Download the technological map of the FGOS lesson sample. Technological map of the lesson on fgos

The technological map allows you to design the educational process. The task of the teacher when creating it is to show the so-called activity-based approach in the learning process. Describing each stage of the lesson in the flowchart, the teacher designs his own activities and the intended actions of students. Below are the requirements for the technological map of the lesson in primary grades and a description of its structure is given.

Modern lesson ideas (i.e. lesson requirements):

The purpose and objectives of the lesson are clear and specific;

The main goal is to achieve specific results (universal educational actions);

Students are motivated to take action;

A problematic situation has been created in the lesson;

The relationship between the activities of students in the lesson with the goal (achievement of planned results) is traced;

Conditions have been created for students to work independently;

The requirements of SanPin are taken into account;

In the lesson, the teacher creates conditions for the formation of students' evaluative activity and reflection.

WPS structure:

1. The goal that the teacher wants to achieve in the lesson (only one goal is indicated, it should not be confused with the concept of "lesson objectives"). If possible, the problem (i.e. the idea) of the lesson, the objectives of the lesson (ways of achieving the goal) are stated. The planned results of the lesson (formed in the UUD lesson) - verbs in an indefinite form are used (see FGOS). Educational technologies and methods used (including health-preserving technologies are listed). Learning tools used (electronic and printed resources, textbook, study guides, visual aids, equipment).

2. The course of the lesson. Created from two columns. The first column is called "Teacher activities" (during each stage of the lesson, you need to briefly describe the teacher's actions using words such as: "organizes, creates, reads, promotes, helps", etc.). The second column is "Student activity" (it can be described using the words: "read, analyze, make assumptions, generalize, agree", etc.). At the end of each stage of the lesson, the teacher necessarily organizes the control and assessment activities of the students, and the students conduct a self-assessment of educational actions and results.

The course of the lesson consists of 4 main stages, which must be reflected in the map. The teacher can break each stage into smaller ones, depending on his own idea. It is necessary to describe the actions, not the intended responses of the students. Direct speech should be used as little as possible, only if it is impossible to replace it with a descriptive turn.

Stage 1. Statement of the educational problem. The teacher creates a problem situation and organizes the actions of the students so that they themselves (if possible) formulate the problem. Together with the teacher, the children determine the topic of the lesson. The current knowledge and skills of children are being revised, which will be necessary to solve the formulated problem.

Stage 2. Organization of cognitive activities. The teacher and students are planning work for the lesson. In the course of performing special tasks, new knowledge is discovered, UUD is formed, a previously formulated problem is solved, etc.

Stage 3. Consolidation and inclusion in the knowledge system. The teacher organizes students' independent activities aimed at consolidating, generalizing, accepting, including new knowledge or skills in the system of existing knowledge, self-control and self-esteem, etc.

Stage 4. Reflection of educational activities in the lesson. Correlation of the goal set at the beginning of the lesson with the planned results. Diagnostics of the achievement of planned results. Self-assessment of the activities of students (and teachers) in the classroom. The final results of solving the problem (or learning problem) formulated at the beginning of the lesson. Practical application of new knowledge and skills.

Speech at the methodological association on the topic: Practical lesson: drawing up technological maps.

Teacher: Chaplygina S.A.

A teacher who begins to implement the FSES must make changes in his activities, in the construction of the lesson and its conduct. FSES requirements: the formation of universal educational actions of students. The lesson flow chart can help to organize the lesson in accordance with these requirements.

The technological map of the lesson is a graphical display of the lesson scenario, the lesson plan, which contains the methods of individual work and the possibilities of variable development of the lesson. It describes the process of activity, as well as all operations of the activity and its components. The technological map can clearly reflect the interaction of the teacher and the student in the lesson, planning activities at each stage of the lesson.

The traditional outline is the content of the lesson vertically, and the technological map is horizontally. When planning a lesson, the teacher determines all types of student activities in the lesson as a whole and its individual stages. When composing a lesson construct, the teacher formulates problematic questions for students, aimed at achieving a result. A modern lesson must be considered as a link in a well-thought-out system of teacher's work, where the tasks of teaching, upbringing and development of students are solved.

In the structure of a modern lesson, I have introduced new elements and stages associated with the achievement of a personal result.

