Lesson analysis scheme in elementary school example. The level of assimilation of knowledge of students

Aspect analyzes of lessons in primary grades in primary grades

Aspect analysis of a math lesson

Lesson topic: “Final repetition for the year».

Class: 4

Lesson form:"Mathematical Kaleidoscope"

Lesson type: consolidation of the studied material

Type of lesson: combined

Used technologies: technology for the development of critical thinking (at the stage of organizing a lesson and updating basic knowledge), modern assessment technology (at the stages of consolidating the studied material, at the stage of reflection), information and communication technologies (using a presentation on the topic: "Mathematical Kaleidoscope" at all stages of the lesson), technology of "Pedagogy of cooperation" (motivation for cognitive activity on the part of the teacher, free expression of one's opinion on the part of students)

The basic abilities of schoolchildren, which the lesson is focused on: development of imagination, thinking, the ability to understand the text, the ability to organize, reflect, self-determination and self-expression.

Groups of formed competencies:

Personal UUD: the development of interest in various types of activities, understanding the reasons for success in studies, the development of self-esteem based on the specified criteria for the success of educational activities.

Regulatory UUD: acceptance of a learning task and the ability to follow the instructions of the teacher or the proposed tasks; the ability to independently assess the correctness of the action performed and make the necessary adjustments.

Communicative UUD: participation in group work using speech means to solve communicative problems; the use of simple speech means to convey one's opinion; manifestation of initiative in the educational process.

Cognitive UUD: obtaining new knowledge; processing the information received to formulate conclusions.

Forms of work: frontal (joint performance of the task), group (help to a classmate), individual (independent work)

Working methods: activity approach to learning (independent search for solutions to examples and problems).

Working methods: problem - reporting (based on visibility in the form of tables, diagrams), a method of self-organization of cognitive work at all stages of the lesson.

The purpose of the lesson: organization of students' activities to consolidate the studied material; formation of an active personality; education of independence; developing students' interest in the subject.

Lesson objectives:

1. To consolidate the knowledge and skills of children in performing mathematical operations with multi-digit numbers, in solving problems.

2. Develop personal communicative, regulatory and cognitive UUD.

Observation program:

1. Organizational moment.
2. Introduction to the topic
Group work	Activates attention Availability of individual and group work
Reading and marking text	Development of RAM Ability to work in pairs Development of visual memory
Reading speed diagnostics, dictation	Execution, verification.
Fizminutka	Psychological relief
Work with the textbook.
Independent work	Speed of execution Depth of knowledge and skills
Lesson reflection: review about the game lesson	Yes - 100% of students
	Were you interested?

Conclusion:

Aspect analysis of the lesson literary reading in grade 4

Thing: literary reading

Class: 4-D

UMC:"School of Russia". L.F. Klimanov. “Literary reading. 4th grade »

Lesson topic:"The Tale of the Dead Princess and the Seven Bogatyrs".

Basic concepts: fairy tale good and evil

Metasubject links: Russian language

Resources:

textbook L.F. Klimanov "Literary reading: grade 4" part 1. Pp. 70-90. - M: Enlightenment, 2013;

computer, multimedia projector, screen, presentation "The Tale of the Dead Princess and the Seven Bogatyrs";

animated film based on the fairy tale by A.S. Pushkin

2. Organization of the lesson.

Lesson type: lesson consolidation of what was learned in the previous lesson

3. The structure of the lesson.

1. Organizational stage.

2. Setting the goal and objectives of the lesson.

3. Actualization of knowledge.

4. Lesson topic message

5. Learning new material

6. Primary fastening.

7. Information about homework.

8. Reflection.

The construction of the lesson corresponds to the content and the goal.

1. Readiness for activity, mobilization of students' attention. Creation of a positive emotional orientation to educational activities. Stimulation of self-control and self-organization of schoolchildren.

2. Actualization of the studied methods of action, the development of mental operations. The ability to navigate in your knowledge system (cognitive UUD).

Checking d / z.

Evaluate the correctness of reading by heart an excerpt from a fairy tale

Correct mistakes made while doing homework.

