Analysis of the lessons attended in primary school according to the Federal State Educational Standard. Analysis of the lesson on fgos in elementary school. General focus of analysis

Analysis of the lesson from the standpoint of the requirements of the Federal State Educational Standard.

1. Goal setting.

but). The goals and objectives of the lesson are not clearly formulated and do not fully meet the requirements of the standard and the program.

b). Goals and objectives are formulated clearly, specifically, in accordance with the requirements of the standard and the program. Reflect the formation of UUD.

in). Goals and objectives are formulated diagnostically in joint (or independent) activities, taking into account the subjective experience of students. Reflect the formation of UUD.

3. The logic of the organization of UD (educational and cognitive activity).

but). The stages of the lesson are traced poorly. There are no logical transitions.

b). The stages of the lesson are highlighted reasonably, have logical transitions, but some stages are delayed in time.

in). The steps are clear, logical, complete. The transition to new stages is carried out with the help of problem ligaments. The organization of educational activities is optimal.

4. Methods of organizing UD.

but). The methods of organizing UD are not adequate enough for the tasks of the lesson. The structure of the methods is poorly thought out. Individual characteristics of students are practically not taken into account. The predominance of reproductive methods is not justified.

b). The methods are adequate to the tasks. Along with reproductive are reasonably used

productive methods. The structure of the methods is mostly thought out and logical.

in). The methods are adequate to the tasks. The combination of methods is optimal

stimulates the cognitive activity of students, their individual characteristics are taken into account. It reflects the originality of the methodological concept of the UMK.

5. Forms of organization of UD.

but). The frontal organization of educational and cognitive activity of students prevails. Organizational forms do not fully correspond to the tasks set, do not contribute to the formation of educational activities.

b). Forms are adequate to the goals and objectives. Organizes the inclusion of students in other forms of organization of learning (either individual, or group, or collective)

in). Creative refraction of known forms of organization of educational and cognitive activity. Independence of students in the choice of forms. The manifestation of business and creative activity.

6. Organization of control and evaluation activities.

a) Control provides little feedback. The evaluation activity of the teacher prevails. Evaluation criteria are not named or are of a general nature.

b) The control organization provides feedback. Assessment is carried out on a criteria basis, but students are not included in situations of self-control and self-assessment.

c) The organization of control is rational. Criteria approach to performance evaluation. Students are involved in situations of self-control, mutual control and self-evaluation.

7. The results of the lesson.

a) The corresponding goal has not been achieved. The progress of students in the formation of UUD and knowledge can be traced very weakly.

b) Corresponds to the set goals in terms of knowledge, skills and abilities. UUD are traced worse.

c) Corresponds to the set goals and is diagnostic in terms of ZUN and UUD.

High teaching, educating and developing effect.

Quantitative indicators of lesson evaluation:

a) - 1 point; b) - 2 points; c) - 3 points;

It is possible to evaluate in intermediate points if it is difficult to choose an indicator.

1.5 points - if the characteristic of the indicator approaches option b);

2.5 points - if the characteristic of the indicator approaches option c);

The maximum score is 21.

The lesson, developed in accordance with the new GEF, has a number of differences from the traditional one. What should be considered in its analysis? What requirements should a modern lesson meet? What does a sample GEF lesson analysis scheme and an expert's worksheet look like?

The main characteristics of the modern lesson

• The topic of the lesson is formulated by the students. The task of the teacher is to bring students to the understanding of the topic.
• Students independently set goals and objectives. The teacher only asks leading questions, offers tasks that help students correctly formulate practical goals.
• Students, with the help of a teacher, develop a practical plan to achieve the goal.
• Students complete the learning activities according to the plan. The teacher organizes work individually, in pairs, in groups, advises students.
• The correctness of the tasks is checked with the help of self-control, mutual control.
• The resulting shortcomings, errors, students correct on their own, they themselves explain the essence of the difficulties.
• Students themselves evaluate the results of their activities (self-assessment), and the results of the activities of their comrades (mutual assessment).
• Reflection stage: students discuss their progress in achieving the goal of the lesson.
• Homework, tailored to the individual characteristics of students, suggesting the possibility of choosing an exercise, different levels of difficulty.
• Throughout the lesson, the teacher plays the role of an adviser, advising students at every stage.

In this regard, the analysis of the lesson also changes.

