What does methodological assistance mean? Consulting and methodological assistance to cultural, leisure and educational institutions for the development of socio-cultural activities

Target: Building a system of work to provide methodological assistance to young specialists, creating conditions in preschool educational institutions for the professional growth of young specialists, helping to reduce adaptation problems and successfully enter the professional activities of a young teacher.

Tasks:

1. Formation of a professional creative position teachers in the educational process of a preschool institution.

2. Use effective forms of improving professional competence and professional skills of young specialists, provide information space for independent acquisition of professional knowledge.

3. Development of the ability to choose pedagogical technologies,

adequate to the priority tasks of education.

In one of his articles, L.N. Tolstoy wrote that what makes a teacher modern is the combination of love for children with professional knowledge and passion for teaching. Such a teacher is characterized by a desire for constant professional growth. Personal improvement. Raising the general cultural level. This is the kind of teacher every child dreams of. This is what every young professional should be like.

smile on the children's faces.

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Target: Building a system of work to provide methodological assistance to young specialists,creation in preschool educational institutions of conditions for the professional growth of young specialists, contributing to the reduction of adaptation problems and the successful entry into the professional activity of a young teacher.

Tasks:

1. Formation of a professional creative position teachers in the educational process of a preschool institution.

2. Use effective forms of improving professional competence and professional skills of young specialists, provide information space for independent mastery of professional knowledge.

3. Development of the ability to choose pedagogical technologies,

adequate to the priority tasks of education.

Actual problems.

Modern society and parents place high demands on the system of organizing the educational process in kindergarten and on the professional skills of the teacher.

But teachers of different qualifications work in preschool institutions:

Of Education,

According to experience,

According to professional level.

Didactic principles

Working with teachers is based on the principles of pedagogical thinking.

The principle of dialogue is equality of partners, openness and trust,

The principle of individualization is an orientation towards the specificity of everyone’s interests and methods, mandatory consideration of the uniqueness of each creative individual in the conditions of his activity in order to create opportunities for personal self-expression,

The principle of differentiation assumes the interdependence of the level of control on the results of the work of the entire teaching staff, in its individual groups, differing in the level of professional qualifications,

The principle of problematization is stimulating the tendency towards intellectual growth, creating conditions for independent search for solutions.

Ways to solve problems:

She began her work by studying the literature, where she identified the necessary information for developing and forming a specific approach to organizing methodological work with young teachers. As a result of the study:

Methodological literature on organizing active forms of methodological work with teachers,

Work experience on this problem, selected methodological materials

for diagnostic activities: questionnaires, diagrams, questionnaires, etc. (see appendix), compiled a card index of methodological literature to help young teachers, and also identified the level of professional preparedness of young educators (see appendix).

She built a system of working with beginning teachers, orienting them towards the use of modern methods and techniques in working with children, towards the development and improvement of professional skills.

All this involves solving problems:

1. Build a sense of confidence in the young teacher.

2. To develop a pedagogical culture.

3.Increase the knowledge, skills and abilities of the teacher.

The period of entry of a novice teacher into the profession

characterized by tension, importance for him personal and professional development. How this period goes will determine whether the newly minted teacher will become a professional, remain in the field of preschool education, or find himself in another field of activity.

The basis of pedagogical success is its foundation. What will be the foundation, such will be the success of the work. Therefore, it seems to me that the basis for the successful activity of a teacher is an alloy out of love for children and love for your professional activity.

Love for children - the basis of the fundamentals of pedagogy. Be in love children - means, to find joy in communicating with them, to be able to understand and forgive them, to rejoice and empathize with them, to take their joys and sorrows to heart, and finally, to believe that every child will be a good person. And remember What Along with preparing for future adult life, the lives of students today are just as important.

Love for professional activities.As one popular proverb says, “A teacher is not a profession, it is a diagnosis.” Therefore, the main thing for teacher, so that his profession should be his purpose and “vocation.” Perhaps it (that is, the calling) is not so clearly manifested in the first year of work, but it will grow stronger every day, with every lesson held, with every interaction with children. This is the foundation, the basis of success.

Every person from birth is given inclinations by nature, which can be represented in the form of a tree with green buds; under favorable conditions, they blossom, turning into pedagogical abilities. Presenters teaching abilities:

* communication;

* goodwill;

* sociability; professional vigilance;

* pedagogical intuition;

* observation;

* imagination;

* creativity;

* ability to think logically and persuade.

Another “support” in becoming a successful teacher isprofessional ~ pedagogical knowledge:

knowledge of pedagogy, psychology and teaching methods;

The teacher must be aware of the latest discoveries, research, and achievements. To confirm these words, I will quote from the works of the Russian teacher Pavel PetrovichBlonsky: “Realthe teacher is not an encyclopedic dictionary, but Socrates”;

Theoretical knowledge provides such quality of a teacher as self-confidence. If you can present the most ordinary fact as a discovery and achieve the surprise and delight of children, then you can consider that you have already done half the work.

In my opinion, professional teaching activityhas characteristic peculiarities:

Discounts for insufficient qualifications are not allowed;

High and stringent requirements for professional competence from the educational environment apply from the first to the last day of work;

The teacher has no opportunity to stop the process, postpone him, for example, to get advice;

The work of a teacher often requires an instant but professionally accurate response;

There is a high cost of mistakes and a long period of time for final results to appear. pedagogical activities, etc.

I solve all these problems taking into account the fact that in his professional development a young specialist goes through several stages:
Stage I – 1st year of work: the most difficult period both for the newcomer and for the colleagues helping him adapt;
Stage II – 2nd–3rd years of work: the process of developing professional skills,gaining experience, finding the best methods and techniques for working with children, developing your own style in work, gaining authority among children, parents, and colleagues. The teacher studies the work experience of colleagues at his institution and other preschool educational institutions, improves his professional skills by attending open city events: methodological associations of educators, reports, etc. All interesting ideas, methods and techniques, on the recommendation of the senior educator, are recorded in the “Creative Notebook”. At this stage, the senior teacher proposes to determine a methodological topic on which the young teacher will work in more depth. Actively involved in demonstrating activities at the kindergarten level;
Stage III – 4th–5th years of work: a system of work is being developed, we have our own developments. The teacher introduces new technologies into his work;
Stage IV – 6th year of work: improvement, self-development, generalization of one’s work experience take place.
I would like to note that going through the stages of becoming a young specialist is very individual for each teacher.

Professional qualities largely depend on character and temperament. Therefore, I approach each teacher differently. Various forms of work with a young specialist contribute to the development of his cognitive interest in the profession, the active development of techniques for working with children and their parents, and have a positive impact on the growth of his professional significance

For me, a special place in the system of improving the educational process is occupied by the organizationmethodological assistance to a beginning teacher.Therefore, I try to provide special systematic and versatile assistance to a beginning teacher.

When working with young specialists, I use various interactive forms and methods of work:

Throughout the year I organize consultations:

- “Integration of educational areas”;

Modern educational technologies as a means of implementing the Federal State Educational Standard";

- “Building a developmental environment in educational institutions”;

- “Universal Declaration of Human Rights”;

- “Education through art”;

- “Health-saving technologies”

I conduct workshops:

- “Requirements for the organization of manual labor in kindergarten”;

- “Forms of interaction with parents”;

- “Making observation and nature calendars”;

- “Targeted walks and excursions”;

- “Game as the leading activity of a preschooler”;

- “Group design design”:

I issue to young specialistsmemos and methodological developments on the topics:

1. “Memo of specific cases of a young teacher”

2. “Main indicators of modern occupation” (see appendix)

3. “Stages of lesson planning and teacher preparation for it”

4. “Seven conditions, subject to which, the activity is healthy” (see appendix)

5. “Teacher’s analysis of the lesson” (see appendix)

At the initial stage, I conduct individual conversations, find out inclinations and personal interests. The first meetings are an orientation towards systematic self-educational work, self-analysis and self-assessment. In the process of such conversations, I find out how a teacher evaluates your readiness to conduct specific classes; I determine what priority help he needs, and how to use him more rationally in social work in the future.

QUESTIONNAIRE FOR A YOUNG SPECIALIST

DEAR YOUNG SPECIALIST!

Answer the questions in our questionnaire so that we can get to know you better and find ways to further your development as a teacher.

1. Why did you choose the profession of a teacher?

2. How do you evaluate your professional training?

_____________________________________________________________________________

3. What difficulties did you encounter in your work? What kind of help do you need?

_____________________________________________________________________________

4. How do you assess your relationship with the teaching staff?

_____________________________________________________________________________

5. What are your professional plans for the future?

_____________________________________________________________________________

6. What attracts you to team work:

Novelty of activity;

Working conditions;

Opportunity to experiment;

Example and influence of colleagues and supervisor;

Labour Organization;

Confidence;

Opportunity for professional growth.