3. Statement of the problem, formulation of the topic of the lesson, tasks .

By completing a riddle task. Answer the teacher's questions, formulate the purpose of the lesson.

4. Learning new material

Inclusion of new knowledge in the knowledge system and repetition. Textbook work.

5.Fizminutka

Consolidation of the learned lesson. Group work

6. Primary comprehension and consolidation

Students identify and realize what has already been learned and what is still to be learned, evaluate the quality and level of assimilation.

Lesson results. Reflection

Invites students to evaluate each of their work in the lesson by filling out a self-assessment table.

Conducts discussions on:

What particularly interested you during the lesson?

- What did you learn at the lesson?

2. Compliance of the lesson with the requirements of the Federal State Educational Standard.

The lesson is aimed at the formation and development of UUD, at achieving personal results:

Planned results:

Subject:

Be able to determine the conjugation of verbs with an unstressed personal ending by performing step-by-step actions of the algorithm.

Personal. Formation of a system of moral values (love for nature, pride in one's country, beauty of human relations, respect for elders.)

Metasubject:

Regulatory UUD: formulation of the learning task of the lesson. Based on the analysis of the textbook material in joint activities, understanding it, planning activities with the teacher to study the topic of the lesson, evaluating their work in the lesson.

Communicative UUD. Answering questions on the basis of the artistic text of the textbook, understanding the rules of interaction in pairs and groups.

Cognitive UUD. Analysis of a literary text, highlighting the main idea in it, selecting reference words to create your own text, searching for the necessary information in a book, the ability to navigate in an educational and artistic book.

- cognitive:

They learn to acquire new knowledge: find answers to questions using their life experience and information received in the lesson;

Distinguish new from already known with the help of a teacher;

Choose the most effective solution;

Perform actions according to a given algorithm;

Know how to navigate your system of knowledge.

Lesson built within the framework of a system-activity approach, it develops the ability of students to independently set a learning task, design ways to implement them, monitor and evaluate their achievements.

The lesson was problematic and developing, the teacher himself aims at cooperation with students and skillfully directs students to cooperate with the teacher and classmates.

The teacher skillfully organizes problem and search situations, activates the activity of students, and they themselves draw the conclusion.

The lesson corresponds to GEF.

This lesson is directly related to the material covered.

6. Methodology of the lesson.

The activation was presented through a system of questions, various forms of organization of work, the use of a problem situation, elements of entertainment and visibility (multimedia presentation), the use of health-saving technologies.

used

reproductive methods;

Search tasks;

visualization method;

deductive method;

Method of control and self-assessment.

The difficulty level of the tasks increased gradually.

At all stages of the lesson, the priority role is given to teaching tasks. They are performed both frontally and in the process of independent work.

The volume of independent work corresponds to age requirements, is sufficient, the nature is cognitive, search.

Various types of control were used: self-control, student - teacher (comparison of their work with the sample on the board).

The work organized in this way allowed students to navigate their system of knowledge, to distinguish the “new” from the already known with the help of a teacher, to acquire new knowledge, to find answers to questions using a textbook and information received in the lesson.

7. Psychological aspects of the lesson.

A favorable climate and comfortable conditions for each student were created at the lesson. The physiological and psychological characteristics of children were taken into account, and types of work were carried out that relieved fatigue. The development of mental processes in the lesson took place through the mobilization of students' attention in various ways: through a direct requirement, linking the study of material with life, through the use of various entertaining material. Work was carried out on the predominance of the load on thinking over the load on the memory of students. The motivation for the active assimilation of knowledge was carried out through the stimulation of students to use various methods of teaching load. The content of the material and types of work in the lesson were aimed at maintaining the cognitive activity of students throughout the lesson.