Sample GEF Lesson Analysis Scheme

The main points that the expert takes into account when analyzing a modern lesson: goals, organization of the lesson, ways to motivate students, compliance with the requirements of the Federal State Educational Standard, lesson content, methodology, psychological moments.

The expert card indicates the full name of the teacher, the full name of the educational institution, the class, the name of the subject, the author of the teaching materials / textbook, the topic of the lesson, the date of the visit.

Below is an exemplary diagram-sample of the analysis of the GEF lesson.

	Analysis steps	Number of points (from 0 to 2)
	Basic goals The presence of educational, educational, developmental goals. Were the goals set by the teacher achieved? Have the practical goals set by the students been achieved?
	How is the lesson organized? Type, structure, stages, logic, time costs, compliance of the structure, the methods used with the goal and the content of the lesson.
	What methods of motivation does the teacher use?
	How does the lesson meet the requirements of the Federal State Educational Standard? · Orientation to new generation standards. · Development of UUD (universal learning activities). · Application of modern technology: ICT, research, design, etc.
	· Proper coverage of educational material from a scientific point of view, appropriate to the age of students. Compliance of the lesson and its content with the requirements of the educational program. · Development of independence and cognitive activity by creating situations for the application of students' own life experience (relationship between theory and practice). · The connection of new and previously studied educational material, the presence of interdisciplinary connections.
	Lesson methodology · Actualization of existing knowledge, ways of learning activities. Formation of a problem situation, the presence of problematic issues. What methods did the teacher use? What is the ratio of reproductive and research / search activities? Compare the approximate number of reproductive (reading, repetition, retelling, answering questions on the content of the text) and research tasks (proving a statement, finding reasons, giving arguments, comparing information, finding errors, etc.) Does the activity of students prevail in comparison with the activity of the teacher? How much independent work of students? What is her character? What methods of obtaining new knowledge does the teacher use (experiments, comparisons, observations, reading, information search, etc.)? Use of dialogue as a form of communication. · The use of non-standard situations for students to apply the acquired knowledge. The presence of feedback between the student and the teacher. · Competent combination of different forms of work: group, frontal, individual, pair. · Taking into account the principle of differentiated learning: the presence of tasks of different levels of complexity. · The expediency of using teaching aids in accordance with the subject and content of the lesson. · The use of demonstration, visual materials for the purpose of motivation, illustration of informational calculations, solving tasks. Does the amount of visual material in the lesson correspond to the goals and content of the lesson? · Actions aimed at developing the skills of self-esteem and self-control of students.
	Psychological moments in the organization of the lesson · Does the teacher take into account the level of knowledge of each individual student and his ability to learn? Is the educational activity aimed at the development of memory, speech, thinking, perception, imagination, attention? Is there an alternation of tasks of varying degrees of complexity? How varied are the types of learning activities? · Are there any pauses for emotional unloading of students? What is the optimal amount of homework? Is it differentiated by the level of complexity? Do students have the right to choose homework? Is the instruction on how to do it understandable?

At the discretion of the expert, in the column "Number of points" opposite each sub-item, marks are made or points are given from 0 to 2, where 0 - the complete absence of the criterion, 1 - the partial presence of the criterion, 2 - the criterion is presented in full.

Note

In the column “How is the lesson organized?”, Analyzing the structure of the lesson, it is necessary to take into account the variety of types of lessons according to the Federal State Educational Standard (lesson of mastering new knowledge, complex application of knowledge and skills (reinforcement), updating knowledge and skills (repetition), systematization and generalization of knowledge and skills, control, correction, combined lesson), each of which has its own structure.

In the column “To what extent does the lesson meet the requirements of the Federal State Educational Standard?”, it is necessary to evaluate the results presented in the form of universal learning activities. The expert indicates certain types of actions and the group to which they belong. For example:

• Regulatory: students independently determine the purpose of the lesson, draw up a plan, act according to the plan, evaluate the result of their work.
• Cognitive: students extract information from the proposed sources, analyze / classify / compare it, etc.
• Communicative: students clearly formulate their position, are able to understand others, read explicit information or subtext, and cooperate.
• Personal: students are guided in the value system, choose the right directions, are able to evaluate actions, find motives for perfect actions.

The presented example of a lesson analysis scheme can serve as an expert's working map. It is quite detailed, allows you to reflect most fully the most important components of the modern lesson on the Federal State Educational Standard.