7. What would you like to change?

____________________________________________________________________________

THANK YOU FOR YOUR COOPERATION!

Before the start of classes, I introduce the teacher to the room in which he will work, to the uniform requirements that exist in our institution, to the traditions, to the daily routine, to the methodological achievements of the teaching staff, to the work of methodological associations, to the equipment of the classrooms.

The following questions are discussed:

How to prepare for classes, what are the didactic requirements for the lesson plan;

Sample program for studying the individual characteristics of children;

How to implement a differentiated and individual approach to learning;

I definitely introduce a beginning teacher to our library, the available visual aids, and the GCD schedule.

I assigned a mentor to each young specialist - an experienced and good teacher, so that the novice teacher could receive advice and help in his work:

We must pay tribute to the experienced teachers who treated young specialists kindly, developed a long-term plan for the mentor’s work, and willingly shared their knowledge and accumulated material.

Long-term work plan

for the 2014-2015 academic year

Mentor (Podshibyakina V.N.)

With a young teacher (Smirnova E.N.)

One cannot but agree that the mentoring process affects the interests of at least three subjects of interaction: the student, the mentor himself and the administration of the preschool educational institution

Carrying out systematic work throughout the academic year to develop mentoring traditions allows:
to practice the content and methods of pedagogical support for children’s development, interaction between parents and teachers of preschool educational institutions, learned during the period of study at the university;
master techniques aimed at uniting the teaching staff and transferring teaching experience from one generation to another.
Acquaintance with talented teachers, experience of innovative activity and its fruits plays an important role in the formation of the pedagogical ideal of a young specialist, and sometimes in its adjustment.For a beginner, the first lesson is very important. When should I take my first class with a novice teacher? Initially I provide enough time so that the teacher can get comfortable, get to know the children, get used to the new environment, find himself and his place. At first, a conversation with the teacher about how his first lesson went is quite enough. It’s good if the conversation is focused and substantive. To do this, I offer the teacher several leading questions in advance so that he can prepare for a substantive conversation, for self-analysis of his first lesson. Such a conversation outline could include, for example, the following questions.

1. Was it possible to implement the planned lesson plan?

2. To what extent?

3. How good is it?

4. Were there any deviations from the plan?

5. Have the children mastered the material?

6. How were the activities of the teacher and children organized in the classroom?

7. Who worked more intensively - the teacher or the student?

8. What moments of the lesson were the most successful?

9. What was it a clear failure in class?

I believe that it is useful to first provide the novice teacher with the opportunity to analyze his lesson himself, to evaluate it himself, determining to what extent the educational and educational goals that were outlined have been achieved. Self-analysis allows you to develop the habit of critically evaluating your actions, seeing your shortcomings and ways to eliminate them.

Professional adaptation of a novice teacher in the process his entry into the educational environment will be successful if:

Work motivation and pedagogical orientation are important factors when a teacher enters the workforce and are enshrined in local regulations of preschool educational institutions;

Professional adaptation of a teacher carried out inextricably linked with the process of his personal and professional development and is defined in the methodological work of the preschool educational institution;

In the organization of pedagogical work, there is maximum consideration of personal characteristics and the level of professional training, active support personal and professional growth of the teacher;

The material and technical support of the educational process meets modern requirements and helps the teacher implement innovative approaches.

The fulfillment of the above conditions, which allow novice teachers to adapt, is largely facilitated by the organization of the School of Young Teachers, in the activities of which the leading role, of course, is given to the senior educator of the preschool educational institution.

Work plan

"Schools for young teachers of preschool educational institutions"

for the 2014-2015 academic year.

School of a young teacher - organization and creation of conditions for the professional growth of beginning teachers.

The purpose of the “School of Young Teachers”:

• Creating conditions for the professional growth of young teachers, contributing to the reduction of adaptation problems and the successful entry into the professional activity of a young teacher.
• Assisting young teachers in organizing effective interaction with all subjects of the pedagogical process (with colleagues, with children and their parents).
• Ensuring the gradual involvement of young teachers in all areas of professional activity; as well as the formation and education of young teachers in the need for continuous self-education.

Tasks to achieve the goal:

• To ensure the easiest adaptation for young teachers, to support them emotionally during the adaptation process, to strengthen self-confidence, and to develop interest in teaching;
• To develop professionally significant qualities of young teachers necessary for effective and constructive interaction with all participants in the pedagogical process.
• Improve the quality of the educational process by improving the professional skills of young specialists.

COMPOUND:

Head – Lebedeva Elena Viktorovna,

Senior teacher of the first category of Kindergarten No. 3 in Nelidovo

Members: young teachers of preschool educational institutions

To help young specialists, the pedagogical material “Interesting Experience” with the results of the activities of experienced preschool teachers has been prepared in the kindergarten teaching room.

Today we can already talk about the results of our work.

• 
  The preschool educational institution has created a system of work with young specialists, which combines the activities of young teachers, experienced mentors, specialists, and administration;
• 
  preschool educational institutions use effective forms and methods of working with young specialists, which contribute to the further professional development of the young specialist;
• 
  young teachers work on self-education, which allows them to replenish and concretize their knowledge and analyze situations that arise in working with children;
• 
  Young teachers have developed a need for constant replenishment of pedagogical knowledge, flexibility of thinking, and the ability to model and predict the educational process are being developed;
• 
  assigning a teacher-mentor to a young teacher provides the necessary help and support at the most difficult stage of entering a new team and profession;

In one of his articles, L.N. Tolstoy wrote that what makes a teacher modern is the combination of love for children with professional knowledge and passion for teaching. Such a teacher is characterized by a desire for constant professional growth. Personal improvement. Raising the general cultural level. This is the kind of teacher every child dreams of. This is what every young professional should be like.

The highest manifestation of pedagogical success is

smile on the children's faces.

Literature:

1. Belaya K.Yu. Methodological work in preschool educational institutions: Analysis, planning, forms and methods. – M.: TC Sfera, 2006.
2. Volobueva L.M. Work of a senior teacher of a preschool educational institution with teachers. – M.: TC Sfera, 2003.
3. Vinogradova N.A., Miklyaeva N.V. Quality management of the educational process in preschool educational institutions. – M.: IRIS PRESS, 2007.
4. Miklyaeva N.V. Innovations in kindergarten. – M.: IRIS PRESS, 2008.
5. Vershinina N.B., Sukhanova T.I. Modern approaches to planning educational work in kindergarten: reference and methodological materials. – Volgograd: Teacher, 2008.

Senior teacher
Kindergarten No. 3
Lebedeva Elena Viktorovna

2. BASIC TOOLS AND FORMS OF METHODICAL ASSISTANCE

Methodological assistance is the prompt and forward-looking response of the methodologist to the requests and needs of children's groups, teaching staff, and methodologists of the early childhood education system of schools and preschool institutions. Methodological assistance is provided by various means - consulting, methodological guidance, methodological support, etc.

A thematic consultation allows you to deeply, comprehensively consider a specific issue and thoroughly reveal the essence of the topic. As a rule, thematic consultations are planned by methodologists in advance and included in long-term planning. Thematic consultations may be included in the program of training seminars. When preparing for a thematic consultation, the methodologist selects visual aids and methodological material.

Ongoing consultation is carried out systematically on various issues that arise for teaching staff in the course of their professional activities.

Operational consultations are carried out at the initiative of the methodologist, administration, and teachers during the organization and conduct of specific educational matters. The competence of the methodologist is manifested in an immediate reaction to mistakes made and in the provision of immediate assistance.

Mentoring is used in working with young OUDOD specialists, as well as in mastering effective teaching experience. This type of assistance is based on data from problematic self-analysis of the teacher’s activities, analysis of the process and conditions for testing new methods, educational programs, etc.

In the practice of educational institutions, the following traditions have developed for maintaining methodological documentation on advisory issues: in the methodological office, department, methodologists keep records in the “Journal of advisory assistance to teaching staff” in the form: types of advisory assistance provided; Full name of the methodological worker conducting the consultation; Date, month, year of consultation; Full name of the teacher receiving the consultation; feedback from the teaching staff on the consultation received, application for the next thematic consultation; signature of the teacher (consultee) in the journal; signature of the methodologist (consultant) in the journal.

Methodological guidance is expressed in a clear definition by the methodologist, together with teaching staff, of promising and specific goals of joint creative activity, appropriate ways to achieve them, outlines the stages and order of organizing educational activities, develops criteria and indicators of the effectiveness of educational activities, monitors the implementation of programs and work plans. Analyzes the progress of implementation of the OUSD Development Program.

Methodological teaching is the participation of a methodologist in the creation and work of methodological associations in educational institutions and secondary schools, this is the creation of pedagogical workshops, problem-based seminars, discussion clubs, and creative laboratories in educational institutions. These means of activity make it possible to increase the professional competence of teaching staff, replenish the methodological fund, and publishing activities.

