Methodological activity is the most important link in the system of continuous education of members of the teaching staff.

Goals, objectives and content of the activities of the methodological service in institutions additional education children are provided with a wide range of organizational forms - a variety of classes (sessions), which are determined by the structure of the methodological service, the relationship of all its links, although they have some independence. Organizational forms either contribute to the successful implementation of the program of methodological activities of the institution, or doom it to failure.

Forms of activity of the methodological service.

The forms of activity of the methodological service are divided into individual, group and collective. They must be judiciously combined in practice.

The individual forms of activity of the methodological service include:

Consultations;

Consulting;

Self-education;

Internships;

Visits to the classes of experienced teachers;

mentoring;

Creative workshops;

Work on a personal methodological topic, etc.

The group forms of activity of the methodological service include:

Meetings of methodical associations;

Meetings of creative groups;

Young Specialist School;

Creative reports of teachers;

Theoretical seminars (reports, communications);

Workshops (posts with a practical demonstration);

Disputes, discussions ( round table, dialogue-argument, debate, “aquarium technique”, etc.), etc.

Deserving the most attention collective forms activities of the methodological service, among which the most effective are the following:

Scientific and practical pedagogical conferences;

Readings;

Competitions of pedagogical skills;

Business games, role-playing games;

Lectures by scientists, psychologists, sociologists, defectologists, speech therapists and doctors on psychological and pedagogical problems;

Various exhibitions, reports on self-education in the form of reports, abstracts, development of classes, production of didactic and visual aids; exhibitions of the best creative works of students (essays, crafts, drawings, etc.);

Discussions of the latest methods, technologies, scientific achievements, individual open classes, events or their cycles, author's programs, manuals, etc.;

The work of the team on a single methodological theme.

Theoretical seminars(reports and messages) - this form of classes is necessary to familiarize teachers with the latest achievements of science and advanced pedagogical experience.

Workshops- the form of meetings at which teachers acquaint colleagues with the results of their own research work on theoretical and practical matters conducted under the guidance of scientists for a long time.

Discussion (dispute) - purposeful exchange of experience, opinions, ideas, discussion-dispute, i.e. clash of different points of view, positions in order to find the truth.

The game- a form of communication associated with certain rules (conditions) for the players; This is a competition of several groups, the purpose of which is to achieve a certain goal or solve a specific problem.

Lectures of scientists - organization of a series of lectures on current topics for teachers, parents and students.

Discussion of open classes- Expression of opinion by each visitor.

Exhibitions on self-education of teachers- a visual demonstration of both the results of the teacher's work (reports, abstracts, lesson developments, didactic and methodological aids, control tasks, tests, etc.), and students' achievements (the best work).

Scientific and practical pedagogical conference- a kind of summing up the results of work for a certain time.

Contests"The best teacher of additional education", "Methodist of the year", "Out-of-school student of the year". No special description is required here, since there are regulatory, program and methodological documents (instructions, regulations, etc.) on this subject that contain detailed information on the conditions for holding the competition.

Master classes. Author's classes in which highly qualified teachers share their experience and the results of their work. The task of the master classes is to increase the motivation to master the author's methodology and technology of activity.

Fair of Pedagogical Ideas- demonstration of originals, originals of creativity of teachers; the creators themselves reveal the secrets of their art and the secrets of pedagogical skills, share knowledge, didactic and methodological findings.

Work on a single methodological theme of the institution- one of the most important forms of methodological activity, unfortunately, undeservedly forgotten today.

The actual question for practice is discussion and dissemination of advanced pedagogical experience- generalization, systematization and description of the achievements of teachers, taking into account:

High efficiency and effectiveness;

The duration of the functioning of the experience;

Rationality of time and effort;

Possibilities of reproducing this experience by another teacher.

The work of a self-education teacher includes:

A topic that should reflect the personal and professional
the problem of teacher's self-education;

The purpose of the work on self-education;

a) studying the literature on the problem;

b) studying the state of the problem in practice;

c) design own activities(knowledge, ways to achieve it, professional skills, etc.);

d) experimental testing of own projects;

The structure of such self-education is aimed at a meaningful approach of the teacher to professional activity.