To begin with, we denote that the Federal State Educational Standard is the Federal State Educational Standard, or rather a set of rules and requirements for a modern system of education and knowledge. It aims to bring to a single form the entire educational and preparatory process throughout the Russian Federation.

Every 10 years in our country there is a returbation of views on the list of fundamentals for educating the population. Let's take a closer look at the latest edition of the Federal State Educational Standard, which is fundamentally different from classical teaching methods.

What are the goals of the new lesson system?

The analysis of any subject comes down to checking the professional skills of the teacher, through the prism of his activity, the ability of students to master the principles of independent understanding and use of the knowledge laid down in the course of teaching is assessed. GEF seeks not to complicate the work of a mentor, but to make it more systematic, clear and capacious. As a result of classes, students or schoolchildren should acquire the qualities of a versatile and proactive personality.

Methodical instructions help the teacher to form an interesting and informative lesson, and the soft approach of expert activity makes it possible to correct unnecessary mistakes in education. To do this, specialists conduct a complete analysis of some classes, identifying the strengths and weaknesses of the mentor, they determine what exactly to pay attention to and what should be omitted in the work. Thus, the teacher understands the reasons for poor digestibility of the material and takes a benchmark for high performance from the event.

What are the opportunities for teachers?

• The ability to choose the right goals and objectives so that students can logically come to them during the lesson.
• Obtaining the skills to build teaching in such a way that the result from the work will be maximum.
• The study of methods of capacious and informative presentation of information at the beginning of the subject, as a result of practical application as a confirmation of the assimilation of the material completely.
• Teaching students / schoolchildren flexible adaptive activities, independent in nature, for further ability to apply knowledge in any field.

How should a lesson be built according to the Federal State Educational Standard?

Let us turn to the scheme for analyzing the lesson on the Federal State Educational Standard, it states that each student must learn to formulate the topic of the current lesson, regardless of the teacher. The main and priority component of the task of the mentor is to arrange the work in such a way that the children independently come to understand the material.

To solve the existing shortcomings and the correct direction of the teacher, an action plan is described, according to which the lesson should follow. During the lesson, students cope with the tasks of the teacher according to the drawn up scheme, using the general, pair or independent execution of the prescribed.

In the course of instruction, the teacher identifies the strengths and weaknesses of students / schoolchildren, analyzes the information received and, on its basis, can issue individual tasks. Home exercises are selected at the expense of the personal capabilities of each student and includes both ordinary and more complex tasks.

A form of checking the knowledge of children that differs from the classical style of conducting a lesson is reflection. It implies the principles of self-control and mutual control. This method is aimed at eliminating errors, shortcomings and misunderstandings by students in an independent manner. Children analyze gaps in the knowledge of classmates and their own, thereby consolidating and improving skills and literacy. At this stage, students evaluate both their own activities and the activities of other children.

During the lesson, the teacher is a link between theory and practice for students / schoolchildren, answers exciting questions and leads to the right decisions.

At the end of the lesson, the mentor asks indirect questions, thereby clarifying the amount of knowledge gained and the degree of their assimilation.

GEF lesson analysis scheme

New postulates in the system of conducting the educational process are written in the form of a plan, which differs greatly from the methods of the classical school of knowledge. For each participant in the educational case, the analysis of the GEF lesson will be individual. For example, having completely different motivational tasks, the head teacher must also highlight the goals of the event being held with students, the organization of activities and ways to convincingly influence students.

To adjust the learning process, experts are invited who, during the course of the lesson, fill out the analysis scheme for the lesson on the Federal State Educational Standard. Consider the main points assessed by a specialist:

• Goals and objectives. During the lesson, it is checked whether cognitive, mentoring and broadening the horizons activities have been completed. Whether the goal of the practical application of knowledge in solving questions and exercises has been achieved.
• Lesson plan. The structure of the lesson is assessed, what it consists of, how logically the presentation of the material is built, whether it complies with the norms of the Federal State Educational Standard.
• The content of the cognitive process. In this case, the experts look at the comparability of the subject matter with the age of the students. The scientific approach to conveying information to schoolchildren is evaluated in detail, whether it is rational. Does this method of teaching lead to independent actions of the children, how skillfully they can apply knowledge in practice. Experts look at the use of problem-based learning methods by the teacher, how quickly students find a way out of the simulated situation.
• Evaluation of the psychological atmosphere during the lesson. For an expert, an important component of the lesson is the emotional climate in the team and with the teacher. Priorities are placed on having rest breaks and switching from one activity to another.
• Motivational activities. The presence of research activities during the lesson, practical experiments, the transfer of the theoretical part to real life is revealed.