• Motivation for educational activities is carried out through the inclusion of students in search and research activities. The teacher creates the conditions for the emergence of an internal need to study the material.
• The topic of the lesson is the main subject of the presented knowledge, something that is subject not only to study, but also to discussion. The topic also presupposes the formulation of a problem that predetermines the selection of educational material. As a rule, the topic of a lesson is presented in its title.
• Students formulate the purpose of the lesson independently, while defining the boundaries of their own knowledge and ignorance.
• The new stage of the lesson is identifying difficulties and planning your actions to solve the educational problem.
• Students independently complete assignments, carry out their self-examination, comparing them with a standard, learn to evaluate activities based on its results, draw conclusions.
• At the stage of reflection, the teacher in the system teaches children to evaluate their readiness to detect ignorance, find the reasons for difficulties, determine the result of their activities
• Students choose their homework in a modern lesson independently (from those suggested by the teacher), taking into account individual capabilities. The teacher designates for himself that part of the material that he will use in the future (that is, he selects the material, examining it through the prism of activity.)

Frontal polling, often used in a traditional lesson, did not make it possible to include all students in the activities, therefore, in a modern lesson, the teacher includes students in individual and group activities.

Students must be taught to independently find the information they need, not only in the textbook, but also in other sources; independently process the content of the material with the recording of the main provisions in the form of a retelling, synopsis, diagrams, theses, a complex plan.

To consolidate the material and independent work, the teacher uses techniques such as reading tables, diagrams, drawing up mind maps, studying and commenting on graphs, drawings (this allows students to engage in active mental activity). Throughout the lesson, it must be remembered that any student with a passive perception of the educational material cannot develop. It is his own action that can become the basis for the formation of his independence in the future. This means that the educational task is to organize conditions that encourage students to take action.

In a modern lesson, the selection of tasks and questions is carried out on the basis of a systemic - activity approach to learning. The teacher offers tasks that are focused on obtaining not only subject, but also meta-subject and personal results. These tasks include productive (creative) ones. Performing such tasks, students will not find a ready-made answer in the textbook, which means they learn to apply knowledge in practice, design new ways of action, and form their own life position. The wording of such tasks sounds differently, by completing such tasks, students will apply existing knowledge in a new situation related to real life.

A modern lesson assumes that the topic of the lesson can be formulated by the students themselves, thereby the teacher, together with the children, brings the lesson to a new, modern level, which allows realizing a systemic activity. The basic didactic structure is displayed in the outline of the lesson and in the technological map. It has both static moments that do not change depending on the types of the lesson, and dynamic ones, which are characterized by a more flexible structure:

1. Organizational moment:

• theme;
• goal;
• educational, developmental, educational tasks;
• motivation for their adoption;
• planned results: knowledge, abilities, skills;
• personality-forming orientation of the lesson;

2. Checking the completion of homework (if it was asked).

3. Preparation for active learning activities of each student at the main stage of the lesson.

• statement of the educational problem
• updating knowledge

4. Announcement of new material:

• solving an educational problem;
• assimilation of new knowledge;
• primary check of students' understanding of the new teaching material (current control with a test).

5. Consolidation of the studied material:

• generalization and systematization of knowledge;
• control and self-examination of knowledge (independent work, final control with a test).

6. Summing up:

• diagnostics of lesson results;
• reflection of goal achievement.

7. Homework:

• instructing on its implementation.

It is necessary to clearly identify the topic, and the purpose and objectives of the lesson.
The goal is one of the elements of human behavior and conscious activity, which characterizes the anticipation of the result of activity in thinking and the way of its implementation using certain means. The goal acts as a way of integrating various human actions into a certain sequence or system.

Analysis of activity as purposeful involves identifying the discrepancy between the current life situation and the goal; the realization of the goal is the process of overcoming this discrepancy.
The purpose of the lesson is determined by:

• the planned result of the lesson
• ways of implementing this plan

The goal usually begins with the words "Definition", "Formation", "Acquaintance", etc. Verb forms should be avoided in forming the goal of the lesson.

A task is a given in certain conditions (for example, in a problem situation) the goal of the activity, which must be achieved by transforming these conditions, according to a certain procedure.

The full cycle of productive thinking includes the formulation and formulation of a task by the subject himself, which occurs when he is presented with tasks, the conditions of which are problematic.

Tasks can arise in practice or created deliberately (educational, game, etc.). A hierarchically organized sequence of tasks forms a program of activities. The formulation of lesson objectives most often takes the form of answers to the question: "What needs to be done to achieve the goal of the lesson?" Thus, the tasks should begin with the verbs - "repeat", "check", "explain", "teach", "form", "educate", etc.

Immediately it is necessary to provide for the planned results of the lesson. In the formulation of the planned results, uniformity and compliance with the tasks are also necessary: ​​how many tasks - so many, and there should be planned results.