Questions and tasks for self-control

1. Compare and analyze traditional and innovative forms of activity of the methodological service.

2. List customized molds work.

3. Analyze and compare group and collective forms of activity of methodological services.

4. What forms of activity of the methodological service are best used to familiarize teachers with the latest achievements of science and advanced pedagogical experience? Justify your answer.

5. Compare the concepts of "discussion" and "controversy". What do they have in common and how do they differ?

6. What other forms of discussion can be practiced in the work of methodological associations?

7. In your opinion, how necessary is the discussion of open classes in the work of methodological associations?

8. What is the main goal of the master class?

9. Analyze the scheme for choosing a methodological topic from the point of view of a teacher.

10. Do you think that all forms of organizing methodological activities should be used in every institution? What determines the choice of forms?

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.

Purpose of using inter active methods and games - changing 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 participants pedagogical process;

Change and diversity 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 a 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.

Each interactive method, game has its own purpose, 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 certain didactic purpose:

§ 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.

Approximate order of conduct 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, justify the idea, argue, "defend" it.

Based on the presentations of the participants and their opinion, the expert group can prepare draft recommendations ( practical advice) on the problem under consideration, to discuss and determine the common positions of the members of the pedagogical 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) - 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

This form 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 are formed from the trainees, the jury, 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, the dissemination of innovative technologies of education and upbringing.

Brainstorm

This is one of the methodological techniques that contributes to the development of practical skills, creativity, and the development of the correct point of view on certain issues. pedagogical theory and practices. 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 introduce individual methodological methods of work. the best teachers, warn against the most common errors.

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 of 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 of English language 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 It 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 not only to obtain new knowledge on the problem under discussion, but also develops the pedagogical activity itself and transfers it to higher forms of 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.

For this purpose, in the classrooms of professional associations, different forms- individual, subgroup, paired, 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 stage 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 allotted for 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 the general conclusion of the team while working on the 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 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 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 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.

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, substantiate the idea, substantiate, “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. A necessary condition for the effectiveness of a business game is the voluntary and interested participation of all teachers, openness, sincerity of answers, and 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 methodological 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. To conduct this form of methodological work, teachers from different educational institutions district, city, leaders of the MO, parents.

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, the creation of 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.

driving force dialogue is the culture of communication and activity of listeners. Great importance has a general emotional atmosphere that 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 use.

· 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"

· in preparation for open lesson the teacher discusses with the members of the MO all the 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

Questions:

1. Efficiency of new active forms of methodical work in UDO.

2.Technology and characteristics of some active forms in work with teachers in a preschool institution.

3. The concept of interactivity and interactive methods.

4. Features of the interactive game, its algorithm.

Literature:

1. Vasilenko, N.O. Forms of organization of methodological work in the institution preschool education/ BUT. Vasilenko, L.N. Koteneva.- Mozyr: "White Wind", 2011.- 91 p.

2. Kashlev, S.S. Interactive teaching methods: textbook.-method. allowance / S.S. Kashlev. - Minsk: TetraSystems, 2011. - 224 p.

3. Kotko, A.N. Management of a preschool institution / A.N. Kotko. - Minsk: State Educational Institution "Academy of Postgraduate Education", 2009.

4. Kotko, A.N. Fundamentals of professional skills of the deputy head of a preschool institution for the main activity / A.N. Krotko, Guz, A.A.-Minsk: State Educational Institution "Academy of Postgraduate Education", 2003.-380 p.

5. Pozdnyak, L.V. Management of preschool education: textbook for students. ped. universities / L.V. Pozdnyak, N.N. Lyashchenko. - M.: Publishing Center "Academy", 2001. - 432 p.

The effectiveness of new active forms of methodological work in UDO

In modern conditions, the essence of the forms of work in the system of continuous education of pedagogical workers is changing: in contrast to the traditional informational one, they acquire a teaching character, which ensures:

1) the formation of a culture of self-development of teachers,

2) creates the prerequisites for their awareness and definition of their civic position.

This should be facilitated by a change in management techniques, active teaching methods that activate pedagogical activity, stimulate professional readiness to participate in the management of a preschool education institution.