These and other means of methodological assistance are most effectively implemented in the following forms of methodological activity:

ü theoretical seminars (reports, messages);

ü workshops (reports, messages);

ü disputes, discussions (“round table”, dialogue-argument, debate, forum, symposium, “aquarium technique”, “panel discussion”, cassette of “ideas”, etc.);

ü “business games”, role-playing games, simulation exercises; panorama classes,

ü lectures by didactic scientists, psychologists, sociologists, speech therapists and doctors;

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

ü in the discussion of individual open, mutually attended classes, events or their cycle;

ü discussion of methods for diagnosing child development;

ü various exhibitions, reports on self-education (reports, abstracts, lesson development, production of didactic and visual aids; exhibitions of the best children's works;

ü discussion of effective teaching experience and recommendations for its dissemination and implementation;

ü competitions “Best Methodist of OUSD”, “Best Continuing Education Teacher of the Year”;

ü pedagogical readings, scientific and practical conferences, etc.;

Generalization of teaching experience

Generalization of pedagogical experience is a type of methodological activity that involves the identification, selection, study, generalization, formation and further systematic description of experience by a highly professional methodologist and an in-depth study of any specific positive pedagogical experience of either an institution, or one teaching worker or a group of like-minded people in an educational institution.

Generalization of experience is a scientific method of studying and analyzing the state of practice, identifying new trends emerging in the creative search of teachers, the effectiveness and accessibility of scientific recommendations. The following are studied: mass experience (to identify leading trends), negative experience (to identify characteristic shortcomings and errors), best practices found in mass practice.

The basis of the activities of an expert (teacher, methodologist) is, first of all, comprehension, justification, analysis and a generalized, systematized description of pedagogical experience. When choosing pedagogical experience and its further study, the expert needs to justify the circumstances indicating the presence of such experience (long-term study of the real practical activities of the teacher, program and methodological materials of educational programs, indicating the high and sustainable effectiveness of the educational process in an institution or children's creative association over a number of years).

An important stage in the study of pedagogical experience is setting clear goals for further generalization. The expert must make a forecast and argue the values ​​of the upcoming generalization. To generalize is to derive and formulate the main ideas on which specific pedagogical experience is based. It is equally important to justify the relevance, productivity and prospects of the identified ideas, and to reveal the conditions under which their implementation is possible. The expert should strive to identify objective patterns of creative use and development of specific pedagogical experience.

The procedural side of generalizing pedagogical experience consists of specific techniques, methods, methods of processing and describing the result obtained.

The main method of primary study of experience is the teacher’s self-diagnosis of his professional activities (the effectiveness of the educational program, the effectiveness of educational activities, professional competence, etc.). The expert must familiarize himself with the individual author's or experimental educational program of the teacher, which is an original methodological development, which provides a rationale for the novelty and relevance of new conceptual provisions in one of the educational areas (artistic-aesthetic, cultural, social-pedagogical, scientific-technical, tourism). - local history, ecological-biological, etc.).

The educational program must contain a section “Management of the educational program (stage-by-stage control and effectiveness). Typically, educational programs of this type are equipped with a rich educational and methodological complex that reveals the technological features of the program. The additional education teacher can also submit for consideration to the expert a program of educational activities of a children's creative association, drawn up on the basis of the Concept and Development Program, the Educational System of the given educational institution. To objectively assess the effectiveness of a teacher’s activities, an expert or an initiative group can draw up a rough plan for examining the scientific, methodological, educational and educational activities of a given teacher.

Methods for studying teaching experience: attending classes by prior agreement with the teacher; analysis of the lesson attended according to the proposed scheme; survey; identifying new things; conversation-survey; observation; testing; analysis of the products of creative pedagogical activity.

Generalization of best practices begins with its description based on observation, conversations, surveys, and study of documents. Next, the observed phenomena are classified, interpreted, and brought under known definitions and rules. A higher level of analysis involves establishing cause-and-effect relationships, the mechanism of interaction between various aspects of the educational process, and understanding the internal patterns of achieving success in training and education. From the description of experience it is necessary to move on to its analysis, identifying what is typical in the activities of an innovative teacher. For example, a consistent generalization of effective pedagogical experience in overcoming underachievement in schools in the Rostov region showed that the results obtained were the result of a set of measures related to optimizing the content, means and methods of teaching, the combination of collective and individual work in the classroom, strengthening the educational potential of teaching, the creative nature of educational tasks.

Criteria for selecting teaching experience for generalization:

ü the effectiveness of the teacher’s pedagogical work (high and sustainable results in educational and educational activities over a number of years);

ü the relevance and social significance of pedagogical activity (in achieving the goal and solving educational problems, in the content of pedagogical, methodological and managerial activities);

ü taking into account health-preserving systems in the educational process;

ü scientific foundations of pedagogical experience (scientific concepts, theories, provisions, methods, in the development of which a pedagogical experiment was carried out, pedagogical experience was gained);

ü novelty of teaching experience (new content, forms, pedagogical technologies).

ü successful application of well-known scientific methods and positive teaching experience.

ü rationalization of certain aspects of pedagogical, methodological, managerial work;

ü reproduction with elements of modification of positive pedagogical experience in new pedagogical conditions.

If the generalized experience is focused on the development mode, it is recommended to develop parameters and criteria that are adequate to the requirements for self-organized pedagogical activity. In this context, the criteria, i.e. The criteria for assessing the quality of relevance, effectiveness, novelty, etc. can be at different levels:

ü independence, competence, professionalism, productivity, self-education;

ü skills to implement conceptual frameworks and. principles of pedagogical synergetics;

ü the ability to replace or revise values ​​that influence the selection of educational content;

ü unique positions: innovative aspects, the presence of high professionalism and special skill (pedagogical style) of the teacher.

In general, positive pedagogical experience must meet synergetic criteria: openness (does not contain unambiguous axiomaticity), complementarity (focused on the ability to be supplemented by the subjective meanings of students), subjectivity (focused on updating the internal, creative activity of children, and not just the teacher), dialogicality (contains grounds for the emergence of dialogue).

The criterion of conceptuality is the teacher’s ability to give subjects of learning the characteristics of openness, ambiguity, complementarity, contextuality of discoveries, nonlinearity, personal meanings, etc.

The criterion of openness focuses on the presentation in the material of facts that are open to addition, unstable, nonequilibrium, paradoxical (phenomenal) facts that do not have an unambiguous interpretation. The method of their cognition is critical reflection, which makes it possible to turn to the meaning-making of the subjects of learning instead of rote memorization.

The criterion of problematicity shows a meaningful attitude towards the values ​​of skills. The substantive emphasis is on the formation of problematic ideas about the skills of creative activity and the experience of their application. They are based on the development of skills of critical assessment, reflection, independent motivation, search and detection of contradictions, addition of different meanings of skills with their own meanings, etc.

The following indicators can serve as parameters for assessment and generalization:

ü conceptual thinking, manifested in the construction and transformation of the content of the material;

ü development of variable scenarios for the same lesson;

ü compliance with the conditions for ensuring interaction in teaching activities: recognition of the student’s rights to his own point of view and its protection; ability to listen and hear the pupil; willingness to look at the subject of study from the student’s perspective; the ability to sympathize and empathize;

ü the ability to create conditions for the manifestation of the value-emotional and value-semantic attitude of the student to the material being studied, represented in the teacher’s ability to demand these relations in the process of classes;

ü the ability to require “ordinary” explanations by children of their own, pre-professional and intuitive understandings of the meaning of the actions, techniques, and methods of creative activity presented by the teacher;

ü the ability to address the sources of the existence of paradox (presentation of material as a phenomenon with the properties of nonlinearity, problematic, openness, infinity, etc.);

ü the ability to resonantly influence the course of the educational process, direct it to the emerging whole, mastery of the means of maximizing creative search, actively allowing non-standard actions and ideas, ways of initiating processes of self-completion of learning subjects;

ü openness and dialogical personality of the teacher, the ability to sympathize and empathize, etc.

Forms of presentation of positive teaching experience: collections; teaching aids; thematic exhibitions; articles; videos; movies; card indexes.

3. TYPES OF METHODOLOGICAL PRODUCTS

Methodologists and teachers of additional education formalize the results of their activities in three main types of methodological products:

1. information and propaganda,

2. organizational and instructional

3. applied.

1. Information and propaganda methodological products contain information to be disseminated, explanations of techniques and methods, analysis of experience, descriptions of pedagogical technologies, provide guidance in current events, and promote the most important and relevant areas of pedagogical activity.

The methodological description contains a simple statement of the educational case carried out, the event seen or the means of its implementation. Often the narration is in the first person, there are personal impressions and emotions. The requirement for a methodological description is a detailed description and explanation of an event or action.