Results

The main task of analyzing a lesson according to the Federal State Educational Standard is to bring and standardize the lesson plan to uniform standards for the most effective learning process. During the event, it will be easier for the teacher to build his educational presentation, which will increase the effectiveness of cognitive activity and reduce the number of misunderstandings of educational material.

Full lesson analysis (example)

The teacher correctly and reasonably defined the objectives of the lesson, taking into account the program requirements and the content of the educational material, but attention should have been paid to the setting of educational and developmental tasks and objectives of the lesson. The structure of this lesson corresponds to its purpose and type. Skillfully organizes the beginning of the lesson. The stages of the lesson are interconnected and logically consistent, the transition from one stage to another is carried out with the help of problematic connections (sentences are analyzed, where the same word is an address and a member of a sentence). Skillfully chooses the pace of the lesson, tasks that require intense intellectual work alternate with easier ones. Time is used efficiently, however, there are cases of a decrease in educational work arising from the need for additional explanations when changing types of tasks (when giving tasks on individual cards). Knows how to select educational material taking into account the level of assimilation of knowledge by students, connects the material being studied taking into account the level of assimilation of knowledge by students, connects the material being studied with the life and interests of students, with read texts of works of art. Identifies leading ideas on the topic and defines new concepts, taking into account the level of knowledge of students. Uses the ways of forming independent thinking by means of the content of the educational material (develops the ability to consciously comprehend the educational material. Creatively applies, skillfully adapts to his activities a variety of teaching methods. The teacher’s work methodology for studying theoretical material on the topic “Conversation. Punctuation marks with him” is clearly traced. work with the text, develops the ability to comprehend what is read, highlight the main thing, the main thing.The teacher uses a variety of training exercises to consolidate the knowledge gained on the topic, while carrying out an individual multi-level approach when performing the proposed tasks.It should be noted the correct speech of the teacher, good diction.A good working atmosphere has been created in the lesson.Students generally master rational teaching methods, develop skills for self-mastery of knowledge.Skills of self-control are instilled (when performing individual cards - tasks). There is no differentiated character. In addition, it was proposed to individual students to perform exercise No. 360 (with a more complicated task). The blackboard is suitable for work, equipped for the lesson; records are neatly arranged on it; there is the necessary clarity for the lesson (table, reference notes); words on cards. The room is clean, the furniture corresponds to the age of the students, the ventilation regime, the rules for the protection of educational work are observed. During the lesson, the teacher pays attention to the posture of students while writing in notebooks, on the board, when performing oral exercises; conducts a physical activity.

Recommendations:

The teacher should work on the development of students' speech, to achieve clear, complete detailed answers. Be sure to sum up the lesson, it is desirable - reflection on the studied material. Timely set and comment on grades for the lesson. Can be involved in the assessment of the work performed by the students themselves. A variety of forms of physical education, use elements of auto-training.