In the last decade, the so-called active methods of teaching and upbringing (“methods of active learning”, “technologies of active learning”) have been intensively developed and introduced into the pedagogical process. These methods are based on the established facts that, other things being equal, up to 90% of what he does remains in the memory of a person; up to 50% of what he sees; only 10% of what he hears.

The activation of the cognitive activity of teachers is possible through the use of the following active teaching methods:

Modeling classes and individual events;

· analysis of specific situations, involving the adoption of optimal decisions based on knowledge of the psychological and pedagogical patterns of the educational process;

a business game that imitates the activity of a teacher in a situation close to the real one;

· discussion, providing an opportunity for free discussion of the problem, exchange of opinions;

· a round table based on the principle of collective discussion of problems;

«brainstorming» - a method that involves the group finding new alternative solutions to a problem situation, etc.

This group of methods also includes: problem-based learning methods, game technologies, immersion methods, interactive methods (Study on your own using the "Integrated Course of Lectures on Pedagogy" edited by Sivashinsky Part 1, P. 157-158.).

Forms of methodical work:

Theoretical seminars (reports, communications);

Workshops (reports, messages with a practical demonstration in the classroom, class hours, extracurricular, extracurricular activities);

Disputes, discussions (round table, dialogue-argument, debates, forum, symposium, “aquarium technique”, “open discussion”), etc.;

- "business games", role-playing games; imitation lessons; panorama lessons;

Lectures of didactic scientists, psychologists, sociologists, defectologists, speech therapists and doctors;

Discussion of modern latest methods, technologies, achievements of psychological and pedagogical science;

Discussion of individual open, mutually attended classes, events or their cycle;

Discussion of "sections of knowledge", questions for testing and questioning of pupils;

Various exhibitions, reports on self-education: reports, abstracts, lesson development, production of didactic and visual aids; exhibitions of the best works of pupils, products of their creativity;

Discussion of effective pedagogical experience and recommendations for its dissemination and implementation;

Competitions "The best educator kindergarten...», « Educator of the year";

Readings, scientific and practical conferences;

Pedagogical councils, etc.

2. Technology and characteristics of some active forms in work with teachers in a preschool institution

Basically, active forms of organization of methodological work in a preschool institution are divided into group and customized molds.

Let's consider and describe some of them.

Open display. A lesson followed by a discussion of what was viewed, a form of training for teachers and dissemination of best practices.

Experience panorama can act as an independent form of work and as a technique. This is a purposeful display of advanced pedagogical experience, during which the main areas of the teacher’s work are most fully represented, the ideas of experience are isolated and shown using a verbal-illustrative method, i.e., in support of the main provisions of his experience, the teacher cites fragments of individual classes or the entire lesson.

In addition, a video recording, multimedia presentation, slide film, visual aids, etc. can be used during the panorama.

The panorama ends with a conversation, a discussion during which the proposed experience is discussed. It is possible to conduct an experiment showing different ways of solving the proposed problem by several teachers. The panorama of experience is not regulated in time.

Seminar - group lesson according to a specific plan under the guidance of experienced specialist teachers. They are held in order to increase the theoretical level of educators on a specific issue of educational work with children. The topics of the seminars are connected with the tasks of the annual plan, with the goals of the program for the development of a preschool education institution. For example, when deciding on the use in practice of the work of a preschool institution modern technologies upbringing and education of children, it is useful to hold a seminar first, which will allow you to become more familiar with its essence, scientific and methodological support. In this case, the seminar can work in the mode of a creative group.

The seminar plan, as a rule, consists of several lessons. Their number and frequency depend on the specific topic. The head of the seminar can be the head, deputy head for main activities, specialists of the preschool education institution, school, an experienced educator or educator who attended a seminar on the topic as part of a course preparation or studying in an institution higher education. It is possible to invite teachers of the higher education system, researchers, etc. to participate in the seminar.

Types of seminars:

1. Interdisciplinary seminar

A topic is brought to the lesson, which must be considered in different aspects: political, economic, scientific and technical, legal, moral, etc. Tasks are distributed among the students for preparing reports on the topic. Specialists of relevant professions and qualifications may be invited to the lesson. Such a seminar allows you to broaden the horizons of students, promotes an integrated approach to assessing the problem.