Suppose a methodologist describes the course of the intellectual game “Debate”: a detailed description of the composition of the teams of players (name of teams, age composition, psychological mood for the upcoming game, etc.); a step-by-step description of the warm-up-greeting of the captains of the two teams, the methodologist’s personal impression of the greeting he saw, possible comments, adjustments, etc.; a detailed description of the technological aspects of the main course of the intellectual game “Debate”.

An abstract is a brief summary of the essence, content and main features of the book, teaching aid, development, information about the author. The abstract reveals the purpose of this material. It must indicate by whom and where this methodological work and book can be used. In the methodological service, the annotation is also used for self-education, in preparation for personal certification.

An information poster allows you to familiarize a wide range of people with upcoming events of any type or the results of their implementation. As a rule, it is intended for public viewing, so the size and design of the poster must be appropriate. Information posters can also advertise and promote printed publications from work experience, informing about the addresses of this experience, calendar plans for the work of children's associations of educational institutions, etc.

An information and methodological exhibition is organized with the purpose of introducing and promoting methodological literature or handwritten methodological materials (including work experience). The exhibition can be dedicated to a specific topic, telling about the work experience of a particular teaching team or teacher, and can also introduce the latest scientific, methodological and pedagogical literature.

The exhibition can be:

1) stationary, working for a long time;

2) temporary, valid on the eve of holidays or at the end of the academic year;

3) mobile, the fund of which can be taken to a preschool educational institution, school, children's health camp, etc.

In its structure, a methodological exhibition has: a name that accurately reflects the theme of the exhibition and its purpose; destination; sections of the exhibition.

FOR EXAMPLE, informational and methodological exhibition: Theme of the exhibition: “Integration space of the Center for Additional Education of Children”; addressee: teaching and children's groups of the preschool education system and secondary schools; sections of the exhibition: Integration of general and additional education for children (Areas of integration: “Education”, “Creativity”, “Leisure”, “Social practice”, “Management”), etc.

An abstract is the most voluminous of all descriptive works. An abstract is a brief written summary of the contents of one or more books, articles, scientific works, as well as a critical review of sources. This is the result of in-depth independent work on a specific topic. The abstract should also reflect the author’s point of view on the problem under consideration and the accumulated effective experience. The abstract does not contain instructive annotations, but describes the available material. By the nature of the information, it is informational, analytical or propaganda in nature, drawing attention to current topics and problems. The teaching staff in the abstract demonstrates theoretical and practical skills on a specific problem; demonstrates the ability to study, systematize and structure material; generalize and draw conclusions.

Approximate structure of an abstract:

ü introduction (contains a brief analysis of the selected problem, justification of its relevance; the introduction defines the subject, goals and objectives of the upcoming research, describes the research methods and technologies);

ü theoretical part (contains an analysis of conceptual provisions on the selected problem, analysis of primary sources; reveals the scientific state of the problem, its new aspects that require further in-depth study, etc.);

ü practical part (includes author’s developments, description of positive and negative results of independent research activities, pedagogical technologies, etc.). This part is usually large in volume and contains a number of sections.

ü conclusion (contains certain conclusions based on the results of the study);

ü bibliography;

ü applications (applied methodological products based on the results of research and teaching activities)

2. Organizational and instructional products offer, indicate, explain the goals and procedures, technologies and methods for organizing the educational process, holding events, promotions, and demonstrate possible methods and forms of organizing mass affairs.

The instructional and methodological letter includes instructions and explanations arising from the normative document of a higher organization: it defines the range of functions and activities of the teacher or teaching staff to implement the decisions of higher authorities, reveals more fully the content of normative documents, regulations, orders, however, without explaining specific methods and recommendations . As a rule, an instructional letter is drawn up by higher-level organizations and is addressed to one or more categories of employees. Regional instructional letters are usually sent to the heads of educational educational institutions, usually from state educational authorities; on the basis of these letters, an institutional instructional and methodological letter can be developed for the corresponding categories of teaching staff.

The methodological note provides explanations for methodological materials presented more concisely (plans, graphs, tables, diagrams). The methodological note should answer the following questions: what problems are solved by this methodological work; to whom is it addressed; on the basis of what documents and facts the methodological work was compiled; what is the system for presenting the material?

The methodological memo contains brief, most important information about the performance of any operations or the implementation of any functions. The most common type of methodological products, which allows you to give in a concise form an algorithm of actions, terms of reference, and a list of tips. The memo is small in volume, usually no more than 1 sheet, and has a precise addressee in the form of a short message or just a title. The presentation of the material is concise, without repetition, usually point by point.

Methodological recommendations - a methodological publication containing a set of brief and clearly formulated proposals and instructions that promote the implementation of the most effective methods and forms of training and education into practice. Methodological recommendations are developed on the basis of studying or summarizing the experience of school teachers or conducted research. They are created to assist the teaching staff, the teacher in developing decisions based on the achievement of science and effective teaching experience, taking into account the specific conditions and characteristics of the activities of the given teaching staff, teacher. One or more private methods developed on the basis of effective teaching experience are revealed. Their task is to recommend the most effective, rational options, patterns of action in relation to a certain group of people or activities (educational affairs, activities). The methodological recommendations necessarily contain instructions on the organization and conduct of one or more specific cases that illustrate the methodology in practice. Recommendations have an exact address.

The introductory part is an explanatory note, which substantiates the relevance and necessity of these recommendations, provides a brief analysis of the state of affairs on this issue, indicates the address, and explains what assistance this work is intended to provide.

Guidelines for solving organizational issues. Approximate options for carrying out with advice on how best to do it, what difficult moments to pay attention to, what technical and other means to use, etc. A description of the prospects for the results of the recommended, what tasks it will help solve, what specific effect it will have on the participants, what it will teach. Here is a brief list of other forms of work that can consolidate the educational effect and develop acquired skills.

Methodological recommendations contain a list of recommended literature on this topic, a list of literature used in the preparation of this work, as well as the author’s full name, year of writing, internal review issued by the Methodological Council of the OUDOD, a group of specialists, etc.

Methodological development is a complex form that includes recommendations for planning, organizing and conducting individual public events, methodological advice, scripts, plans for performances, exhibitions, etc. Helps to better understand the theoretical ideas and practical capabilities of the recommended material. Approximate scheme of methodological development: name of development; name and form of the event; an explanatory note indicating the goals and objectives, proposed methods, the age of the children for whom the event is designed, the conditions for its implementation; equipment, design (technical means, variants of texts, posters); methodological advice for the preparatory period; scenario plan, progress; a script where all compositional and plot parts are observed; methodological advice to organizers and directors (what particularly important points should be paid attention to, what mistakes should be avoided, where is the best place to carry it out, etc.); methodological advice for the immediate aftereffect period (how to sum up, what things to do to consolidate the results, etc.); list of used literature: Full name of the author of the development, position, place of work.

The thematic folder combines:

ü regulatory documents defining activities in this direction;

ü applied methodological products;

ü development of specific cases, scenarios of carried out events;

ü materials from work experience;

ü bibliography;

ü applications (didactic material).

A fund of methodological materials is accumulated in the methodological departments and methodological rooms of the OUDOD. Methodologists create thematic folders for all educational areas existing in a particular institution.

For example, the educational institution in question has the status of “Center for Additional Education of Children,” which accordingly implements 4 educational directions: artistic and aesthetic, tourism and local history, environmental and biological and social and pedagogical. Therefore, in the methodological department of the Central Children's Education Center, thematic folders are created on decorative and applied arts, on musical and aesthetic art, on environmental-biological and social-pedagogical activities.

A thematic folder for arts and crafts activities may contain the following teaching materials:

ü job descriptions of methodologists supervising arts and crafts;

ü provisions on holding skill competitions, exhibitions of folk and decorative arts, holidays, etc.;

ü methodological recommendations for holding a festival of folk crafts: “Fair of artistic crafts of the Don region”, exhibitions and demonstrations “Antique women’s and men’s Cossack costumes”, “Kargopol folk toy”, “Ornaments of Semikarakorsk painting”, etc.;

ü scenario plans and scripts for holidays, competitions, leisure and entertainment events;

ü diagnostic and training methods for teachers of the arts and crafts department.

An educational program is a normative document that reflects the teacher’s concept in accordance with the stated goals of the activity, conditions, resource provision, special content, methods and technology for achieving guaranteed positive results. This is an individual educational route for the student, after completing which he can reach one or another level of education and training predicted by the teacher-developer.

3. Applied methodological products - auxiliary material that complements, illustrates, and more fully reveals the topic reflected in other types of methodological products.

The script is the most common type of applied methodological products. A script is a concise, detailed record of a holiday, of any business. The script contains verbatim words from the presenters, actors, and song lyrics. The stage directions give stage directions: artistic design, lighting score, movement of the participants on stage, etc.

