Scheme of the lesson analysis. Example of Lesson Analysis (GEF)

In modern conditions, the spectrum of activities of the deputy director of the average statistical school is becoming ever wider. Because of this, we constantly have to look for new ways of control, which allowed us to spend a minimum of time and get more information about how and by what methods the teaching is taught in class. Accordingly, an up-to-date and well thought out lesson analysis scheme helps to cope with this problem.

The general orientation of the analysis

It is known that GEF insists on the use of the system-activity approach in teaching, aimed at the development of a mature and mature personality of the trainee. To study was interesting, and the activity of the teacher is effective, you need timely, but "soft" control. There are many questions: how correctly to organize a lesson, how to properly arrange the handout and methodological material, so that it would be convenient for them to use both the instructor himself and the trainee.

We propose a concise and classical scheme for analyzing the lesson, based on the recommendations of the GEF and the experience of teachers. This development will help to quickly and thoroughly analyze almost any lesson, regardless of its theme and focus.

Structure of the lesson

First, we will understand what stages must necessarily contain each "session" of work with students. So, the general recommendations are:

• Stage of organization.
• The assignment of the purpose and objectives of the lesson, the motivation of students. A lot depends on the correctness of this stage. For example, when analyzing the literature lesson, one should pay attention to the introductory data and the words that the teacher tries to interest his students.
• Carrying out the actualization of knowledge. Simply put, at this time students are given new information, which they must "embed" in the already mastered map of the subject.
• Students absorb the data obtained, read the literature and get more acquainted with the topic, reading methodical materials.
• The teacher, asking leading questions, checks how much his students have learned the new material.
• The received information is consolidated.
• A new homework is given, in the course of which students learn more about the subject and learn how to work with it independently.
• Reflection. Students analyze everything they hear and see, draw conclusions.

How to achieve the maximum consolidation of knowledge?

To ensure that the children really learned the information and learned how to use it in the future, more effort is needed. Practice shows that one lesson is clearly not enough. Need a second, fastening. In general, its structure is practically the same as above, but the GEF recommends that students give situational assignments for fixing: typical and modified ones. So you can clearly see that the children really learned the whole volume of material and can use them in "field conditions". This is extremely important.

So, we sorted out the structure of the classes. But how is the diagram of the lesson related to this? Everything is simple: without knowing its classical construction, it will be difficult to check and control something. We will continue our acquaintance with the topic.

The objectives of the GEF lesson analysis

The more thoroughly the course of a particular lesson will be analyzed, the more competent and justified 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 studies. In addition, the regular elimination of shortcomings in the work will not only make it more effective, but also greatly enhance the teacher's self-esteem.

It should be immediately warned that the proposed scheme for the analysis of the lesson involves a well-developed ability to reflect. Without this skill, it is impossible to "look back" to fix and assess your own mistakes and mistakes.

Why do this?

So, studying the quality of conducting training sessions provides the following invaluable opportunities:

• Learn to correctly set goals and objectives both for students and for themselves.
• Learn to see the relationship between conditions and ways of submitting material and the speed of solving learning problems.
• Formation of the ability to predict and foresee the effectiveness of the application of various pedagogical techniques used by the teacher in practice.
• Finally, this is the only way to convey the simple truth to many students: the faster "grasp" the general provisions at the beginning of the lesson, the easier it will be to orientate both in a specific subject and in all related industries. This is especially important for complex modern conditions, when specialists sometimes have to rebuild literally "on the fly."

It is important to understand that the proposed plan is universal. In particular, the diagram of the analysis of the lesson of mathematics is no different from the verification of the lesson of the Russian language. The approach to submitting material is the same, and in any case it is necessary that children with interest and sincere desire study new material that will be useful to them in the future.

What do we have to do?

So, we begin to understand directly with the methodology of the analysis. First, the fragments of the lesson are studied selectively. The specialist will know what the students are doing, what they are given for this opportunity. However, pay attention not even to this. In the course of the lesson, the following technologies should be used:

• Problem dialogue. In this case, the student is given an atypical task. He needs to find her solution, using the information he received in the lesson. A non-standard approach and ingenuity are welcome. Especially it is good when the lesson analysis (grade 9 and higher) is held simultaneously with the meeting of students and representatives of the enterprise (in the conduct of professional orientation).
• Productive reading. As the name implies, the student works closely with the text, revealing the most necessary information. It is best when this stage precedes a problematic dialogue: so you can clearly see the completeness of mastering the new material.
• Reflection, or evaluation of educational success. Students learn to adequately assess the work done, identifying blunders 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 after every few lessons the student checks how well he manages to adhere to the formulated remarks. Such a scheme of the analysis of the lesson in the school will make it possible for the children to show the practical value of this kind of studies.

What functions does the teacher have to perform during the lesson?

There are several of them, and all of them are equally important. The most classic and obvious function is regulatory. It is the teacher who sets the goals and draws up the overall plan of the lesson, he also determines how successfully the students coped with the problems that were posed before them in the previous classes. In simple terms, he puts the grades for class and homework.

But at the same time, many people completely forget about the second function - cognitive. It is up to the teacher to decide how willing or not the pupils will learn new things.

Another teacher may even explain the fundamentals of string theory into a fascinating story, and another, even studying an interesting artwork, can turn into a real torture. This example of the lesson analysis shows how important the personal charisma and charisma of the person who conducts it.