2.Problem seminar

For example, before the teachers' council is held, the teaching staff is invited to discuss a problem related to the scientific side of the stated topic. Before the lesson, teachers are given the task to select the material, formulate questions and explain this problem. At the seminar in the discussion (group) held its primary discussion. The opinion of the groups is submitted for collective consideration. This makes it possible to identify the scientific and theoretical level of knowledge of teachers and form an interest in the issue considered at the pedagogical council.

Thematic seminar

The seminar is organized and conducted with the aim of focusing the attention of teaching teachers on the theme of the teachers' council or on its most important and essential aspects. Before the beginning of the seminar, the participants are given the task - to highlight the essential aspects of the topic, to trace their connection with the practice and experience of activities on the scale of the district, city, team. The thematic seminar deepens the knowledge of students, orients them to an active search for ways and means of solving the problem under consideration.

4. Orientation seminar

The subject of discussion at such a seminar are new aspects of well-known topics, ways to solve problems already posed and studied, published official materials, directives.

5. System Seminar

It is held for a deeper acquaintance with various problems to which the theme of the pedagogical council is directly or indirectly related, for example: “Ways to introduce health-forming technologies into the practice of a preschool education institution”, “The system of cultural values ​​and spiritual development of a person”, etc.

Systemic seminars push the boundaries of teachers' knowledge, do not allow them to become isolated in a narrow circle of the topic of the teachers' council, help to discover the cause-and-effect relationships of phenomena, and arouse interest in studying different aspects of the pedagogical process.

6. Workshop.

It is carried out for a deeper and systematic study of the problems of pedagogy, psychology, methodology; theoretical material is supported by examples from practice, showing individual techniques and methods of work. During the seminar, the professional skills of teachers in a certain type of activity are improved, creativity and imagination are developed.

The workshop is distinguished by the fact that it includes practical tasks, observations of the work of colleagues, followed by a discussion. Comments, questions, their activity.

During the workshop, there is an opportunity to discuss different points of view, debate, create problem situations, which eventually allow to develop a common position on the issue under consideration. It is important that the outcomes of the seminar are formalized in the form of specific and realistic recommendations, and their implementation is under the control of the leader.

An important form of work is workshops for parents with the involvement of various specialists. Venue of the seminar: methodical room of a kindergarten, group room, museum, exhibition hall, etc. A seminar can be considered effective if it helps to quickly make changes in the educational process in a timely manner.

business game in work with teachers in a preschool education institution, it can act as an independent form of methodological work and as a technique. This is a practical exercise that simulates various aspects professional activity and providing conditions for the integrated use of knowledge available to students.

The following elements form the basis of the educational business game:

The presence of roles

the presence of situations in which the implementation of roles occurs;

Simulation of conditions close to real;

Mandatory joint activities of the participants in the game;

control of playing time;

a system for evaluating the course and results of the game; “the rules governing the course of the game;

elements of competition.

Conducting a business game requires careful development:

Definition of the topic and educational goal of the game;

determination of areas and places of professional activity subject to simulation modeling;

Determining the stages of the game and the problem situations included in them;

determining the composition of the players, the goals and functions of their participation;

setting the rules of the game;

· writing the prospectus and scenario of the game;

· drawing up instructions for the game;

preparation of game documentation.

At least 5-7 days before the business game, the participants are given a package of tasks, the content of which includes a description of the initial situation of the game, organizational instructions; the time of the game depends on its content and specific tasks (it can be designed for 2 hours or even for several days).

Round table meetings

For educators, periodical meetings at a round table with various specialists- scientists, artists, representatives of public organizations, educational and cultural institutions, public institutions, state bodies, etc.

Before each such meeting, the leader of the lesson invites teachers to put forward a topic of interest to them and formulate questions for discussion. Selected, classified questions are given to the guests of the round table to prepare for presentations and answers. At the same time, several specialists who are engaged in the study of this problem can be invited to the round table. In order for the round table meeting to be active and interested, it is necessary to set up participants for an exchange of opinions and maintain an atmosphere of free discussion. When discussing any issues of upbringing and education of preschoolers "circular" placement participants allows you to make them self-governing, to put everyone in an equal position, to ensure interaction. The organizer of the round table considers questions for discussion.