Sample scenario diagram:

Title (scenario for the holiday “Wonderful School Years!”); destination; goals and objectives; participants implementing the scenario, actors; full text of the selected script; References.

The script is supplied with methodological advice and remarks. The teacher is given the opportunity to use the script not letter by letter, but to develop his own options without repeating mistakes.

The script may contain stable elements that are the basis of the form of festive action:

ü ceremony - a solemn ceremony, a bright celebration (opening, closing, awarding, presentation of diplomas, certificates, prizes to participants). Celebration organizers must strictly observe the rules and conventions on which the ceremony is based: selection and distribution of music, general style of formation (arrangement of participants as an element of style, intonation, speech, tempo).

ü theatricalization - we are not talking about a performance, but about a dramatic action, a performance. The main conditions for theatricalization are not the stage, but the presence of drama, plot, and playing roles;

ü opportunity for communication - the organizers strive to arrange everything so that the invited people have the opportunity to talk with each other before and after the ceremonial part of the holiday;

ü an atmosphere of elation and excitement is both a condition and a result of the successful implementation of the scenario plan. A special feature of the festive atmosphere is that the holiday is experienced by all participants as if at the levels: “with oneself”, “with others / all participants”, “through a story”.

A thematic selection is necessary when accumulating materials for writing recommendations and scripts. This could be a selection of poems, songs, games, descriptions of KTD quotes, sayings, photographs, drawings, etc. on one specific topic. The thematic selection is prepared in a folder for papers, in a binder, in an album, in large envelopes, or in others.

A card index is a collection of cards systematized in alphabetical order (usually by topic or area) with information and materials on methodological work. Card indexes can be: methodological literature; newspaper and magazine articles; methodological developments; media library; video library, music library; games; saying; quotes, etc. The card index consists of special index cards filled out according to a specific pattern. In form, the catalog can be either index cards combined into a card index, or simply linear text, or a binder with a selection of materials.

A methodological topic (problem) is a specific direction related to the study and development of methodological aspects of a certain problem, the subject of methodological research. The choice of methodological topic is determined by the personal practical pedagogical experience of methodologists, teachers, the needs of the subjects of interaction, and the specifics of the work. The stages of work can be: selection and justification of the topic, determination of goals and objectives, drawing up a plan; selection of forms and methods of working on the topic; accumulation, systematization and analysis of theoretical and practical material on the topic; experimental study of material, design of experience; release of methodological products; determining the value of what has been achieved and the scope of its application.

When developing an annual plan of methodological activities, many educational teams of educational institutions at the beginning of the school year determine a methodological topic on which they will work throughout the year. For example, “Mastering the principles of software and methodological support in educational institutions”, “Determination of the quality of educational activities in educational institutions”

Documentation of educational and methodological products includes the development of curricula, educational programs, teaching aids intended for implementation in the system of additional education for children.

The educational subject and the methodology of its presentation on the teacher’s correlation of his methodological actions with their influence on the student. To ensure that the teacher’s methodological activities meet modern requirements, it is necessary to connect methodological training with personality-oriented learning at various stages of lifelong education and ensure its continuity, since, firstly, every...

... ─ a sequence of macro commands ─ machine procedures that replace a certain manual sequence of operations performed when working in an application. 2. Database of scientific and methodological activities of teachers 2.1 Brief description of the subject area When developing the database, information about teachers and students and their activities was used. Based...

Based on the basic principles of management theory (i.e. methodological activity is management based on management theory). 3. Methodological and legal foundations of scientific and methodological activities in a library The scientific and methodological service is focused on the needs and requests of certain user groups, based on the capabilities of a specific library and information...

That methodological work should be proactive in nature and ensure the development of the entire educational process in accordance with new achievements of pedagogical and psychological science. 1.2 Analysis of the problem in modern literature The restructuring of methodological work in a preschool institution inevitably poses the need to give correct answers to the questions of what is taught...

Municipal educational institution

additional education for children

"Center for Extracurricular Activities"

"PLANET OF GROWING UP"

(to help a specialist in organizational

mass and methodological departments)

Khabarovsk, 2010

ORGANIZATION OF METHODOLOGICAL

ACTIVITIES OF THE INSTITUTION

ADDITIONAL CHILDREN'S EDUCATION

Modern reforms of the Russian educational system have fundamentally changed the status and functions of additional education institutions. In this regard, increased demands are placed on the methodological service.

Methodological work is one of the main elements of additional education.

The main goal of methodological work is to provide practical assistance to teachers in improving their teaching skills, developing personal culture and enhancing creative potential aimed at actively mastering new effective teaching and educational technologies and improving the quality of education.

In order for methodological work with teachers to be successful, it must have a systematic, purposeful, planned and problem-oriented nature, and also be built on a diagnostic and analytical basis, taking into account the peculiarities of the development of the Center, the social order of higher institutions and all participants in the educational process, as well as problems identified during the implementation of methodological monitoring.

Methodically providing any type of activity means coming to the aid of the implementer of this activity in a timely manner, methodically correctly eliminating difficulties, providing reasonable answers to emerging questions related to the organization and implementation of pedagogical, methodological, educational, educational activities.

PROFESSIONAL AND PEDAGOGICAL COMPETENCE

Professional competence is formed in conjunction with the social attitudes of a specialist. The competence of a methodologist is expressed in his ability to analyze and solve problems in the context of specific situations of professional activity. Its development is based, first of all, on reflexivity and the motivational foundations of self-development, combining rational and creative principles of pedagogical activity.

Thus, the development of a methodologist’s professional competence is a continuous process of his professional activity, since the changing conditions for the development of education pose new problems for the methodologist, the resolution of which requires a different type of competence. The development of professional competence is largely ensured by the implementation of the functional skills of the methodologist and is ensured by the implementation of analytical and informational, constructive and communicative, research, design and implementation functions of methodological work, where the following research methods are of particular importance:

empirical:

1. private methods (studying literature, documents, testing);

   complex and general methods (monitoring, experiment, generalization of teaching experience).

   • theoretical: analysis and synthesis, abstraction and concretization, analogy, modeling.

To develop the professional competence of a methodologist, the most adequate methods are: reproductive, partial search, research, explanatory and illustrative, programmed, heuristic, problem-based and model.

SELF-ASSESSMENT CARD OF PROFESSIONAL COMPETENCE OF ORGANIZATIONAL DEPARTMENT METHODIST

When answering the question “How satisfied are you with your knowledge and skills,” fill in the columns.

BASIC MEANS AND FORMS

METHODOLOGICAL ASSISTANCE

Methodological assistance is the prompt and forward-looking response of the methodologist to the requests and needs of children's groups and teachers. Methodological assistance is provided by various means: counseling, methodological guidance, methodological support.

Thematic consultation allows you to deeply, comprehensively consider a certain issue, to thoroughly reveal the essence of the topic. As a rule, thematic consultations are planned by methodologists in advance and included in long-term planning. Thematic consultations may be included in the program of training seminars. When preparing for a thematic consultation, the methodologist selects visual aids and methodological material.

Current consultation - is carried out systematically on various issues that arise for teachers in the course of their professional activities.

Mentoring used in working with young specialists, as well as in mastering effective teaching experience.

Methodical manual is expressed in a clear definition by the methodologist, together with teachers, of promising and specific goals of joint creative activity, outline the stages and order of organizing educational activities, develop criteria and indicators of the effectiveness of educational and creative activities, monitor programs and work plans, and analyze their implementation.

Methodical training – this is the participation of a methodologist in the work of methodological associations, pedagogical workshops, problem seminars, discussion clubs, creative laboratories, and a methodological festival. These and other means of methodological assistance are most effectively implemented in the following forms of methodological activity:

theoretical seminars (reports, messages);

workshops;

disputes, discussions (“round table”, dialogue-argument, debate, forum, “aquarium technique”);

“business games”, role-playing games, simulation exercises, panoramic exercises;

lectures by educational scientists, psychologists, sociologists, speech therapists;

discussion of modern latest techniques and technologies;

discussion of individual open classes and events;

discussion of diagnostic methods for children;

various exhibitions, self-education reports;

competitions “Best Methodist of Parole”, “Best Teacher”.

