In modern conditions, the range of activities of the deputy director of an average school is becoming wider. Because of this, we constantly have to look for new ways of control that allow us to spend a minimum of time and get more information about how and by what methods teaching is conducted in the classroom. Accordingly, an up-to-date and well-designed lesson analysis scheme helps to cope with this problem.
General focus of analysis
It is known that the Federal State Educational Standard insists on using a system-activity approach in teaching, aimed at becoming a developed and mature personality of the student. In order for the study to be interesting, and the activity of the teacher to be effective, timely, but “soft” control is needed. Many questions arise: how to properly organize a lesson, how to arrange handouts and methodological material so that it is convenient for both the teacher and the trainee to use.
We offer a concise and classic lesson analysis scheme based on the recommendations of the Federal State Educational Standard and the experience of teachers. This development will help you quickly and fully analyze almost any lesson, regardless of its topic and focus.
Lesson structure
First, let's figure out what stages each "session" of work with students must contain. So the general recommendations are:
- Organization stage.
- Issuing the purpose and objectives of the lesson, motivating students. A lot depends on the correctness of this stage. For example, when analyzing a literature lesson, you should pay attention to the input data and the words with which the teacher is trying to interest his students.
- Updating knowledge. Simply put, at this time, students are given new information that they must "embed" into the already mastered map of the subject.
- Students assimilate the findings, read the literature and become more familiar with the topic by reading methodological materials.
- The teacher, asking leading questions, checks how much his students have mastered the new material.
- Consolidating the received information.
- A new homework is given, during which students become more familiar with the topic and learn to work with it on their own.
- Reflection. Students analyze everything they hear and see, draw conclusions.
How to achieve maximum consolidation of knowledge?
So that children really absorb the information and learn ituse in the future, you need to make more effort. Practice shows that one lesson is clearly not enough. We need a second, fixing. In general, its structure practically does not differ from the one above, but the Federal State Educational Standard recommends giving students situational tasks for consolidation: typical and modified. So you can clearly see that the children really learned the entire amount of material and can use them in the "field conditions". This is extremely important.
So, we figured out the structure of the classes. But how does the lesson analysis scheme relate to this? It's simple: without knowing its classical construction, it will be difficult to check and control something. Let's continue our acquaintance with the topic.
Tasks for analyzing the GEF lesson
The more fully the course of a particular lesson is analyzed, the more competent and reasonable recommendations can be given to the teacher. They will help a specialist (especially a young one) to identify the causes of those problems that lead to insufficient assimilation of the material that he gives in his classes. In addition, regular correction of shortcomings in the work will not only make it more effective, but also significantly increase the self-esteem of the teacher.
It should be immediately warned that the scheme of lesson analysis proposed by us assumes a well-developed ability of reflection. Without this skill, it is impossible to “look back” to fix and evaluate your own mistakes and mistakes.
Why do it?
So, the study of the quality of the training sessions providesthe following invaluable features:
- Learn to set goals and objectives correctly for both students and yourself.
- Learn to see the connection between the conditions and methods of presenting material and the speed of solving educational problems.
- Formation of the ability to predict and anticipate the effectiveness of the application of certain pedagogical techniques used by the teacher in practice.
- Finally, this is the only way to convey a simple truth to many students: the faster you “grasp” general provisions at the beginning of the lesson, the easier it will be to navigate both in a particular subject and in all related industries. This is especially important for difficult modern conditions, when specialists sometimes have to rebuild literally on the fly.
It is important to understand that the plan we offer is universal. In particular, the scheme for analyzing a mathematics lesson is no different from checking a Russian language lesson. The approach to the presentation of the material is the same, and in any case, it is necessary that children study new material with interest and sincere desire, which will be useful to them in the future.
What should I do?
So, we begin to deal directly with the methodology of the analysis. First, fragments of the lesson are selectively examined. The specialist finds out what the students are doing, what opportunities are provided for them. However, you should not even pay attention to this. The following technologies should be used during the lesson:
- Problem dialogue. In this case, the student is given some kind of atypic altask. He needs to find her solution, using the information that he received in the lesson. A non-standard approach and ingenuity are welcome. This is especially good when the analysis of the lesson (grade 9 and above) is carried out simultaneously with the meeting of students and representatives of the enterprise (during professional orientation).
- Productive reading. As the name implies, the student works closely with the text, identifying the most relevant information. It is best when this stage precedes a problematic dialogue: this way you can visually verify the completeness of the assimilation of new material.
- Reflection, or evaluation of academic success. Students learn to adequately evaluate the work done, identifying mistakes and flaws in it, draw conclusions on ways to avoid them in the future. It is very good if, at the same time, the main theses are written down, and every few lessons the student checks how well he manages to adhere to the formulated comments. Such a scheme for analyzing a lesson at school will allow children to show the practical value of this kind of activity.
What functions should a teacher perform during a lesson?
There are several of them, and they are all equally important. The most classic and obvious function is regulative. It is the teacher who sets the goals and draws up the general plan of the lesson, he also determines how successfully the students coped with the problems that were posed to them in previous classes. To put it simply, he grades classwork and homework.
But many cleanforget about the second function - cognitive. It depends on the teacher with what willingness or lack thereof the students will learn new things.
Some teacher can even turn an explanation on the basics of String Theory into a fascinating story, and another can turn even the study of an interesting work of art into real torture. This example of a lesson analysis shows how important the personal charm and charisma of the person who teaches it.
It is important to understand one thing. When analyzing the degree of fulfillment of this function, one must take into account how much a person can reveal the practical aspects of the material he explains. For example, if you dryly tell the basics of the theory of electrolysis, only the most stubborn students will try to delve into the essence of the phenomenon. If we talk in detail about the fact that such processes take place, for example, in car batteries, that they can be used to extract many important substances from ordinary water and table s alt, there will be noticeably more interested. This is the most successful example of lesson analysis.