Discussion. Consideration, research, discussion of a controversial issue; everyone should express their own opinion, learn to defend it, prove their point of view.

Discussion is carried out if there is a set of problem situations, for example, objective (the presence of different points of view in science) and subjective (acute divergence of points of view of teachers).

In order for the discussion to take place, it is desirable that these situations coincide, with which the listeners are familiarized in advance. The organizer of the discussion determines the core of speakers - defenders of various points of view; other performances may be unscheduled.

The task of the leader of the lesson is not to impose his opinion during the discussion, pushing different points of view against each other. He also monitors the specific answer of the speaker, which should rationally combine both practical experience and a theoretical explanation of the issue under discussion.

The discussion can be held: based on lecture materials; by publications in the press; on problems of the pedagogical council.

Discussions consolidate knowledge, increase the volume of new information, help develop the skills to argue, prove, defend and defend one's opinion and listen to the opinions of others.

Game "Ring"- a kind of discussion, can be used not only as a technique, but also as an independent form of methodical work.

The participants present are divided into two groups representing different positions in the upcoming discussion. From among them, a leader and a support group are selected, which prepares evidence of their position for discussion.

Opponents (group leaders) reject, destroy or recognize the correctness of the interlocutor. From the rest of the participants, an expert group is created, which has developed criteria, on the basis of which they evaluate the result of the discussion.

Master Class- a form of methodical study. A master class can be organized as an independent form of study, as well as included as part of a lesson. The master class is used to train teachers (showing methods and techniques of working with children, advanced pedagogical experience, etc.) on the basis of an educational institution or one teacher who has a high level of professional skill, deeply knows the subject of the demonstration, is fluent in the organization of the educational process, methodology education and upbringing of children.

methodical bridge- a kind of discussion, a form of methodical work. It differs in the composition of participants (it is carried out between teachers of two institutions of preschool education, districts, etc.). The role of the leader is performed by a methodologist or an expert group consisting of scientists, methodologists, etc.

Methodical gatherings- a form of methodical work, most often used in an institution of preschool education; contributes to the creation of a favorable psychological microclimate in team, improve communication skills.

The leader, choosing a topic, proceeds from common problem decided by the institution. The participants of the “gatherings” are not informed in advance about the topic. The skill of the leader is to call the audience to a conversation on the topic, to find out their starting point, to prepare them for the subsequent discussion of this issue at the teachers' council. The conversation usually takes place over a cup of tea.

Brainstorm- a method of teaching in which the questions of the leader of the lesson are built so that they are given short answers. Preference is given to answers-fantasies and insights. Listeners are prohibited from criticizing and evaluating the ideas expressed, but combinations and development of the proposals made are encouraged. All statements are recorded. "Storm" lasts from 15 to 30 minutes. This is followed by a discussion of the ideas expressed.

Another brainstorming structure is also possible if the audience is significant in number. To solve the problem put forward, several working groups of 3-5 people and an expert group are formed, whose responsibilities include developing criteria, evaluating and selecting the best ideas. Then a warm-up training is carried out, the task of which is to help the listeners get rid of stiffness and shyness.

The generation of ideas begins on a signal in all working groups, to which an expert is attached, fixing the ideas put forward. Then the working groups have a rest, and the experts select ideas based on the selected criteria. The “brainstorming” ends with a discussion and evaluation of the best ideas, their justification and public defense. This form is for 1 hour.

Pedagogical KVN- practical exercises, the purpose of which is:

Improvement and systematization of knowledge, as well as consolidation of certain professional skills and abilities;

Contributing to the creation of a positive emotional climate in a group of teachers;

Development of an active position, the spirit of competition. Thus, KVN contributes to the activation of theoretical knowledge, practical skills, creating an emotionally positive climate in a group of teachers. This is an excellent opportunity to show your creative abilities, theoretical and practical knowledge, quickly resolve the pedagogical situation, be able to objectively assess the knowledge of their colleagues. Stimulates the activity of participants in the acquisition and demonstration of knowledge, skills and abilities.