CYCLOGRAM OF ACTIVITY OF A METHODSIST OF THE ORGANIZATION DEPARTMENT FOR A MONTH

1. Scenario activity

2. Thematic consulting for teachers

3. Providing practical assistance to teachers and methodologists

4. Organizational activities (event preparation)

5. Analysis, self-analysis of activities

6. Information and analytical activities (studying scientific, pedagogical and methodological literature, developing method recommendations, organizing a method corner, preparing a speech for the teachers’ council, method association, meeting - according to the work plan for the year or as necessary)

7. Self-education

8. Reflection on the implementation of the work plan for the month

DOCUMENTARY SUPPORT OF METHODOLOGICAL ACTIVITIES OF ORGANIZATIONAL DEPARTMENT SPECIALIST

Documentation:

“Planning, activity analysis”

“Preparation of events” (plans, estimates, regulations)

"Script Bank"

“Speeches, information messages”

"Diagnostics and prognosis"

"Self-education"

notebook “Self-analysis of activities”, “Consultation method”

THE FUNCTION OF METHODOLOGICAL TRACKING OF ACTIVITIES IS IMPLEMENTED BY THE SPECIALIST OF THE ORGANIZATION DEPARTMENT THROUGH:

annual activity analysis

accumulation of materials in thematic folders, script bank

diagnostics

review notebook

discussion at planning meetings of methodologists, artistic council

attending events, analysis, speaking at meetings, MO, etc.

quantitative accounting

replenishment of photo-video archive

saving method archive

TECHNOLOGICAL CHAIN ​​OF CULTURAL AND LEISURE ACTIVITIES (CLC)

Goal setting → Task → Form → Method → ​​Means → Result → Action

PRINCIPLES OF ORGANIZATION OF KDD

Pedagogical goal

Demand

Voluntariness

Differentiation

• Creativity

STAGES OF LEISURE ACTIVITIES

Entertainment

Education

Creation

ANALYSIS SCHEME

EDUCATIONAL EVENT

1. Event.

   Number of students present.

   FULL NAME. organizer

   Work experience.

   Appearance of the pupils.

   Who is involved in the event?

   Audience design, visibility, etc.

   Purpose of the event:

a) educational

b) developing

c) educational

10. Purpose of the analysis: to determine whether this activity is systemic in nature.

OBSERVATION PROGRAM

Find out whether the teacher or organizer clearly understands the purpose of the event and the objectives of each stage of the event, and how consciously he solves them.

Determine whether the objectives of each stage of the event correspond to the main goal.

Determine whether the methodology for carrying it out meets the goals set.

Find out how the interaction between the teacher and students took place at all stages of the event.

Establish the relationship of the event with other forms.

TABLE OF OBSERVATIONS

PRIMARY REQUIREMENTS

FOR EVENTS

A clear definition by the teacher of the purpose of the event.

Planning the stages of the event and the tasks of each stage.

Organization of its preparation in accordance with the goal:

• activities of the teacher and children at each stage;

  regulating the progress of activities to prepare the event;

  holding an event;

  analysis of results.

Determining the optimal content of the event (it is necessary to solve the assigned tasks using this material).

Selection of the most rational methods and techniques of education at each stage of the event.

The clarity of the event, pace and rhythm.

Flexibility and breadth of educational moment:

• lack of template;

  the presence of a “zest”, an element of surprise.

Relationship between the stages of the event:

• Stage I of situation analysis, goal formulation.

  Stage II event planning.

  Stage III: organizing the preparation of the event.

  IV holding the event.

  Stage V analysis of the event.

The connection of the event with previous and subsequent forms of classes, with classroom and school-wide forms.

PROGRESS OF THE ANALYSIS

At the first stage it becomes clear:

Did the guys take part in analyzing the situation?

Do they know the purpose of the event?

Do they have any idea what the goal is?

Did they take part in the formulation of the goal (will they consciously participate in the preparation of its implementation)?

Did the teacher understand the tasks of each stage?

What prompted the setting of this goal?

At the second stage it is established:

What events is the event associated with?

Children’s participation in planning the event, its stages, and setting tasks for each stage.

Do they have an idea of ​​the plan, why it is drawn up, and what it helps with?

Connection between the tasks of the first and second stages.

At the third stage it is established:

Was there a division of labor among the organizers?

How their activities were regulated.

How the performers were selected.

How this stage contributed to the formation of students’ organizational skills.

To what extent have the tasks been solved?

The reason for the high (low) quality of this stage.

Note: information on the first to third stages is clarified from a conversation with the teacher and students.

At the fourth stage of the event it becomes clear:

Was the goal achieved;

What areas of education were implemented by the event;

Which direction was the main one;

Correspondence of the content and form of the lesson, its goals and objectives;

Correspondence of methods and techniques to the goal;

Preliminary conclusion about the strength of influence of this stage of the event on students;

The managerial culture of the teacher, the presence of organizational skills, his erudition, the ability to navigate difficult pedagogical situations, the ability to influence the individual and the team;

Connection of this event with subsequent ones (club assignments);

Reasons for the high (low) quality of this stage.

At the fifth stage it becomes clear:

Has the level of analytical training of children, the analytical culture of the teacher, his ability to consider an educational event in the interaction of all parts, as a systemic education, been determined?

Service atmosphere;

The depth of penetration into the essence of the event.

GENERAL CONCLUSION ON THE EVENT

Output circuit

Statement of fact

Reasons for its appearance

Specific proposals for eliminating the causes (if the fact is negative) or recommendations for its development (if the fact is positive).

CONCLUSION OF THE ANALYSIS

The purpose of the analysis is clearly and meaningfully formulated.

Based on the goal, a program of observation and information collection is outlined.

During the analysis, the stages of the event are identified and the characteristics of each of them are given (the content of the teacher’s activity, the content of the student’s activity, the organization of this activity).

System-forming connections of educational activities are analyzed:

• educational purpose of the event

  educational tasks of its stages

  educational tasks of one stage

  educational tasks of the subsequent stage.

It is determined how, as a result of the interaction of all stages, the final result is formed - a pre-programmed goal.

The level of managerial culture of the teacher and students is analyzed.

The relationship between the purpose, form of the lesson, its content, methods, and results is analyzed.

The relationship of this event with previous and subsequent events, its place in the general system of extracurricular educational work is revealed.

Conclusions on the event are formed based on the data obtained as a result of the analysis.

Specific proposals follow from an analysis of the reasons and are determined by specific deadlines for implementation.

TYPICAL DISADVANTAGES OF ANALYSIS

Lack of a clearly formulated purpose of the analysis.

Inconsistency of the observation program with its intended purpose.

Unsystematic analysis of the event, characteristics of its individual stages and timing.

The general conclusion is drawn based on one stage of the event.

The evaluation of an event is based not on objective data, but on the impressions and personal attitude of the analyst.

Illogical conclusions. Everything positive is listed, a positive conclusion is drawn, then a negative one, which logically crosses out the positive conclusion.

GENERAL OUTPUT DIAGRAM

The integrity of the event, the connection between stages.

The relationship between the goal - the content of the form - methods and techniques - results.

Relationship of this form with other forms.

TYPES OF METHODOLOGICAL PRODUCTS

Methodologists formalize the results of their activities in methodological products:

1. Organizational and instructional products offer, indicate, explain the goals and procedure, technologies and methods of the educational process, conduct events, actions, demonstrate possible methods and forms of organizing mass affairs.

1.1. instructional and methodological letter includes instructions and explanations arising from the regulatory document of a higher organization: determines the range of functions and activities of the teacher or team to implement decisions.

1.2. methodological note gives explanations of methodological materials, presented more concisely. The methodological note provides answers to the following questions: what problems are solved by this methodological work; to whom is it addressed; on the basis of what documents and facts the methodological work was compiled; what is the system for presenting the material?

1.3. methodological memo contains brief, most important information about performing any operations or performing any functions.

1.4. guidelines– a methodological publication, content, a set of short and clearly formulated proposals and instructions that facilitate the introduction into practice of effective methods and forms of training and education. Methodological recommendations are developed on the basis of studying or summarizing the experience of teachers. They are created to assist the team and teacher in developing decisions based on achieving pedagogical experience, taking into account the conditions and characteristics of the activities of the teacher and team. Their task is to recommend the most effective rational options and patterns of action; in relation to a specific group of people or activities. Recommendations have an exact address.

The introductory part is an explanatory note, which substantiates the relevance and necessity of these recommendations, provides a brief analysis of the state of affairs on this issue, indicates the address, and explains what assistance this work is intended to provide. Statement of the main thesis of what is recommended to be done to improve the existing situation. Guidelines for solving organizational issues. Approximate options for carrying out with advice on how best to do it, what difficult moments to pay attention to, what technical and other means to use.

SAMPLE SCHEME OF METHODOLOGICAL DEVELOPMENT

Development name;

Name and form of the event;

An explanatory note indicating the goals and objectives, proposed methods, and the age of children for which the event is intended. Conditions for its implementation;

Equipment, design;

Methodological advice for the preparatory period;

Scenario plan, progress;

Scenario;

Methodological advice to organizers and directors;

Methodological advice for the immediate aftereffect period (how to sum up, what things to do to consolidate the result, etc.);

Bibliography;

INDIVIDUAL

SELF-EDUCATIONAL WORK

A teacher or methodologist determines the topic of self-education and plans work on the topic; the structure, content and time of work depend on the level and nature of the research, the goals and objectives set.