Analysis of the lesson from the standpoint of health saving

Nowadays, more and more leaders of educational institutions realize that among their priorities is the task of protecting the health of students. Since the "cell" of the educational process is the lesson, then the assessment of its impact on the health of students is the most important part of the overall assessment of the work of the school in this area. Most of the criteria by which checks are traditionally carried out relate to the purely pedagogical aspects of the lesson. However, almost each of these criteria is associated with the problem of maintaining the health of students, and sometimes teachers. The specificity of evaluating the success of the work of the school, its leadership and individual teachers in the formation of a health-saving educational space largely lies in the ability to highlight the necessary aspects in the usual positions of expertise. I emphasize that the proposed criteria for evaluating the lesson are only guidelines for you. A full-fledged psychological and pedagogical examination of the lesson should be carried out by specialists trained in such work and possessing the necessary diagnostic tools. So, it is advisable for the experts present at the lesson to pay attention to the following aspects of the lesson: 1. Hygienic conditions in the classroom (office): cleanliness, temperature and freshness of the air, the rationality of classroom and blackboard lighting, the presence / absence of monotonous, unpleasant sound stimuli, etc. Unlike the work of a doctor, this assessment does not require the use of instruments, tools - the expert focuses on his senses (often more objective than technical devices!). Note that the fatigue of schoolchildren and the risk of allergic disorders to a large extent depend on compliance with these simple conditions.2. The number of learning activities used by the teacher. Recall that these include: questioning students, writing, reading, listening, telling, looking at visual aids, answering questions, solving examples, tasks, practical exercises, etc. The norm is 4–7 types per lesson. The monotony of the lesson contributes to the fatigue of schoolchildren, as happens, for example, when performing tests. However, you need to remember that frequent changes from one activity to another require additional adaptation efforts from students. It also contributes to the growth of fatigue.3. The average duration and frequency of alternation of various types of learning activities. Approximate rate - 7–10 minutes.4. The number of types of teaching used by the teacher: verbal, visual, audiovisual, independent work, etc. The norm is at least three per lesson.5. Alternation of types of teaching no later than in 10-15 minutes.6. The use of methods that contribute to the activation of the initiative and creative self-expression of students, which allow them to really turn from "consumers of knowledge" into subjects of activity for their acquisition and creation. These methods include free choice methods(free conversation, choice of action, its method, choice of methods of interaction, freedom of creativity, etc.); active methods(students as teachers, learning by doing, group discussion, role play, discussion, seminar, student as researcher, etc.); methods aimed at self-knowledge and development (intelligence, emotions, communication, imagination, self-esteem and mutual evaluation), etc. There is an inversely proportional relationship between the creative activation of students in the classroom and the likelihood of them developing unproductive fatigue. And chronic fatigue is one of the main factors in the depletion of schoolchildren's health resources.7. The duration of the use of technical training aids in accordance with hygiene standards. At the same time, these norms regarding the use of video screen means, in our opinion, are in conflict with reality and the needs of the educational process. At home, many children sit for hours in front of TV screens and computers, which really really undermine their health. Against this background, the 8-10-minute regulations of hygienists look like an anachronism, especially given the constant improvement in the quality of monitors.8. The ability of the teacher to use the possibilities of showing video materials to initiate discussion, discussion, instilling interest in educational programs, i.e. for the interconnected solution of both educational and educational tasks.9. Poses of students and their alternation depending on the nature of the work performed. Teachers need to remember that posture disorders are formed just at school. The degree of naturalness of the posture of schoolchildren in the lesson is less noticeable by the inspectors, but can serve as a good indicator of the psychological impact of the teacher, the degree of his authoritarianism: the mechanism of the health-destroying influence of an authoritarian teacher consists, in particular, in the fact that children in his lessons are excessively stressed. They seem to be constantly “at the start”, waiting for demands, reproaches, orders, shouts. This exhausting situation not only sharply increases the level of schoolchildren's neuroticism, but also has a detrimental effect on their character. How many family conflicts that overtake young people in their adult lives are rooted in the authoritarian-despotical teaching style of their teachers! Therefore, the psychophysical comfort of students in the classroom is the most important condition for preventing their fatigue.10. Physical education minutes and physical education breaks, which today are an obligatory part of the lesson. It is necessary to pay attention to their content and duration (the norm is for 15–20 minutes of a lesson, 1 minute of 3 easy exercises with 3–4 repetitions of each), as well as the emotional climate during the exercises and the desire of students to perform them. .eleven. A positive assessment deserves the inclusion in the content of the lesson of issues related to health and a healthy lifestyle; demonstration of examples, tracing these connections; formation of attitude towards a person and his health as a value; developing an understanding of the essence of a healthy lifestyle; formation of the need for a healthy lifestyle; development of an individual way of safe behavior, discussion of various possibilities and consequences of choosing one or another behavior, etc. The teacher's ability to single out and emphasize issues related to health in most topics is one of the criteria for his pedagogical professionalism.12. The presence of students' motivation for learning activities in the classroom: interest in classes, the desire to learn more, the joy of being active, interest in the material being studied, etc. The level of this motivation and the methods of its increase used by the teacher are assessed. Motivation issues are most directly related to health issues: constant compulsion to study destroys the health of children and exhausts teachers. There is a direct relationship between interest in learning and its positive impact on health. Anyone present at the lesson can determine the level of motivation of schoolchildren, and the teacher - even more so.13. A favorable psychological climate at the lesson, which also serves as one of the indicators of its success: the charge of positive emotions received by schoolchildren and the teacher himself is an additional weight on the scales that determine the positive impact of school on health. And vice versa: the presence of stress, chronic psychophysical stress, the production of negative emotions, etc. manifestations both on the part of the teacher and students indicate the predominance of health-destroying tendencies in the lesson.14. The presence of micro-conflicts between the teacher and students in such a lesson: due to violations of discipline, disagreement with the mark, manifestations of uncomfortable conditions, etc. The teacher's ability to prevent such emotionally negative "outbursts", competently neutralize them without disrupting the work of the entire class is a reflection of his ability to manage the educational process, ensuring the prevention of "school neuroses."15. The prevailing facial expression of the teacher, for example, various manifestations of goodwill or malevolence, smiling - sullenness, etc. The lesson is incomplete if it did not contain emotional and semantic discharges: smiles, appropriate witty jokes, the use of humorous pictures, sayings, aphorisms with comments, short poems, musical minutes, etc. At the end of the lesson, we advise you to pay attention to the following four indicators. 16. The final density of the lesson, i.e. the amount of time spent by students directly on educational work. Recommended indicators are in the range from 60% to 80%.17. The moment of onset of fatigue of students and a decrease in their learning activity. It is determined in the course of monitoring the increase in motor and passive distractions of schoolchildren in the process of educational work. Norm - not earlier than 5-10 minutes before the end of the lesson.18. The pace and features of the end of the lesson. Undesirable indicators include: unreasonably fast pace of the final part, its "crumpled"; lack of time for student questions; the need for a hasty, almost no commentary, recording of homework. All this is unnecessary stress for both schoolchildren and teachers. In addition, it is unacceptable for students to stay in the classroom after the call for recess. It is desirable that the end of the lesson be calm: the students had the opportunity to ask the teacher questions, the teacher could comment on the homework, say goodbye to the students.19. An integral indicator of the effectiveness of the conducted lesson can be considered the state and type of students leaving the lesson: at one extreme - a calm, businesslike, satisfied, moderately excited state of schoolchildren; on the other - tired, confused, aggressive, frustrated, "wound up". It is worth paying attention to the state of the teacher. Since attending a lesson by the leadership is a stressful procedure not only for students, but also for the teacher, it is advisable to help him get rid of excessive stress, since the next lesson is ahead. The best way is to thank the teacher immediately after the lesson and say a few words of support. It is better to devote time to analyzing the lesson after the end of the lesson, when both the inspector and the teacher have time to relax a bit. But you should not postpone the analysis procedure for a long time, because the teacher is worried and delaying only increases the tension. It is better to start the analysis of the lesson with positive moments, with what you liked, what seemed interesting, original. When discussing shortcomings, one should avoid peremptory statements, transitions to a discussion of the teacher's personal characteristics. It is important not to suppress the initiative, creative tendencies in the work of the teacher, since it is they who reduce the overwork of both the teacher and his students. Therefore, it is most effective to analyze the lesson in the form of a confidential conversation, a discussion of what was done in class.