8. Homework.

9. Introspection Conclusion.

The study time in the lesson was used effectively, the planned volume of the lesson was fulfilled, the stated goal and tasks were achieved. The children learned the algorithm of work on this topic and skillfully applied it in practice. The intensity of the lesson was optimal, taking into account the physical and psychological capabilities of first-graders. A friendly environment, a positive attitude to the lesson, the selection of modern methods and techniques helped each child

Aspect analysis of the lesson of the surrounding world

WORLD LESSON IN 4D CLASS

"THE WORLD IN THE EYES OF A HISTORIAN"

Class: 4

Goals activities teachers	create conditions for familiarizing students with the science of history, determining the boundaries of knowledge and "ignorance"; to promote the formation of students' understanding of the world around us from the point of view of historians, the initial skills of finding the necessary information and analyzing the information received; development of interest to the subject "World around"
Lesson type	discovery of new knowledge
Planned educational results	subject(volume of development and level of competencies) : will have the opportunity to learn how to work with a textbook, work with models of the studied objects and phenomena of the surrounding world. Metasubject(components of cultural competence experience / acquired competence) : master the ability to understand the learning task of the lesson, answer questions, generalize their own ideas; listen to the interlocutor and conduct a dialogue, evaluate their achievements in the lesson; able to engage in verbal communication, use the textbook. Personal: have motivation for learning activities, skills of cooperation with adults and peers in different situations
mMethods and forms learning	explanatory and illustrative; frontal, individual, collective
Educational resources	http://download8.proshkolu.ru
Equipment	Interactive board, computer; photographs or postcards depicting museums; scheme "Historical sources"; word cards; individual cards with tasks; crossword
Main concepts	History, historian, historical sources, archives, exhibits

Observation program:

1. Organizational moment.	The use of the presentation organized the students, gave a positive attitude to the lesson
2. Introduction to the topic	With the help of the tasks presented on the screen, the teacher managed to ensure that the students formulated the topic of the lesson.
Crossword work (phased execution of tasks)	Consolidate acquired knowledge Activates attention Availability of individual and frontal work
Learning new material	Development of RAM Ability to work with a textbook Development of visual memory
Card work	Execution, verification. Consolidation of previously acquired knowledge
Fizminutka	Psychological relief
Work with the textbook.	Ability to apply the rules of business cooperation. The manifestation of activity in interaction, Ability to negotiate and come to a common opinion in joint activities.
Practical activities	Speed of execution Depth of knowledge and skills Students come to the conclusion how important it is to have solid knowledge
Lesson reflection: review about the game lesson	Are you satisfied with the lesson? Yes - 100% of students
	Were you interested?
	Have you managed to consolidate your knowledge?
	Have you been able to show your knowledge?

Conclusion: During the whole lesson, the teacher managed to maintain educational and cognitive interest in the educational material, systematize students' knowledge, develop practical skills and abilities, the ability for self-assessment based on the criteria for the success of educational activities, which indicates his professionalism and skill.

The activity approach was justified: the children independently shared their knowledge. Conditions were created for personal development, formation of educational activities, enrichment of practical experience and vocabulary of students.

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 - diagram

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.

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?

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 author analyzes the creation of problematic situations during the lesson, clarifying questions - techniques used by the teacher during work. 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, which 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 is presented explaining the new material, 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.