At the main stage of the lesson, it is extremely important to prepare each student for active learning activities.
EOR can be used at any stage of the lesson, if appropriate, it saves lesson time, increases the interest of students. A mandatory point is the list of information sources that were used both in preparation and during the lesson.

A technological map is a new type of methodological product that provides effective and high-quality teaching of educational courses at school and the ability to achieve the planned results of mastering basic educational programs at the stage of primary education in accordance with the FSES of the second generation.

The concept of "technological map" came to education from industry. Technological map - technological documentation in the form of a map, a leaflet containing a description of the manufacturing process, processing, production of a certain type of product, production operations, equipment used, temporary mode of operations. A technological map in a didactic context represents a project of the educational process, which presents a description from goal to result using innovative technology for working with information.

Learning using a flowchart allows you to organize an effective educational process, ensure the implementation of subject, metasubject and personal skills (universal educational actions), in accordance with the requirements of the second generation FSES, significantly reduce the time for preparing a teacher for a lesson.

The essence of project pedagogical activity in the technological map lies in the use of innovative technology for working with information, describing tasks for a student to master the topic, and formalizing the expected educational results. The technological map has the following distinctive features: interactivity, structuredness, algorithmicity when working with information, manufacturability and generality.

The structure of the WPS includes:

• the title of the topic, indicating the hours allotted for its study;
• the goal of mastering the educational content;
• planned results (personal, subject, metasubject, information and intellectual competence and ECD);
• meta-subject connections and organization of space (forms of work and resources);
• basic concepts of the topic;
• the technology for studying this topic (at each stage of the work, the goal and the predicted result are determined, practical tasks are given to work out the material and diagnostic tasks to check its understanding and assimilation);
• control task to check the achievement of the planned results.

The technological map allows you to see the educational material holistically and systematically, to design the educational process for mastering the topic, taking into account the goal of mastering the course, flexibly use effective methods and forms of working with children in the lesson, coordinate the actions of the teacher and students, organize the independent activities of schoolchildren in the learning process; carry out integrative control of the results of educational activities.

The technological map will allow the teacher:

• implement the planned results of the second generation FSES;
• define universal educational actions that are formed in the process of studying a specific topic, the entire training course;
• systematically form students' universal learning actions;
• comprehend and design the sequence of work on mastering the topic from the goal to the final result;
• determine the level of disclosure of concepts at this stage and correlate it with further training (write a specific lesson into the system of lessons);
• design your activities for a quarter, half a year, a year through the transition from lesson planning to project design;
• free up time for creativity - the use of ready-made developments on topics frees the teacher from unproductive routine work;
• to determine the possibilities for the implementation of interdisciplinary knowledge (to establish links and dependencies between subjects and learning outcomes);
• in practice, implement metasubject connections and ensure coordinated actions of all participants in the pedagogical process;
• carry out diagnostics of the achievement of the planned results by students at each stage of the development of the topic;
• solve organizational and methodological problems (substitution of lessons, implementation of the curriculum, etc.);
• correlate the result with the goal of training after creating a product - a set of technological maps;
• to ensure the improvement of the quality of education.

The use of a technological map provides conditions for improving the quality of training, since:

• the educational process for mastering the topic (section) is designed from goal to result;
• effective methods of working with information are used;
• a step-by-step independent educational, intellectual-cognitive and reflective activity of schoolchildren is organized;
• conditions are provided for the application of knowledge and skills in practice.

Examples of routing templates:

Math lesson flow chart

on this topic " _______________________"

The date of the:______________________________________

Teacher: ___________________________________________

Number of hours on the topic: _______________________

Place of the lesson in this topic: ___________________________

Forms of work: group, frontal, individual

Lesson type: a lesson in learning new material.

Lesson objectives: ____________________________________________________________________

Lesson Objectives:

1. Create conditions for updating basic knowledge.
2. Organize the wording of the topic of the lesson.
3. Organize the setting of an educational goal and educational objectives by students.
4. Contribute to the activities of self-withdrawal _________________
5. Continue work on the formation of students' responsibility for their activities in the lesson, the ability to independently acquire knowledge, mastering the methods and criteria of self-control and self-esteem.

It is also important to be able to reflect on your lesson. Knowing what points the analysis of the lesson is based on, the teacher will more competently approach the process of constructing it.

Key points and requirements of aspects of lesson analysis.

1. Didactic task of the lesson (brief evaluative analysis):

• correspondence of the didactic task of the lesson to the selected content;
• the effectiveness of solving a didactic problem.