A leader of any level, especially the highest one, needs to have tools for a simple, prompt and objective assessment of how health-saving the educational space created in the school being checked and the technologies used by teachers are. And although the long-term experience of any leader is worth at least a hundred volumes of special books, we will offer a few semi-joking recommendations that will allow you to look at the situation of inspection from an unusual angle and remember that a leader’s sense of humor endows both himself and those around him with health .. .one. The presence of an unfamiliar adult at the lesson, especially for the purpose of inspection, changes the whole situation (the atmosphere, the behavior of children and teachers) so much that the conclusions made to a large extent relate not to the estimated indicators, but to the psychological readiness of the class and the teacher to demonstrate their achievements. The “presence effect” biases results both positively and negatively. Therefore, do not build illusions or install a hidden camera instead of yourself in the classroom! 2. The atmosphere in the classroom after the end of the last lesson - both airy and emotionally-psychological - is a simple and accurate indicator of the impact of the lesson on the health of schoolchildren. Analyze your first impression of the last lesson!3. Ask the teacher about the main goal of his lesson. Ask "open" questions ("why?", "why?") - and several "discoveries" are provided to you!4. When fixing the psychological climate in the classroom, the friendliness, smile of the teacher, do not forget about your own facial expression and the purpose of your visit to the lesson: either you are a “pedagogical traffic policeman” who is most interested in imposing penalties, or an experienced adviser who helps you get feedback and avoid mistakes in the work of your colleagues. Get off the pedestal, even if you are put on it.5. When checking how teachers care about the health of students, sincerely ask what they are doing to maintain and strengthen their health (physical and psychological). Remind that “a sick teacher cannot raise healthy students!” And don't forget about your own health!