GEF LESSON ANALYSIS

Primary school teacher
Drezno Gymnasium
Guseva Irina Evgenievna

GEF LESSON ANALYSIS
Each lesson should be a task for the mentor, which he should carry out, thinking it over in advance: in each lesson he should achieve something, take a step further and make the whole class take this step.
K.D. Ushinsky.
Analysis (self-analysis) of a lesson (system of lessons) is a detailed and comprehensive consideration of it as a whole from a certain angle of view (aspect). The choice of aspects depends both on the analytical need and on the practical need that has arisen.
Ways to attend classes
1. Selective.
2. Thematic.
3. Parallel.
4. Comprehensive study of individual classes.
5. Target visit to the lesson with the invitation of a specialist.
The following forms of analysis and introspection of the lesson are used in an educational institution:
1. Brief (evaluative) analysis - a general assessment of the functions of the lesson, characterizing the solution of educational, educational and developmental tasks.
2. Structural (step by step) analysis - identification and evaluation of the dominant structures (elements) of the lesson, their expediency, which ensures the development of students' cognitive abilities.
The GEF lesson consists of 9 mandatory steps:
Organizational moment, self-determination to activity.
Updating knowledge and fixing difficulties in activities.
Statement of the learning task
Building a project to get out of difficulties
Implementation of the constructed project
Primary reinforcement with pronunciation in external speech
Independent work with self-test
Inclusion in the knowledge system and repetition
Reflection of educational activity in the lesson, information about homework and performance.
3. Full analysis - a system of aspect analyzes, including an assessment of the implementation of the tasks of the lesson, the content and types of educational activities of students according to such characteristics as the levels of students' assimilation of knowledge and methods of mental activity, the development of students, the implementation of didactic principles and the effectiveness of the lesson.
4. Structural-temporal analysis - assessment of the use of lesson time for each of its stages.
5. Combined analysis - assessment (simultaneous) of the main didactic purpose of the lesson and structural elements.
6. Psychological analysis - the study of the fulfillment of psychological requirements for the lesson (ensuring the cognitive activity of students of the developing type).
7. Didactic analysis - analysis of the main didactic categories (implementation of the principles of didactics, selection of methods, techniques and means of teaching and teaching schoolchildren, didactic processing of the educational material of the lesson, pedagogical guidance of independent cognitive activity of students, etc.).
8. Aspect analysis - consideration, detailed and comprehensive study and evaluation from a certain point of view of any side or a separate goal / task of the lesson in relation to the results of students' activities.
Example aspects of the lesson:
the use of developmental methods in the classroom;
study of ways to enhance the cognitive activity of students;
ways of developing cognitive interest;
formation of schoolchildren's general educational skills and abilities;
verification and assessment of knowledge, skills and abilities of students;
ensuring the health-saving function of the lesson;
psychological climate in the classroom;
the level and nature of the use of ICT in the classroom;
organization of problem-based learning in the classroom, etc.
9. Comprehensive analysis - simultaneous analysis of the didactic, psychological and other foundations of the lesson (most often the system of lessons).
10. The most optimal and objective can only be a system analysis - a set of interrelated techniques and procedures used to study objects and processes that are complex integral systems.
Aspects of system analysis:
metaphysical (decomposition - dismemberment);
structural (relationships);
functional (providing functions);

Genetic (origin and possibility of further development).
Requirements for the preparation and attendance of the lesson
1. Examine the class journal, which gives an idea of the progress of students in a given subject over a certain period.
2. Identify the topic that was studied in the previous lesson.
3. Pay attention to the regularity and timeliness of assessing students' knowledge.
4. Analyze each lesson individually with each teacher.
5. Conduct a discussion of the lesson in a principled and demanding manner, but correctly and kindly.
6. Argue comments that are unpleasant for the teacher with facts and provisions from the theory of pedagogy and psychology.
General Guidelines for Lesson Analysis
1. You can not give all teachers the same recommendations (what is suitable for one, it is inappropriate for another).
2. Any recommendations for improving the teacher's work should be based on his achievements and strengths.
3. It is necessary to encourage the creative conduct of the lesson, to encourage the teacher to independently develop its structure and methodology.
4. It should be assessed how rationally the methods and methods of teaching chosen by the teacher were used, for example, how appropriate in these conditions were certain types of conversation, independent work.
5. Comments and recommendations to the teacher should be clearly formulated and recorded in the certificate based on the analysis of the lesson.
GEF lesson analysis scheme
Class__________________________________________________________________
Thing_______________________________________________________________
Teacher _______________________________________________________________
(name, category)
Author of the textbook _________________________________________________________
Theme of the lesson _____________________________________________________________
Type of lesson _______________________________________________________________
Number of students in the class _______________________________________________
Attendance at the lesson
Stages of analysis Scores
1. The main objectives of the lesson: educational, developmental, educational. Are the objectives set by the teacher being implemented?
2. Organization of the lesson: the type of lesson, the structure of the lesson, the stages, their logical sequence and dosage in time, the correspondence of the construction of the lesson to its content and the goal.
3. How does the teacher provide motivation for studying this topic (learning material)
4. Compliance of the lesson with the requirements of the Federal State Educational Standard:
4.1. Orientation to new educational standards.
4.2. The focus of activities on the formation of UUD
4.3. Use of modern technologies: design, research, ICT, etc.
5. Content of the lesson:
5.1. Scientific correctness of the coverage of the material in the lesson, its compliance with age characteristics
5.2. Compliance of the content of the lesson with the requirements of the program.
5.3. The connection of theory with practice, the use of life experience of students in order to develop cognitive activity and independence.
5.4. The connection of the studied material with the previously covered material, interdisciplinary connections.
6. Lesson methodology:
6.1. Actualization of knowledge and methods of activity of students. Problem solving, problem solving.
6.2. What methods were used by the teacher. What is the share of reproductive and search (research) activities? Compare the ratio: the approximate number of tasks of a reproductive nature: (“read”, “retell”, “repeat”, “remember”) and the approximate number of tasks of a search nature (“prove”, “explain”, “evaluate”, “compare”, “ find the error)
6.3. Correlation between the activities of the teacher and the activities of students. Volume and nature of independent work.
6.4. Which of the following methods of cognition does the teacher use (observation, experience, search for information, comparison, reading, etc.)
6.5. Application of dialogue forms of communication.
6.6. Creation of non-standard situations when using the knowledge of students.
6.7. Implementation of feedback: student-teacher.
6.8 Combination of frontal, group and individual work.
6.9 Implementation of differentiated learning. The presence of tasks for children of different levels of learning.
6.10. Means of education. The expediency of their use in accordance with the topic, the stage of training.
6.11. Use of visual material: as an illustration, for emotional support, for solving learning problems. Visual material is redundant, sufficient, appropriate, insufficient.
6.12. Formation of skills of self-control and self-assessment.
7. Psychological foundations of the lesson:
7.1. Consideration by the teacher of the levels of actual development of students and the zone of their proximal development.
7.2. Implementation of the developing function of learning. Development of qualities: perception, attention, imagination, memory, thinking, speech.
7.3. The rhythm of the lesson: the alternation of material of varying degrees of difficulty, a variety of types of educational activities.
7.4. The presence of psychological pauses and discharge of the emotional sphere of the lesson.
8. Homework: the optimal volume, the availability of instruction, differentiation, the presentation of the right to choose ..
9. The presence of new elements in the pedagogical activity of the teacher (lack of a template)