Action algorithm

From a group of teachers, 2 teams are formed, a jury; the rest are fans. Teams get acquainted with the topic of the meeting in 5-7 days, receive homework, relevant literature is offered. In addition, they prepare mutual humorous greetings on the topic of this KVN.

The leader must provide possible answers to questions, have a good command of the problem. He also prepares entertaining tasks requiring non-standard solutions (including the “Captains Competition”) that are directly related to the topic being studied.

In this form, it is very good to conduct final classes upon completion of methodological activities. In this case, the purpose of holding a club of experts will be to identify the knowledge and skills of teachers (therefore, there may be more teams, for example, 5-6). In addition to good command of the problem, team members must possess the following qualities: a sense of humor, pedagogical resourcefulness, quick response, mobility (Appendix 4).

Methodical festival- a form of methodological work, the purpose of which is to show and exchange advanced pedagogical experience, the introduction of new pedagogical ideas and methodological findings. It can be used both at the final stage of work on the problem, and at the initial one, it involves a large number of participants and listeners.

During the festival, a circular panorama of methodological findings works, an auction of ideas, a round table are held, stand consultation points and other forms of work work. Participants submit applications for classes, a methodical idea for participation in a methodical festival in advance.

Consultation- a form of methodical work, which is characterized by a monologue form of presenting information new to educators. Nevertheless, it is necessary to provide elements of feedback, that is, to ensure the active involvement of educators in the reproduction, consolidation of the material. This is possible when using active methods of work. It is successful to conduct consultations in the form of role-playing games, when the deputy head of the main activity does not tell how to conduct, for example, a retelling lesson artwork, but shows it by allowing educators to imagine themselves as children of a younger or older age, followed by an analysis of the actions of the participants. It is possible before the start of the consultation to offer to guess the crossword puzzle, which is difficult to do without knowing certain concepts, and try again after the consultation, allowing educators to see the effect of the knowledge gained. Having told educators about the methodology for evaluating children's drawings, it is realistic to provide an opportunity to conduct consultations her according to specially selected samples, etc.

It should be remembered that over time, other educators may also need a previous consultation. Therefore, its content or a detailed plan indicating the literature used must be presented in writing, which can be used in subsequent work.

Planning consultations for teachers of a preschool education institution for the academic year

When organizing group forms of methodological work, one should not strive to increase the number of participants: 3-4 people is a normal group for a seminar, workshop, consultation, and for organizing a collective viewing. It is much more important that each form of work brings specific benefits, and that the acquired knowledge and skills are reflected in pedagogical activity and contribute to increasing the effectiveness of educational work with children.

With such an organization of methodological work, the main thing happens - the teacher compares his opinion, judgment, his assessment of what is happening in the team with another, sometimes opposite. During the discussion, he learns empathy, reflection, the ability to defend his point of view.

Creative microgroups. They arose as a result of the search for new, more effective forms of methodical work. They 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 responsibility for 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. The main focus is on the search research activities, the whole team gets acquainted with its results.

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 need to be considered when choosing a single topic: relevance to preschool, taking into account the achieved level of activity, interests and requests of teachers, close connection with specific scientific and pedagogical research and recommendations, with the pedagogical experience of other institutions. These requirements rule out the "invention" of the bicycle, allow the introduction of truly advanced experience. Such an approach is also not excluded, when the team itself conducts experimental work and creates the necessary 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.

Literary newspaper. An interesting form of work that unites employees. Purpose: to show the creative possibilities of teachers, as well as children and parents. All participants write articles, stories, compose poems, make drawings.

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. Allows you to maximize the activation of educators. Two teams: one asks questions, the other answers; the organizer asks questions, teachers answer.

Relay race of pedagogical skill. A competition between several groups of educators, where one educator starts to cover the problem, and the next ones continue and reveal it together. The last participant sums up, draws conclusions.

Artistic 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). A good way to attract the attention of children. The materials of the piggy bank can form the basis of the exhibition.

creative living room. The form of organization of interaction between teachers in accordance with their interests and preferences. An atmosphere of free, relaxed communication is created.