Methodology for assessing the lesson in terms of maintaining the health of students

	Positions under evaluation
	The degree of difficulty of the subject is taken into account when drawing up the schedule
	The ventilation mode is observed
	The temperature regime is observed
	Lesson length is age appropriate.
	Communication style	Liberal Democratic
	Psychological situations in the classroom
	Position of the teacher	Adult Parent
	Physical education pauses
	Student performance	No fatigue Fatigue noted
	Positive emotional attitude

Evaluation of the results: 7-10 points - a high level of the lesson's focus on preserving the health of students; 4-6 points - an average level; 0-3 points - a low level.

Lesson attendance card

A typical lesson attendance card consists of four parts.

IN its first part provides general information about the lesson. It contains basic data about the lesson attended and its main characteristics. Paragraph 1.3.7 (control and assessment of the skills, knowledge and skills of students) is filled in in free form and implies fixing those methods, forms of control and evaluation that the teacher used, as well as determining the "sufficiency" and objectivity of the marks.

The second part cards is a summary of the lesson attended. The visitor himself determines the degree of detail of the abstract, i.e.:

Should he fix only the main stages of the lesson;

Record major milestones with particular attention to one or more milestones;

Describe in detail the course of all stages of the lesson.

What does the GEF lesson analysis look like? We will consider the sample later, first we will find out the features of the modern organization of education, its components.

Expert work

The lesson, which is developed in full accordance with the standards of the second generation, has serious differences from the traditional form.

The analysis of the GEF lesson in elementary school is based on the consideration of the development of universal educational activities in younger students. An expert evaluating the professional activity of a teacher pays special attention to the use of problem-based learning by the teacher.

The main parameters of the modern lesson

The lesson analysis scheme according to the Federal State Educational Standard includes a paragraph that notes the ability of schoolchildren to independently formulate the topic of the lesson. The main task of the teacher is to bring the children to the understanding of the topic. The teacher only asks clarifying questions, in response to which the students correctly formulate the objectives of the lesson.

The analysis of the GEF lesson in elementary school contains a plan to achieve the goal set at the beginning of the lesson.

Students perform UUD (universal learning activities) according to the plan developed together with the mentor. The teacher organizes frontal, pair, individual activities.

The lesson analysis scheme for the Federal State Educational Standard contains a paragraph that notes the ability of the teacher to offer the children various options for work, including individual tasks.

Among the distinguishing characteristics of the modern lesson from the traditional form, we single out the presence of mutual control, as well as self-control. Any analysis of a lesson at school according to the Federal State Educational Standard contains reflection. The main mistakes, shortcomings, knowledge gaps identified during the self-assessment are eliminated by schoolchildren on their own. The guys evaluate not only their own UUD, but also analyze the achievements of their classmates.

At the stage of reflection, it is supposed to discuss the progress achieved, as well as analyze the effectiveness of the lesson.

When compiling homework, the teacher takes into account the individual development of children, selects exercises and tasks of various levels of complexity, acts as a consultant in the lesson, giving advice to the children in the process of their independent activities.

GEF lesson analysis - scheme

What should the GEF lesson analysis look like? The sample scheme developed for the new educational standards has significant differences from the classical form.

Let us highlight the main points taken into account by experts when evaluating a modern training session. So, what does the GEF lesson analysis include? The sample for the head teacher assumes the presence of goals, organizational actions, types of motivation for schoolchildren. The lesson should fully correspond to the psychological and physiological characteristics, the age of the children. The analysis of open lessons according to the Federal State Educational Standard is compiled for a separate lesson (event). In the map, the expert indicates the data of the teacher, the name of the educational institution, the subject, the methodological kit, the topic of the lesson, as well as the date of the lesson.

A variant of the completed scheme

What will the GEF lesson analysis look like? A sample map will answer this question.