About communication and relationships between students
The third function is communicative. Many teachers also do not pay attention to it, which leads to dire consequences for children. The assignment of this teacher role is simple and complex at the same time. He must teach children to speak correctly, conveying their thoughts to others, and not be shy to speak to the public. At the same time, we are not talking about creating a “universal speaker”: a student, even if he expresses some kind of erroneous thought, should be able to discuss it with hiscomrades, jointly come to the conclusion about the inaccuracies of their theory and take into account the objections of opponents.
If a person does not learn this from a young age, nothing good awaits him. Either he will turn into a “gray mouse”, being unable to express a single suggestion, or, on the contrary, he will become a demagogue completely intolerant of other people's opinions. And the line here, no matter how strange it may look, is quite thin. This is especially true if a lesson is held in elementary school, the analysis of which should be especially in-depth.
Personality function
It was not by chance that we made it a separate item, since it is difficult to underestimate the importance of this role of a teacher. How to decrypt it? The task of the teacher here is to form a moral, responsible, self-sufficient personality. Each child is unique, and therefore it can be difficult to do this. A particular difficulty lies in the fact that many teachers, consciously or unconsciously, choose certain “favorites” for themselves, the attitude towards which is better due to some personal qualities.
In any case, these are the conclusions of many specialists from the GEF, who spent a lot of time studying approaches to learning in all schools in the country. It is on the basis of their requirements that the lesson analysis plan proposed in this material was drawn up.
This should not be, since such a situation is perceived with hostility by the rest of the class, while the authority of the teacher himself falls, students are much more critical of his words and actions. All thismakes it very difficult to fully work with the class and give children new material. So, we have disclosed the general information. After that, you can stock up on pencil and paper. They will be required to score for each element of the analysis.
Important! In this case, the evaluation is carried out not according to the usual five-point system, but only according to a two-point system (from 0 to 2). In this case, one should be guided by the following criteria: if “0”, then the lesson does not fully meet the standards. If "1", then it does not match completely. Thus, a score of "2" means that everything was carried out perfectly. So, what does the lesson analysis scheme imply? The sample assumes consideration of each stage of the lesson separately.
Steps of lesson analysis
Stage number one: checking the quality of the lesson, studying the performance of the functions that the lesson should perform (educational, developmental and educational). They also pay attention to the very organization of the educational process: how logically it is organized, the manner in which information is presented, and other important factors. Finally, the most important thing for this stage is how well the teacher can ensure the motivation of students so that they as fully and efficiently assimilate the new material presented to them. Goals, organization, and motivation are consistently scored.
And now let's pay attention to the compliance of the analyzed lesson with the latest requirements of the Federal State Educational Standard. At this stage, they answer several questions:
- Does the teacher focus on the latesteducational standards and practices. Of course, the analysis of a lesson in grade 1 does not imply such strict requirements, but in the case of checking the lessons of high school students, this should be paid increased attention.
- Formation of children's ability to universal learning activities (UUD). In other words, can students quickly and competently use the information provided to them in solving various situational problems.
- The practical use of new approaches to learning is very important: projects, research.
As in the previous case, each sub-item is scored in points. At the next stage, the content of the lesson itself is evaluated. So, what else does the lesson analysis scheme imply? The sample provided by us on the pages of this article provides a deep dive into the subject of the lesson.
Scientific validity of the lesson
Firstly, how much does the submitted material correspond to scientifically confirmed data. How objective is the teacher's vision of this issue. Finally, how does the content of the lesson meet the requirements of the program. This is also overlooked by many, which is not a good thing. Also (in accordance with the latest requirements of the Federal State Educational Standard) it is necessary that the lesson consider as many practical situations as possible so that the information given in the framework of the lesson can be successfully used by the student in his adult life, in the "field" conditions.
Finally, lesson programs should be logically interconnected. This makes it easier for students to understand the information given in the classroom and speeds upthe process of "understanding" of children in the most complex, multi-stage topics. Thus, the GEF lesson analysis scheme involves stopping at the assessment of the following points:
- Scientific validity.
- According to the program.
- Communication between theoretical and practical parts.
- Relationship between previously covered topics and new material. This is especially important if the teacher teaches a lesson in elementary school. The analysis of such activities should be carried out especially carefully.
Methodology for conducting classes
Here the main emphasis is on the teacher's ability to create problem situations and conduct dialogues, during which students look for ways to solve these problems. This is also from the category of new requirements of the Federal State Educational Standard. This is looked at when reviewing an open lesson.
What is the share of deductive and reproductive activity? The easiest way to determine the quality of teaching is by the ratio of the following types of questions: “read, tell, rewrite” and “prove, explain, compare”. The more the latter and the more complete, more objective the answers to them, the better the teaching process is. More importantly, at the same time, children are much better and more complete in assimilating even a complex curriculum. Given the volumes that are provided for it and tend to increase every year, this is extremely important.
If a history lesson is being analyzed, then the emphasis on evidence and comparisons should be maximum. In this case, students not only memorize facts about past events, but they can independently understand why and why this is so.happened.
The emphasis is also on the ratio of independent work of students and teachers. How often do trainees independently investigate a problem and draw conclusions on it? Students should be able not only to listen carefully to the teacher, but also to independently look for a solution to the problem, using only the information found on their own. This is a fundamental circumstance that the GEF lesson analysis scheme necessarily assumes.
And how to sum up? It's very simple: the points obtained from the results of checking each item are added up. The larger the final amount, the better.