The plan provides for the selection of literature, searching for addresses of PPOs, then determining the time to study the resulting data bank on the problem, analyze the literature, get acquainted with the practical experience of others, attend classes, etc.

The self-educational process ends with analysis, evaluation and self-assessment of the effectiveness of the work performed.

The result of the next stage of work can be reports and speeches to colleagues as part of a creative report, a report on the topic of self-education, as well as reports and speeches at meetings, conferences, meetings of the Moscow Region, creative groups, etc. Work on the topic of self-education is documented.

Magazine "Additional Education" No. 1 2004

Magazine “Additional Education” No. 4 2004

Magazine “Additional Education” No. 2 2003

Magazine "Pedagogy" No. 2 2003

Magazine "Pedagogy" No. 3 2003

Magazine "Pedagogy" No. 5 2005

METHODS OF PEDAGOGICAL DIAGNOSTICS

MPD – methods of diagnostic study in the system of pedagogical relations, which include general scientific (observation), socio-psychological (survey: conversation, interview, questionnaire), psychodiagnostic (personal questionnaires, tests, projective techniques), pedagogical (study of documentation, work products ).

Observation– the leading empirical method of pedagogical research, which consists in the deliberate, systematic, purposeful perception of a phenomenon, process, individual, group. The essence of observation is recording the external manifestations of the observed object. Observation technology includes: setting a goal, designing a perception program, observing and recording what is observed, content analysis of the information received. Equipment includes: protocol, audiovisual equipment.

Survey- a method of collecting information, the source of which is the oral or written judgment of an individual. Types of survey: questionnaire, conversation, interview.

Conversation– a way of obtaining information based on direct free communication, free dialogue.

Interview– a conversation with tightly planned questions and weakened feedback, since only the interviewer asks questions.

Questionnaire– written survey using a questionnaire.

Personality questionnaire- a standardized set of statements with which the subject can either agree or disagree. Aimed at studying individual personal characteristics: psychological well-being, self-esteem, forms of behavior, temperament, etc.

Tests– standardized tasks, based on the results of which the characteristics of a person are measured (intellectual characteristics, mental processes - memory, attention; experience - knowledge, abilities, skills; emotional sphere; personal properties).

Projective techniques– a type of test based on the projection of personal meanings (unconscious experiences, drives, attitudes).

METHODIST'S DICTIONARY

Method - a method of achieving a specific goal, solving a specific problem, a set of techniques or operations for the practical or theoretical development of reality (Soviet Encyclopedic Dictionary).

Methodology – the doctrine of structure, logical operations, methods and means of activity (Soviet Encyclopedic Dictionary).

Methodology (in education) - description of specific techniques, methods, techniques of pedagogical activity in individual educational processes (Pedagogical dictionary of G.M. Kodzhaspirova).

Methods of training and education – branch of pedagogical science, the doctrine of methods of teaching and upbringing. This training can be either general, if we mean general methods of education inherent in all areas of training and education of schoolchildren, or private, if it concerns only those methods that are used for training or education in any particular direction (Pedagogical Dictionary B A. Mizherikova).

Methodical work – part of the system of continuous education of teachers and educators.

Goals of methodological work :

mastering the most rational methods and techniques for teaching and educating students.

increasing the level of general didactic and methodological preparedness of the teacher for organizing and conducting educational work.

exchange of experience between members of the teaching staff, identification and promotion of advanced current pedagogical experience.

Methodological development – a methodological publication containing specific materials to help the teacher (Dictionary-reference book by V.M. Polonsky).

Guidelines – a methodological publication containing a set of brief and clearly formulated proposals and instructions that promote the introduction into practice of the most effective methods and forms of training and education.

Principles of organizing children's leisure time – theoretical generalizations that reflect and embody the established and practice-tested main rules for the implementation of leisure pedagogy. The teacher is guided by the following principles:

the principle of social significance, social effectiveness of leisure activities.

the principle of initiative and individual approach to participants in leisure activities.

the principle of fun and entertainment.

the principle of humanization of personality education.

the principle of collective creative work with an emerging goal (I.P. Ivanov)

Leisure activities – purposeful activity that meets needs and motives, implemented in the system of culture and leisure. Leisure is always active; is completely voluntary. Properly organized leisure is a school for the prevention of lack of spirituality, emotional poverty, intellectual narrowness, and practical limitations. Leisure objectively gives schoolchildren a chance to realize their potential. Leisure is a sphere of active self-education. There are conditions that contribute to the effectiveness of leisure activities: a group of different ages; leisure culture; creating a conflict-free environment; availability of leisure facilities (rooms, equipment, sports equipment, etc.).

Reflection – internal psychological activity of a person, aimed at understanding one’s own actions and states; self-knowledge by a person of his spiritual world.

Self-education – the process of a person’s assimilation of the experience of previous generations due to and through internal mental factors that ensure development. Self-education includes self-goal setting, self-regulation, self-government, self-knowledge, self-order, self-control, etc.

Success situation - a combination of conditions that ensure success, and success itself, that is, a state of joy, is the result of such a situation. A situation is something that a teacher can organize; the experience of joy (success) is something more subjective, hidden to a large extent from outside view. The teacher’s task is to give each of his students the opportunity to experience the joy of achievement, realize their capabilities, and believe in themselves.

Heuristic – a science that studies the patterns of human creative activity.

USED ​​BOOKS

Borovikov L.I. Self-analysis of a teacher’s professional activity. Siberian teacher. 2003.

Bespalko V.P. Components of pedagogical technology. M.: Pedagogy. 1999.

Koval M.B. Pedagogy of out-of-school institutions. Orenburg. 2002.

Scientific and methodological support for the activities of out-of-school institutions. Ekaterinburg. 2002.

Sitnik A.P. Methodological work or development of professional culture. School 2006 No. 2.

Magazine "Class Teacher". 2005 No. 5.

The organizational and methodological department of the MKU "Center for supporting the activities of budgetary institutions of the city district of Sudak" on the basis of a letter from the State Budgetary Educational Institution of Further Professional Education of the Republic of Kazakhstan "Crimean Republican Institute of Postgraduate Pedagogical Education" dated November 16, 2017 No. 1181/01-07 "About courses in ICT" informs about that the State Budgetary Educational Institution of Further Professional Education of the Republic of Kazakhstan "Crimean Republican Institute of Postgraduate Pedagogical Education" offers in 2018 training on an extra-budgetary basis under an additional professional development program "Fundamentals of the use of information and communication technologies in the professional activities of a teacher."

Please note that training under the specified additional professional development program is carried out full-time at the institute, full-time at the educational organization (subject to the enrollment of a group of 25 people) and through correspondence training using e-learning and distance learning technologies.

The cost of training per student is 2,200.00 (two thousand two hundred rubles 00 kopecks).

Applications for training in 2018 must be submitted by 12/01/2017 to email This email address is being protected from spambots. You must have JavaScript enabled to view it. "> sudak_ goroo@ mail. ru

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Dear colleagues
Let's think about how to achieve more in our professional teaching career.

A teacher as a subject of pedagogical activity is a set of professional and individual qualities, the compliance of which with the requirements of the profession ensures the effectiveness of his work.

Teacher!

What place in your professional activity would you like to occupy? Are you happy with the place you currently occupy?

Do you sometimes feel dissatisfied with your achievements and feel strongly that you deserve more? In the modern world, to be a successful teacher, you need to have a number of professional and personal qualities. Let's think about how to achieve more in our professional teaching career.

Only a successful teacher can raise a successful student. For if a teacher is unsuccessful, what can he teach?

In 2010 they were approved Qualification characteristics of educational positions,

which make demands:

Teacher competencies and competence

The document stipulates as requirements for teacher qualifications:

Teacher information competence (ICT competence)

Legal competence of a teacher

Social and communicative competence of a teacher

Teacher's methodological competence

Teacher training

Knowledge of didactics and much more..

Regulatory framework
1. Regulations on the methodological service
2 .Regulations on the methodological council
3. Work plan of the methodological council
4.Plan of methodological work
5.Regulations on the portfolio of teaching staff
6.Regulations on the school subject week
7.Regulations on the base center
8.Operation plan for the base center
9. Regulations on the methodological association of subject teachers

In preparation for the certification procedure, the teacher prepares portfolio.

Purpose portfolio is to record, accumulate and evaluate the level of professional development and growth, as well as the effectiveness of the teacher’s work.
A modern school, in the context of the transition to a national model of education, needs a “new” type of teacher - a creatively thinking one, possessing modern methods and technologies of education, methods of psychological and pedagogical diagnostics, methods of independently constructing the pedagogical process in the conditions of specific practical activities, and the ability to predict one’s final result.

