of student independence through... 6. Development universal abilities of students within....

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Approximate project topics: 12. Introduction of technology (developmental education, competency-based education, design and research skills, health-preserving educational environment, “clusters”, case method, specialized training, multicultural education, etc.) into the educational process of...subject.... age of students for ... 13. Creation of a system: - preschool (preschool) education; - civic-patriotic education; - environmental education, etc. 14. Use of a cumulative assessment system (achievements) of students (portfolio)

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Design of the work 1. Title page: (upper part of the sheet: name of the institution (organization) where the student works and the name of the institution on the basis of which the project is being developed) 2. Middle of the sheet: Final project work