• Compliance of the main content of the lesson with the content of the program and the textbook.

3. Methods and means of teaching:

• correspondence of teaching and learning techniques (teaching methods) to the solution of the triune educational goal;
• the use of a variety of techniques, methods and teaching aids, including information (software multimedia tools at various stages of the lesson: training programs and presentations, electronic textbooks, videos, as well as electronic educational resources).

4. Forms of education:

• correspondence of the forms of teaching (frontal, group, individual, collective) to the solution of the main didactic task of the lesson;
• the expediency of using the proposed tasks.

5. The effectiveness of the lesson:

• achieving the goal and solving the main didactic task of the lesson

6. Practical orientation of the lesson:

• the practical orientation of the questions, exercises and tasks proposed for schoolchildren to perform;
• organizing and conducting laboratory workshops and experiments with virtual models, processing the results of the experiment.

7. Independent work of schoolchildren as a form of organizing educational activities:

• the level of independence of schoolchildren in solving the didactic task of the lesson
• the nature of independent educational activity (reproductive, creative);
• mutual assistance;
• the interactive component and the share of independent work of a student with ICT, depending on the level of technical equipment.

8. Formation of universal educational actions at each stage of the lesson:

• personal, cognitive, communicative, regulatory.

9. Formation of ICT competence:

• the use of ICT in the classroom, the level of formation of ICT competence of students.

10. Lesson structure:

• correspondence of the structure of the lesson to the main didactic task.

11. Control and evaluation activities:

• the use of modern methods of assessing and testing knowledge in the context of information and communication technologies;
• implementation of automatic control: using ready-made tests, creating your own tests;
• maintaining electronic forms of documentation, including an electronic journal and student diaries;

12.Pedagogical style:

• observance of the norms of pedagogical ethics.

13. Hygiene requirements:

• temperature control, classroom ventilation, alternation of activities, dynamic pauses;
• compliance with sanitary and epidemiological requirements;
• compliance with the requirements for the organization of the educational process using ICT.

The analysis of the lesson based on the system-activity approach can be structured as follows:

1. Time of students' independent work (at least 50% of the lesson time).
2. The time during which the teacher spoke (no more than 10 minutes).
3. How many students answered verbally in the lesson and how long (everyone should).
4. How many students received grades (all must).
5. The time during which the students moved (at least 2-3 minutes).
6. How many students are ready for the new material (as tested).
7. How many students left the lesson with a complete understanding of the new teaching material (as tested).
8. Does the amount of homework correspond to the norm (yes - no).

A technological map of a lesson in FSES is a form of planning a pedagogical relationship between a student and a teacher, which contains a number of actions to achieve the goals of highly qualified teaching in the sequence displayed at the stages of the lessons. The use of such a sequence helps to optimize the process of forming the personality of schoolchildren and their development.

This concept came into education from the terms used in industry, where it was used as technological documentation in the form of a map (table) located on one sheet and containing a description of the process being carried out, which includes a certain type of object, actions regarding it, time regime and forecasting.

The technological map of the lesson today is an innovation in which such specific features as manufacturability, generalization, ideological, interactivity, consistency in working with information material are noticeably revealed. These characteristic phenomena are aimed at improvement of methods teaching students in schools and other educational institutions.

Technological map of the lesson according to the Federal State Educational Standard. Teacher tasks

To create a "holistic picture of the lesson", the teacher is invited to structure the lesson and conduct it in a modern way with the help of this form of methodological production, that is, to realize his vision in planning lessons in conditions of material disclosure.

The lesson should be developing and at the same time problematic in nature, arouse the interest of students and promote the activity of schoolchildren.

When using this method of conducting a lesson, regardless of the subject (mathematics, English, labor, physical education, etc.), the teacher should focus on the motives and tasks on the basis of which the students will achieve educational results, while they should not be formulated as a list all the usual formulations (skills, abilities and knowledge), and in the form of ways of their activities (for example, actions in the lesson).

The teacher must constructively possess - planning ability; know the goals and objectives of the subject; be able to navigate the most effective teaching materials in their subject; take into account the learning conditions and age characteristics of students; monitor the level of general development of the class.

The technological map according to the Federal State Educational Standard is a graphical table that is intended for recording in the course of the lesson (mathematics, English, physics or any other subject; including for primary grades).