Total: For each criterion, points are given from 0 to 2: 0 - the criterion is absent, 1 - it is manifested partially, 2 - in full.
CONCLUSION
The modern lesson is a synthesis of traditions and innovations. This is the process and result of the activity of a teacher who has mastered and continues to master the products of traditional and innovative methods.
In today's lesson:
1. The teacher not only recognizes the student's right to his own judgment, but is also interested in it.
2. New knowledge looks true not only because of the authority of the teacher, scientist or textbook author, but also because of the proof of its truth by a system of reasoning.
3. The material of the lesson includes a discussion of different points of view on solving educational problems, reproduces the logic of the content of the lesson, shows ways to apply the knowledge being studied in practice.
4. Communication with students is built in such a way as to lead them to independent conclusions, to make them accomplices in the process of preparing, searching and finding knowledge and options for its use.
5. The teacher builds questions to the input material and answers them, raises questions from students and stimulates an independent search for answers during the lesson. Ensures that the student thinks with him.
The lesson analysis scheme helps both in building a lesson and in self-analysis of an open lesson. Focusing on the requirements, you can adjust your work in such a way as to prevent violations in the structure of the modern lesson.

In modern conditions, the range of activities of the deputy director of an average school is becoming wider. Because of this, it is constantly necessary to look for new ways of control, which allowed 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-thought-out scheme helps to cope with this problem.

General focus of analysis

It is known that the Federal State Educational Standard insists on the use in training 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 properly arrange handouts and methodological material so that it is convenient for both the teacher and the trainee to use it.

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 goals and motivating students. A lot depends on the correctness of this stage. For example, when analyzing a literature lesson, one should pay attention to the input data and the words with which the teacher is trying to interest his students.
Conducting Simply put, at this time, students are given new information that they must “embed” into the already mastered map of the subject.
Pupils assimilate the data obtained, read the literature and become more familiar with the topic by reading methodological materials.
The teacher, asking leading questions, checks how much his wards have mastered the new material.
The obtained information is being consolidated.
A new homework is given, during which the 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 retention of knowledge?

