“The use of interactive forms in methodological work with teachers”
“The use of interactive forms in methodological
working with teachers to increase the effectiveness of implementation
modern pedagogical technologies"
Forming a teacher’s position that meets new requirements for his competence is one of the main problems at the present stage of development of preschool education.
What is competence?
It is “the ability to do something well or effectively, the ability to comply with the established standard applied in a profession.”
Modern society places new demands on the competence of teachers and poses other tasks:
— now it is not enough to simply fulfill the requirements of the program; the full and holistic development of students is necessary;
— as well as the formation of children’s competence and the development of general abilities, which will ensure the success of children in further education;
- it is very important to show the preschooler and teach him how to independently search and select the necessary information;
- You should also develop the ability to set problems and find ways to solve them, which will allow the child to navigate in any situations in the future.
In other words, a competent teacher must be able to competently integrate the content of education and ensure the interconnection of all classes, activities, and events.
It is possible to build an integrated educational process provided that the basic foundations of preschool education are combined with modern principles of preschool didactics.
To solve these problems, new, effective or innovative forms of working with teachers are needed.
We have created a certain system of working with teaching staff, which allows us to analyze modern pedagogical technologies and practically master planning on integrative principles.
We carefully selected and tested such forms of training for teachers, with the help of which it was possible not only to explain the principles of designing work with children, but also to practically master them, first through educational exercises, and then in the process of developing training content on individual cognitive topics.
I must say that everything new is not easy. One of the reasons is the age barrier of the teaching staff. And we, trying to present project activities as innovative, important, modern, opening up more opportunities, came across a wall of misunderstanding.
Project activity is not an easy form of work, even with such a huge selection of all kinds of literature. Apparently not every kindergarten uses it in their work.
Interactive teacher training helped us overcome all this. (You see different figures on the table. Each of them contains an encrypted question. Teachers choose the figure they like and answer the question. Young people can ask for help from their mentors assigned to them). And as happens in any team, proactive, creative, competent leaders led the rest.
To begin with, we found out the opinion of educators about interactive learning technology. Then they helped define the essence of the integrated system.
It was necessary to organize and conduct a series of trainings, after which teachers were able to practically master different options for building an integrated system of working with children.
Using interactive forms of teaching, teachers were divided into subgroups, did homework, and spontaneously created joint projects on the most fantastic topics. We used this method: we offer a pedagogical problem situation, we give it to the teachers. We ourselves step away from the leadership and observe how, after some confusion, leaders quickly emerge, take everything into their own hands, choose the best one from the ideas presented and form a conclusion or solution to the situation.
Sometimes groups were combined in a non-standard way: active and passive. Target:
- to give the opportunity to feel active as an ordinary performer and vice versa, if necessary, the passive one is forced to become a leader. Often the result was amazing - quite the opposite - the solution in the passive group was faster and better.
From a psychological point of view, such exercises help a person discover other (maybe new) qualities in himself.
It must be said how much the success of training depends on the environment, the psychological space in which classes take place (this includes light, heating, interior, furniture, and the appearance of the participant). For example, when teachers sit on small chairs, they behave in a special way.
We know teachers in our team who deliberately or subconsciously take a small chair or sit closer to the door. This is their kind of defensive reaction, which we, in turn, use for a positive result.
I will dwell in a little more detail on the use of interactive forms. For example, using the “brainstorming” method we show in practice how effective some techniques are for project activities. This is one of the methodological techniques that contributes to the development of practical skills, creativity, and the development of the correct point of view on certain issues of theory and practice.
"Methodical ring".
One of our favorite forms of working with teachers. Its goal is to improve the professional knowledge of teachers and identify general erudition. Photo. Here we are discussing the topic “Development of children’s speech in all types of activities.” Sometimes we include this form of work as part of a teacher council or consultation.
"Projective game" One of the varieties of business games. Here a project is drawn up, an algorithm of some actions. The main goal of the game is a live simulation of the pedagogical process and the development of certain professional skills. Photo. You see solutions to the issue of holding an Open Day.