The problem of the formation and development of professionalism is a social and state problem, the solution of which is given priority. It is no coincidence that the main goal of education is not a simple body of knowledge, skills and abilities, but personal, social and professional competence based on them - the ability to independently obtain, analyze and effectively use information, the ability to live and work rationally and effectively in a rapidly changing world.

The teacher is the main character of any school reforms, which require him to reorient his activities towards new pedagogical values, which, in turn, highlights one of the main problems in the work to improve the professional skills of teachers - the formation of a research culture.

Today, the teacher is placed in conditions where mastering research skills is a prerequisite for his formation as a pedagogical subject in accordance with the new paradigm and methodology of education. Only with such a teacher can we talk about quality education, since the quality of education is an indicator of the development of society, national culture, and national identity.

Today, there are many approaches to developing teacher reflection (self-assessment) skills.

Only the formula “knowledge - abilities - skills” is not suitable for a teacher. And there is no instrument with which to measure all the nobility of the teacher’s soul, the unique moments of his creativity.

On the other hand, the teacher should have a “dossier of success”, which reflects everything joyful, interesting and worthy that happens in the teacher’s life. A “teacher’s portfolio” can become such a “dossier of success.”

The competitiveness of a teacher in the labor market, as is known, largely depends on his ability to master new technologies and adapt to changing working conditions, therefore it is important to use the “teacher portfolio” technology for the teaching staff, especially for newly certified teachers.

According to modern dictionaries, portfolio- this is a complete collection of your own achievements, a kind of dossier.

A portfolio allows you to take into account the results achieved by a teacher in various types of activities: educational, educational, creative, methodological, research.
Portfolio design requirements and operating principles:
1. Systematic monitoring.
2. Credibility.
3. Objectivity.
4. The author's focus on self-improvement.
5. Structuring of materials, logic and conciseness of all written explanations.
6. Neatness and aesthetics of design.
7. Integrity, thematic completeness of the presented materials.
8. Visibility of work results.
9. Manufacturability.

Possible portfolio sections.
Section 1. General information about the teacher
This section includes materials reflecting the teacher’s achievements in various areas:
last name, first name, patronymic, year of birth;
education (what and when did you graduate, specialty obtained and diploma qualification);
labor and teaching experience in this educational institution;
advanced training (name of the structure where the courses were taken, year, month, course topics);
copies of documents confirming the availability of academic and honorary titles and degrees;
the most significant government awards, diplomas, letters of gratitude;
diplomas of various competitions;
other documents at the discretion of the person being certified.
This section allows you to judge the process of individual development of a teacher.

Section 2. Results of teaching activities
This section contains:
materials on the results of students mastering educational programs and their development of key competencies in the taught subject;
comparative analysis of the activities of a teacher over 3 years based on control sections, participation of students in school and other Olympiads and competitions;
results of intermediate and final certification of students;
information about the presence of medalists;
information about admission to universities in the specialty, etc.
The materials in this section should give an idea of ​​the dynamics of the results of the certified teacher’s teaching activities for a certain period.

Section 3. Scientific and methodological activities
This section contains teaching materials that testify to the professionalism of the teacher:
justification for the candidate’s choice of educational program and set of educational and methodological literature;
justification for the candidate’s choice of educational technologies used;
justification for the use of certain pedagogical diagnostic tools by the certified person in their practice to assess educational results;
the use of information and communication technologies in the educational process, technologies for teaching children with developmental problems, etc.;
work in a methodological association, cooperation with the city methodological center, universities and other institutions;
“participation in professional and creative pedagogical competitions;
participation in methodological and subject weeks;
organizing and conducting seminars, round tables, master classes, etc.;
conducting scientific research;
development of proprietary programs;
writing candidate or doctoral dissertation manuscripts;
preparation of a creative report, abstract, report, article;
other documents.

Section 4. Extracurricular activities in the subject
The section contains documents:
a list of creative works, abstracts, educational and research works, projects completed by students in the subject;
list of winners of Olympiads, competitions, competitions, intellectual marathons, etc.;
scenarios of extracurricular activities, photographs and videotapes with recordings of events held (exhibitions, subject excursions, KVN, brain rings, etc.);
work programs for clubs and electives
other documents.

Section 5. Educational and material base
This section contains an extract from the classroom passport (if available):
a list of dictionaries and other reference literature on the subject;
list of visual aids (layouts, tables, diagrams, illustrations, portraits, etc.);
availability of technical teaching aids (TV, VCR, stereo system, overhead projector, etc.);
availability of a computer and computer teaching aids (virtual experiment programs, knowledge testing, multimedia textbooks, etc.);
audio and video aids;
availability of didactic material, collections of problems, exercises, examples of abstracts and essays, etc.;
measures of the quality of student learning;
other documents at the request of the teacher.

Main purpose of the portfolio- assessing the teacher’s work on the topic of self-education, the nature of his activities, tracking the creative and professional growth of the teacher, promoting the formation of reflection skills (self-esteem).

The portfolio structure can be varied.

The successful development of the leisure sector is unthinkable without the development of its theory and methodology. Plays a significant role in this process methodological activity. In the scientific literature, methodological activity is considered as a set of actions aimed at obtaining, systematizing and disseminating methodological knowledge. Main the subjects of methodological activity are methodologists who are professionally engaged in it. Methodological activity is one of the aspects of the professional activity of the methodologist, which he carries out along with others (for example, pedagogical, organizational-mass, etc.) It includes, first of all, the study of the theory, methodology and practice of cultural and leisure work and the development of methods for implementing and analysis of cultural and leisure activities.
Main types of methodological activities:
self-education;
description and synthesis of best practices;
creation of methodological products;
training of cultural and leisure work personnel, methodological guidance;
methodological assistance;
methodical correction.
Methodological assistance- this is the prompt and promising response of the methodologist to the requests and needs of creative groups, personnel in the cultural and leisure sphere, and cultural institutions.

Methodological assistance carried out by various means - consulting, methodological guidance, methodological support, etc.

Basic forms of methodological assistance
Thematic consultation allows you to deeply, comprehensively consider a certain issue, to thoroughly reveal the essence of the topic. As a rule, thematic consultations are planned by methodologists in advance and included in long-term planning. Thematic consultations may be included in the program of training seminars. When preparing for a thematic consultation, the methodologist selects visual aids and methodological material.
Current consultation is carried out systematically on various issues that arise among cultural organizers and leaders of artistic groups in the course of their professional activities.
Operational consultation carried out on the initiative of the methodologist, administration, leaders of creative groups during the organization and conduct of specific cultural and leisure programs. The competence of the methodologist is manifested in a prompt response to mistakes made and in the provision of immediate assistance.
Mentoring used in working with young specialists of cultural and leisure institutions, as well as in mastering effective best practices. This type of assistance is based on data from a problematic self-analysis of the activities of the organizer of cultural and leisure activities, analysis of the process and conditions for testing new methods, cultural programs, etc.
In the practice of cultural and leisure institutions, the following approaches to maintaining methodological documentation on advisory issues have developed: in the methodological office, methodologists keep records in the “Journal of Advisory Assistance to Employees.” Form of the journal: types of advisory assistance provided; Full name of the methodologist conducting the consultation; date, month, year of consultation; Full name of the employee receiving the consultation and his feedback on the consultation received, application for the next thematic consultation; paintings of the consultant and the methodologist in the journal.
Methodical manual is expressed in a clear definition by the methodologist, together with cultural organizers, of promising and specific goals of joint creative activity, appropriate ways to achieve them, outlines the stages and procedure for organizing educational activities, develops criteria and indicators of the effectiveness of educational activities, monitors the implementation of programs and work plans.
Methodical training- this is the participation of a methodologist in the creation and work of methodological associations in cultural institutions, this is the creation of creative workshops, problem-based seminars, discussion clubs, and creative laboratories. These means of activity make it possible to increase the professional competence of personnel in cultural and leisure work, replenish the methodological fund, and expand publishing activities.
These and other means of methodological assistance are most effectively implemented in the following forms of methodological activity: theoretical seminars (reports, communications);

workshops (reports, messages);
disputes, discussions (“round table”, dialogue-argument, debate, forum, symposium, cassette of “ideas”, etc.);
“business games”, role-playing games, simulation exercises;
lectures by didactic scientists, psychologists, sociologists, speech therapists and doctors;
discussion of modern latest methods, technologies, achievements in the field of leisure activities;
discussion of individual open events or their cycle;
discussion and evaluation of original programs and projects, methodological developments, teaching aids;
discussion of methods for diagnosing the development of cultural and leisure environment;
various exhibitions, self-education reports (reports, abstracts, lesson developments);
discussion of effective best practices and recommendations for their dissemination and implementation;
competitions “Best Methodist”, “Best Cultural Organizer of the Year”;
scientific and practical conferences, seminars, etc.