For children to really learn the information and learn how to use it in the future, you need to make more efforts. 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 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 with the topic.

The tasks of analyzing the lesson on the Federal State Educational Standard

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, the regular elimination 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 presupposes 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 training sessions provides the following invaluable opportunities:

Learn how to properly set goals and objectives 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 to many students a simple truth: 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 do we have to 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 atypical task. 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 the problematic dialogue: this way you can visually verify the completeness of the assimilation of new material.
Reflection, or evaluation of educational 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 make it possible to show children the practical value of such activities.

What functions should the teacher perform during the 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 at the same time, many completely forget about the second function - cognitive. It depends on the teacher with what willingness or lack thereof the students will learn new things.

Another teacher can even turn an explanation of the basics 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 salt, 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 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 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 included it as a separate paragraph, since it is difficult to underestimate the importance of this role of the 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 Federal State Educational Standard, 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 offered within the framework of this material was compiled.

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 this makes 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 assign points 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.

Stages 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. Scores are consistently awarded for goals, organization, and motivation.

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, several questions are answered:

Does the teacher focus on the latest educational standards and techniques. 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 Simply put, 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

First, to what extent the submitted material corresponds 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 "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 up the process of “understanding” children in the most complex, multi-stage topics. Thus, the lesson analysis scheme for the GEF involves stopping at the assessment of the following points:

scientific validity.
Program compliance.
The connection between the theoretical and practical parts.
The 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 studies 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 an analysis of an open lesson is carried out.

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 the analysis of the history lesson is carried out, then the emphasis on evidence and comparisons should be maximum. In this case, students not only memorize 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 trainees independently investigate the 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 higher the total amount, the better.

slide 1

Subject. Analysis of the lesson in the primary grades of the correctional school from the standpoint of a system-activity approach.

New trends in education have also affected correctional schools. In connection with the official introduction of the Federal State Educational Standard since 2016, where the system-activity approach in teaching is a priority and mandatory, the teacher is faced with the task of forming knowledge in accordance with the new standards of universal educational activities.

slide 2

The system-activity approach consists of two concepts, system and activity.

System (from other Greek σύστημα - a whole made up of parts; connection) - a set of elements that are in relationships and connections with each other, which forms a certain integrity, unity.

Activity is a specifically human form of an active relationship to the surrounding world, the content of which is its expedient change and transformation.

The system-activity approach is the organization of the educational process, in which the main place is given to active and versatile, to the maximum extent, independent cognitive activity of the student. The key points of the activity approach is the gradual departure from informational reproductive knowledge to knowledge of action.

slide 4

The main pedagogical task is the creation and organization of conditions that initiate children's action.

When conducting open lessons in 2015 - 2016 academic year. In the year using the system-activity approach, we encountered a problem that we tried to solve and present to you for review - this is the analysis of the lesson from the position of the system-activity approach. We have found different types of sample lesson analyses, but they are all designed for mainstream schools. They tried to evaluate the results of their activities, but as a rule it turned out that in the senior classes the result of pedagogical activity was higher than that of the teachers of the lower classes. When discussing the methodological day, we decided: to develop forms for analyzing lessons by links (we have 2 links) and for educational activities. I was assigned the responsibility of developing a lesson analysis in an elementary school. I present the results to your attention.

Map of lesson analysis in elementary (correctional) school from the position of the system-activity approach (SAP)

Class _____ Name of teacher ___________________________________________

Visit purpose _____________________________________________________

Name of the lesson ________________________________________________________

Theme of the lesson _________________________________________________

Date of visit ____________________________________________________________

The lesson analysis map is located in a table that contains columns with names ... and I will give examples from an open lesson on the topic Pets. Cat. Recognition, naming. Appearance, habits, food. What benefits does a cat bring to a person, how a person takes care of it.