"Aquarium". This is a form of dialogue where two trusted people from each team discuss a problem. Everyone else acts as active spectators. Photo. The question discussed here is: “How to influence parents who are systematically late for kindergarten in the morning and evening.”
There are other interactive forms of working with teachers, such as:
- method of unfinished phrases;
- pedagogical dictation;
- oral journal;
— trainings “What would this mean”? and others.
(For warm-up, I want to offer you the training “What would this mean?” You see a photograph on the screen, think and tell me, what would this mean?)
Of course, each such form of training differs from each other not only in name, but also in the methodology of implementation. At this meeting, I did not set out to introduce you to it (the technique). I wanted to show you the importance and necessity of interactive learning.
Teachers learn to weigh alternative opinions and make thoughtful decisions. They develop respect for other people's opinions and the ability to make reasonable conclusions and conclusions.
We notice a positive trend in the work of teachers: if previously they preferred ready-made planning developments, now they are more independently building their activities, relying on available manuals.
As a result of the use of interactive training for the teaching staff in the development of innovative technologies, the effectiveness of introducing the project method into practice is significantly increased. In order for the project method to fit seamlessly into the work of teachers, it is necessary to teach educators to analyze and evaluate their professional qualities and develop motivation for professional growth.
Increasing the level of professional skills of teachers is a priority in the activities of any educational institution. For this purpose, our kindergarten has developed a model
formation and professional growth of teachers, that is, the development of their professional abilities, personal qualities, organizational, design, and communication competencies.
For this model to work, it was necessary to organize, think through, and provide each teacher with their own participation in the life of the kindergarten.
For this purpose, educators were asked to develop pedagogical projects. Currently, each teacher has his own project. Analysis of the presented innovative transformations, have creative potential, are able to improve work experience based on design.
The first projects developed by teachers became the starting point for the introduction of design technology into the activities of the kindergarten.
A lot of serious methodological work carried out helped teachers draw an independent conclusion: in order to teach something, it is not always necessary to “lead”, that is, show a ready-made method of action, but it is better to give the child a certain freedom so that he feels it. I thought about it and tried different options.
Interactive forms of working with teachers
Interactive forms of working with teachers.
Tell me and I will forget;
Show me and I will remember;
Let me do it and I will understand.
(Chinese proverb)
Leaders of methodological associations often face the question: how can we ensure that every teacher becomes an active, interested participant in the work of various forms of methodological associations? How to get rid of the passivity of individual teachers? How to transfer them from reproductive activity to research? Towards the formation of the ability to reflect in the process of learning new things and mastering familiar material?
Enhancing the creative activity of teachers is possible through non-traditional, interactive methods and forms of working with teachers.
Many major methodological innovations are associated with the use of interactive teaching methods. It is necessary to understand the concept itself.
The word “interactive” came to us from the English language from the word “interact”, where “inter” is “mutual”, “act” is to act
.
“I hear and forget, I see and understand, I do and remember ,”
says a Chinese proverb. The methodology of participation and interaction fully involves in the educational process.
Interactive means the ability to interact or is in a mode of conversation, dialogue with something (for example, a computer) or someone (for example, a person).
From this we can conclude that interactive learning is, first of all, dialogue learning, during which the interaction between the head of the educational organization and the teacher-participant of the educational organization takes place.
What is the main purpose of “interactive”?
One of these goals is to create comfortable learning conditions, such that the teacher (student) feels successful, intellectually competent, which makes the entire learning process productive and effective.
What is the essence of interactive learning?
The interaction process is organized in such a way that:
— almost all participants are involved in the process of cognition and discussion;
— colleagues have the opportunity to understand and reflect on what they know, understand, and think about;
— each participant makes his own special individual contribution, has the opportunity to exchange knowledge, his own ideas, methods of activity, and hear different opinions of colleagues;
- this process takes place in an atmosphere of goodwill and mutual support, which makes it possible to gain not only new knowledge on the problem under discussion, but also develops the pedagogical activity itself.
Interactive activity involves the organization and development of dialogue communication, which leads to interaction, mutual understanding, joint decision and acceptance of the most common, but significant tasks for each participant. Interactive learning eliminates the dominance of either one speaker or one opinion.