1. Basic goals.

The presence of educational, educational, developmental objectives of the lesson. To what extent have they been achieved? Were the practical goals that the teacher set for the students realized?

1. Lesson organization.

How was the lesson organized? Logic, structure, type, time frame, compliance with the chosen structure of the methods for conducting the lesson.

What else does the analysis of the GEF lesson include? The sample for the head teacher contains a block on the formation of the cognitive interest of schoolchildren in the studied academic discipline.

The main content of the lesson

The expediency of a scientific approach to the material under consideration, the correspondence of the level of teaching to the age characteristics of schoolchildren and the school curriculum are assessed.

Any analysis of a GEF lesson, a sample of which we will consider later, implies the manifestation of cognitive activity and the degree of independence of schoolchildren by modeling various problem situations by the teacher. To resolve them, the guys use their own life experience; the theoretical base is connected with practical educational activities.

The lesson should contain interdisciplinary connections, as well as the logical use of the material studied in previous lessons.

Methodology

Experts evaluate the actualization of the methods of activity of the knowledge available to schoolchildren. The creation of problematic situations during the lesson, clarifying questions - techniques used by the teacher during work is analyzed. The duration of reproductive and search activities, the amount of independent work of schoolchildren are compared.

A special place in the analysis is given to the use of dialogue during the lesson, the principle of differentiated learning, non-standard situations, feedback between the teacher and the child, a competent combination of several types of activities.

The presence of visual demonstration materials is assessed that contribute to increasing motivation, the full implementation of the tasks set at the beginning of the lesson, their compliance with the goals and objectives of the lesson.

Special attention in the analysis of the lesson according to the Federal State Educational Standard is given to the consideration of psychological organizational issues: taking into account the individuality of each child, the focus of the teacher's actions on the development of thinking, memory, imagination, the alternation of tasks of varying degrees of complexity, the presence of emotional unloading of children.

Expert assessment options

For example, the analysis of the lesson "The world around us" according to the Federal State Educational Standard involves not only summing up the number of points for each item, but also additional explanations from experts.

With the full compliance of the lesson (class) with all the requirements of the GEF card, experts set the maximum number of points. If the criteria are met by the teacher partially or not at all, he is given from 0 to 1 point.

In the column on the organization of the lesson, the experts take into account the variety of forms of training sessions: the assimilation of new information, the integrated use of UUD, updating, generalization of skills, control, correction.

In the column on the compliance of the lesson with the requirements of the Federal State Educational Standard, UUD are analyzed. The expert considers skills in groups: regulatory, cognitive, communicative, personal qualities.

For example, the analysis of a reading lesson according to the Federal State Educational Standard assumes the formation of all UUDs, but special attention is paid to personal qualities.

Lesson analysis scheme within the framework of GEF

Theme - Water.

The total number of points is 24 points.

Brief performance analysis

The main objectives of the lesson are achieved, implemented during the training session (2 points).

A lesson of explaining new material is presented, which has a logical structure, the optimal ratio of stages in time (2 points).

Motivation is provided through the use of a demonstration and individual experiment (2 points).

This lesson is focused on the Federal State Educational Standard, didactic principles are observed, universal learning skills are being formed (2 points).

During the lesson, the teacher uses modern technologies: project and research activities, ICT (2 points).

The material of the lesson corresponds to the age characteristics of schoolchildren (2 points).

There is a connection between theoretical knowledge and their practical application, special attention is paid to independent activity, the development of cognitive activity (2 points).

When forming new skills and abilities, the teacher focuses on previously studied material (2 points).

During the lesson, problem situations are created for schoolchildren, the teacher formulates special questions aimed at the need for students to make an independent decision (2 points).

The teacher used the method of problem-based learning, a differential approach, project and research activities, combined tasks of a reproductive nature with creative tasks aimed at developing the logical thinking of schoolchildren (2 points).

Independent work was explained in full, it involved the search for information, observation, practical experiments, comparison of the results obtained (2 points).

During the lesson, there was a qualitative feedback between the students and the mentor, a comfortable psychological climate (2 points).

Conclusion

In order for a lesson conducted according to the requirements of the new federal educational standards to be considered effective and efficient, the teacher needs to have an idea of ​​the criteria that they must meet. The GEF lesson analysis scheme allows the teacher to conduct self-analysis, identify problems in work, and eliminate them before professional experts begin to evaluate his activities.