№ p/n	options	criteria	Availability of criteria	grade		note
	motivation	1. Goodwill, 2. interest in educational material, 3.interesting shape, 4.non-standard lesson				1 emotionality 2. was it interesting? 3. mixed on the letter we dance, on the mat. -poems, etc. 4.it is non-traditional (unspecified structure: lesson-game, competition, auction, integrated, binary - conducted by 2 teachers)
	goal setting	1. The goal is determined by the teacher. 2. The purpose of the lesson is agreed upon in discussion with the students. 3. The purpose of the lesson is formulated by students partially on their own		An example from the abstract What are cats for?		Depending on the class, an assessment is given, as well as taking into account the accuracy and clarity of its setting.
	The nature of the learning tasks	1. Reproductive (execution according to the model); 2.Reproductive with the inclusion of independent work; 3. Exploratory, creative (with elements of creativity)		Example? Determine color How to pet a cat Example?
	Management of the cognitive activity of the student and the characteristics of the student's activity in the lesson	1. accepts the problem situation given by the teacher; 2. accepts the goals and objectives set by the teacher; 3. uses the proposed algorithm of actions; 4. uses the offered resources; 5. is able to partially formulate the problem; 6. tries to solve the problem on his own; 7. knows how to plan work with the help of a teacher; 8. partially exercises control over his actions				The grade is set depending on class 1-4, on the contingent of students and on the correct management of the teacher by the cognitive activity of students
	Forms of mastering the lesson	1. independent; 2. work in pairs; 3. work in groups; 4. individual; 5. frontal				Diversity needed
	Methods used in the lesson	1. problem presentation (the teacher introduces the process of finding a solution to a particular problem); 2. reproductive (execution according to the model or repeated reproduction of the reported knowledge and methods of activity); 3. heuristic (the teacher organizes the participation of students in the implementation of individual steps to find a solution to the problem); 4. explanatory and illustrative;		Choose foods that would feed the cat What cats are for (healer, good mood, artists, weather forecasters)		3. it is a learning technique based on discovery or guesswork (exploratory method)
	Application of innovative technologies (effectiveness of application)	2. project activity (elements); 3. elements of a problem-dialogical lesson				In the correction School Not used As far as possible
	Student communication	1. observes speech norms; 2. learn to work in pairs and groups; 3. know how to negotiate among themselves; 4. avoid conflict situations; 5. ask questions for understanding;
	Formation of the BUD	1. during the explanation of new material, the activity belongs to the teacher; 2. explanation of the new material by the teacher with the inclusion of problematic questions, heuristic conversation; 3. a combination of the teacher's explanation with the students' statements (from life experience);
	Organization of feedback in the lesson	1. the teacher asks - the student answers; 2. the teacher poses a problem - students choose the methods and forms of feedback; 3. joint modeling of situations (discussion of assessments);		habits brought a kitten home
	Student Achievement Assessment System	1. self-assessment of students based on verbal characteristics; 2. inclusion of students in the discussion of the answer; 3. an application for evaluation with an indication of their reasons;
	Reflection Slide 5-17	1. students speak about the lesson; 2. students evaluate the result of the work;
	Lesson effectiveness	1. the results of the lesson coincide with the purpose of the lesson;
	Homework	1. assignments similar to classroom ones; 2. the volume of assignments is not more than 25% of class work; 3. tasks of a differentiated nature;			In the 1st grade are not assigned

Conclusions: _________ Excellent lesson, systemic activity. The approach is traced throughout the lesson, etc. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Recommendations: __ Publish on the website, conduct for young teachers - if the lesson is good, if there are shortcomings, then visit someone else's lessons, etc. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signature of the person who attended the lesson _________________________________________________________

slide 5

Reflection- reflection of a person, aimed at analyzing himself, his own actions and past events.

slide 6

Divided into types:

physical (succeeded - did not have time);

sensory (well-being: comfortable - uncomfortable);

intellectual (that he understood, that he realized - that he did not understand, what difficulties he experienced);

spiritual (he became better - worse, created or destroyed himself, others).

slide 7, 8, 9

Reflection of mood and emotional state

Slide 10, 11, 12, 13, 14, 15, 16

Reflection of activity

We will conduct a reflection of our communication game "Microphone". Please express your opinion on my speech. (Did you like it? Did you learn something new? Was it interesting? Are you in a good mood? Add: - I realized that ..., - I was surprised ..., - I can ...)

Slide 18 “The great goal of education is not knowledge, but action” (Herbert Spencer)