It is important to understand one thing. When analyzing the degree of implementation 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 understand the essence of the phenomenon. If we talk in detail about the fact that such processes occur, for example, in car batteries, that with their help it is possible to extract many important substances from ordinary water and cooking salt, the interested will become much more. This is the most successful example of the lesson analysis.

On communication and interrelations between students

The third function is communicative. Many teachers also do not pay attention to it, which leads to severe consequences for children. The appointment of this teacher role is simple and difficult at the same time. He must teach children to speak correctly, informing their thoughts to others, and not hesitate to speak to the public. At the same time, we are not talking about creating a "universal speaker": a student, even if expressing some erroneous idea, should be able to discuss it with his comrades, jointly come to a conclusion about the inaccuracies of his theory and take into account the objections of opponents.

If a person does not learn this from the youthful nails, nothing good awaits him. Or he will turn into a "gray mouse", being unable to make any assumptions, or, on the contrary, will become completely intolerant of someone else's opinion as a demagogue. And the line here, however strange it may seem, is subtle enough. This is especially true if a lesson is given in an elementary school, the analysis of which should be particularly in-depth.

Personal function

We did not accidentally render it a separate item, since the importance of this role of the teacher is underestimated. How to decipher it? The task of the teacher here is to form a moral, responsible, self-sufficient personality. Each child is unique, and so it can be difficult. A particular difficulty is that many teachers, consciously or unconsciously, choose certain "pets" for themselves, the attitude toward which is better because of some personal qualities.

In any case, these are the conclusions of many experts from the GEF who spent a lot of time studying the approaches to learning in all schools of the country. It is on the basis of their requirements that a lesson analysis plan is developed that is proposed within the framework of this material.

This should not be, since such a situation is perceived in bayonets by the rest of the class, while the authority of the teacher himself falls, the students are much more critical about his words and deeds. All this greatly hinders to fully work with the class and give children new material. So, we have uncovered the general information. After that, you can store pencil and paper. They will be required for rating points for each element of the analysis.

Important! In this case, the assessment is not based on the usual five-point system, but only on a two-point scale (from 0 to 2). At the same time, the following criteria should be followed: if "0", the lesson does not fully comply with the standards. If "1", then it does not fully match. Thus, the score "2" means that everything was done perfectly. So, what does the lesson analysis scheme mean? The sample involves considering each stage of the lesson separately.

Stages of the lesson analysis

Stage one: checking the quality of the conduct of the lesson, studying the performance of the functions that the lesson (educational, developmental and educational) should perform. Pay attention to the very organization of the educational process: how logical it is organized, in the manner of presenting information and other important factors. Finally, the most important thing for this stage is how well the teacher can ensure the motivation of the students so that they can fully and qualitatively absorb the new material that they supply. For the goals, organization and motivation consistently expose the points.

And now let's pay attention to the compliance of the analyzed study with the newest requirements of GEF. At this stage, several questions are answered:

• Is the teacher guided by the latest educational standards and techniques. Of course, the analysis of the lesson in grade 1 does not require such stringent requirements, but in the case of checking the lessons of high school students, this should be given increased attention.
• Forming the ability of children to universal educational action (UAL). Simply put, can learners quickly and competently use the information provided to them when solving various situational problems.
• It is very important to make practical use of new approaches to learning: projects, research.

As in the previous case, for each sub-item an score is scored. The next step is to evaluate the content of the lesson itself. So what else does the lesson analysis scheme suggest? The sample, provided by us on the pages of this article, provides for a deep immersion in the subject of the lesson.

Scientific validity of the lesson

First of all, how much the submitted material is scientifically confirmed. How objective is the teacher's vision of this issue. Finally, how much the content of the lesson corresponds to the requirements of the program. Many people overlook this, too, which is not very good. Also (in accordance with the latest requirements of the GEF), it is necessary for the lesson to consider as many practical situations as possible, so that the information given within the framework of the training session can be successfully used by the student in his adult life, under "field" conditions.

Finally, the lesson programs should be logically interconnected. This makes it easier for students to understand the information they give in the classroom and accelerates the process of "understanding" children in the most complex, multi-stage topics. Thus, the GEF lesson analysis scheme involves stopping the evaluation of the following points:

• Scientific validity.
• Compliance with the program.
• The connection between the theoretical and practical parts.
• The relationship between previously covered topics and new material. This is especially important if the teacher conducts a lesson in primary school. Analysis of such activities should be carried out especially carefully.

Methodology of training

Here the main emphasis is on the ability to create a teacher of problem situations and conduct dialogues, during which students are looking for ways to solve these problems. This is also from the category of new requirements of GEF. This is looked at when an open lesson analysis is conducted.

What is the proportion of deductive and reproductive activity? The easiest way to determine the quality of teaching is by the ratio of the following varieties of questions: "read, tell, rewrite" and "prove, explain, compare." The more the more and the more complete, the more objective the answers to them - the better the teaching process. More importantly, the children acquire a much better and more comprehensive learning program. Taking into account the volumes that are provided for and are used to increase every year, this is extremely important.

If the history lesson is analyzed, then the emphasis on evidence and comparison should be maximized. Students in this case do not just memorize the facts about past events, but they can also independently understand why and why it happened.

Emphasis is also placed on the ratio of independent work of students and teachers. How often do the students study the problem themselves and draw conclusions on it? Students should be able not only to listen carefully to the teacher, but also independently seek a solution to the problem, using only information found independently. This is a fundamental circumstance, which necessarily involves a scheme for analyzing the GEF lesson.

And how to sum up? It's very simple: the scores obtained from the results of checking each item are added up. The more the resulting amount is, the better.