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

Music Salon. One of the forms aesthetic development, spiritual communication of teachers, children and parents, preservation of the best folk 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.

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 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.

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, justify 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) - a special, training mode, training, can be an independent form of methodical work or used as a methodological 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

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 is 10 minutes.

2. Warm-up (teams prepare three questions each for knowledge of the psychology of the student's personality and interpersonal relationships). The time to think about the question is 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, the dissemination of innovative technologies of education and upbringing.

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, and 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.

Active forms of organizing methodological work

Discussion

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

The form of the event is a collective discussion of theoretical issues.

Organization methodology:

Determining the purpose and content of the problem under discussion, forecasting the results.

Identification of the key issues on which the discussion will be organized
(Random, secondary questions are not submitted for discussion).

Planning.

Preliminary acquaintance of the teaching staff with the main provisions of the topic under discussion.

Methodology:

Familiarize the audience with the problem situational task.
Questions are presented to listeners sequentially in accordance with the plan.

Organization of the discussion of different points of view on the merits of the problem under consideration.

Conclusion of the discussion.

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

The leader must:

know the subject, the topic of discussion well;

study the position and arguments of opponents;

not to allow the conversation to go away from the subject of discussion, the substitution of concepts.

Methodical ring

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

Conduct form - group work (opponents, support groups of opponents and analysis group).

Methodology for organizing and conducting:

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

For example, in the methodical ring on the topic "A school without discipline is like a mill without water" (Y. A. Komensky), the question is proposed for discussion: "How do I achieve discipline in the lesson - by switching students' attention to another type of activity or by disciplinary measures?".
Two opponents are preparing in advance. Each opponent has a support group that helps its leader if necessary.
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.

Option II - methodical ring as a competition of methodological ideas in the implementation of the same problem.

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 education;

organization of group interaction of students;

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

Creative groups for the defense of methodological ideas are created in advance.

The course of the methodical ring (the order in which ideas are defended) is determined by a draw.

The analysis team assesses the level of preparation of the participants.

The competition of methodological ideas ends with a general conclusion.

Methodical gatherings

Target - the formation of the correct point of view on a specific pedagogical problem; creation of a favorable psychological climate in this group of students.

Conduct 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.

Methodical dialogue

Target - discussion of a specific problem, development of a plan of joint action.

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 students or between groups of students on a specific issue.

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.

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 ah, teaching one and the same subject or section of the curriculum. Meetings of the methodical association are held, as a rule, once a month in accordance with 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, they discuss individual plans self-education of teachers, 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;

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

Deep Learning methods 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 developmental and pedagogical psychology, psychological and pedagogical characteristics 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 - 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 and 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 topical 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 topical issues 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 the specific tasks of a preschool institution. 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 of joint work between 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 directions educational activities DOW;

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 work plan of the 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. It:

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.).

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.

Important question- 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. For this, punched cards can be used, opposing points of view are considered, work is underway with regulatory documents, game modeling methods are used, etc. Based on the results of the seminar, an exhibition of teachers' works 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;

Thinking through advice and recommendations on each issue;

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 explanation method 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 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.

Working 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 directions, 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 of 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 results are shared with the entire staff of the kindergarten.

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 prepare a summary and all the necessary manuals together.

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 similar work with the children in your 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 excellence implies pedagogical abilities, general culture, competence, wide 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 with the help of 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, taking into account the achieved level of activity, 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 not ruled out, 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.

Competitions are usually scheduled according to annual targets institutions and 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.

Competition promotes self-realization, professional growth 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 topic and topics of pedagogical readings, methodical 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 preschool educational institution 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, requiring 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 of education and training, and thereby provide an opportunity for his 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 work plan, 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 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 in turn and evaluated in 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

In the piggy bank, depending on the pedagogical tasks, reproductions of works can be included visual arts, photographs, drawings of objects, animals, natural phenomena, schemes, 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 of teachers, children and parents, preservation of 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. Demonstration and evaluation of creative achievements of 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 contribute to the formation creative activity and improving the professional skills of each teacher.