The teacher's task is to develop a table and reflect it has the following points:

This card is an important aspect for the teacher in that it serves as an assistant in the more developed formation of the lesson and in the formation (status) of the teacher in the eyes of students, taking into account the innovations of modern life. The entries in it enable the teacher to detail as much as possible during preparation lesson content and effectively reflect the main points of the planned program, corresponding to the topic of the lesson; and also allow at each of its stages to assess the potential efficiency and rationality of the chosen method of work, form, method, means and type of teaching.

How to develop a technological map of a lesson on the Federal State Educational Standard?

This issue affects many teachers and is considered especially difficult today for employees of district secondary educational institutions. However, one should not take a negative attitude to such an innovation, since everything in the world is improving over time, including the specifics of education. Scientists believe that for pupils of rural schools this system of teaching lessons is most necessary, because it is aimed at achieving in-depth knowledge of schoolchildren and their conformity to modern lifestyle.

In drawing up a technological map of a lesson according to the requirements of the Federal State Educational Standard, four main trends are distinguished:

Structure, form and content

The new way of teaching lessons allows you to see the teaching material in a systematic and holistic manner, as well as to design the learning process in schools in order to master the studied topic. Therefore, a properly developed technological map will contribute to the effective perception of students and the coordination of the actions of the teacher and students, which ultimately will lead to to a positive result both the work of the teacher and the success of schoolchildren.

Requirements for the development of this document at the legislative level are not regulated, that is, the form and structure can be created at the discretion of the teacher, taking into account the goals and work for the result; however, there are a number of recommendations that are worth listening to.

The technological map reflects the essence of the lesson, therefore, among mandatory elements must be:

The purpose of the lesson should be a way of presenting information on a specific topic in a way that is aimed at fulfilling educational and upbringing tasks, as well as at full disclosure of the subject. It is determined by such factors as the way of implementation of the planned activity and the planned results.

Lesson Objectives - this is the purpose of the activity in certain conditions, which is based on the achievement by transforming these conditions, according to certain actions. The necessary cycle of productive thinking is closely related to the formulation and formulation of tasks by the subject himself when performing tasks of a problematic nature (especially in such complex subjects as mathematics, physics and chemistry). Tasks can be intentional or arise in practice assignments; the hierarchical sequence of tasks helps to form the program of activities.

Planned results are necessary foresee in advance... Their formulation should reflect compliance with the objectives (i.e. the number of tasks corresponds to the number of results); it is recommended to use uniformity.

Let's cite as an example the development of a technological map of a lesson in the Russian language.

Technological map of the Russian language lesson according to the Federal State Educational Standard

To arrange the "head" of the table, it is enough to indicate the name of the subject (for example, "Russian language"; lesson topic (example: " Synonyms. Meaning in Russian.„); lesson type (this can be „ open lesson of new knowledge" or " presentation“); predictable results (reflection of goals and methods of learning in assignments (requirement of knowledge from students)); didactic means (meaning textbooks, tasks on cards, etc.); equipment (various layouts, stickers, etc.).

The table and entries in it should be concise and understandable, as unnecessary information will complicate the use developed lesson plan... A few main sections are enough, notes in which will emphasize the essence, intent and result of the lesson.

Intended Sections:

• stages of the lesson;
• form, methods, system of work;
• the content of the interaction of the teacher with the students;
• teaching activities;
• the activities of students;
• achievements in UUD;
• lesson results.

Features of filling

The forms of organizing the lesson include: individual, frontal, work in pairs, work in groups. When filling out the table, it is necessary to take into account these types of training sessions.

Regarding the traditional stages of the lesson, the arrangement of the teacher's actions is as follows: the stages directly depend on the type of lesson; it is allowed to exclude or combine the stages of classes. This section makes it possible to evaluate the effectiveness and rationality of the selected techniques and approaches in organizing the lesson on a temporary basis and analyze the content of the material, the correctness of the applied forms and methods of work. Initially, there is a greeting, then preparing students for action and their actions regarding the assignment. The components of the stages are: the organizational moment, the motivation and orientation of the students, the results and reflection (the state of the students).

When indicating the achievements of the UUD and summarizing the results, it is allowed to use the working material of the educational program.

As for the teacher's activities, it is necessary to calculate in advance all the actions that will come from him. You can indicate your actions using phrases: "Greeting students", "checking the readiness of students", "voicing the topic of the lesson", "creating a welcoming environment", "raising the problem", "formulating the assignment", "monitoring the performance of work", "organizing self-examination", "assessment".

Planning the activities of students can be reflected in the following phrases: "Working with a notebook", "commenting", "reading", "writing a dictation", "giving examples", "highlighting the main thing", "conducting an analysis", "self-examination", "expressing one's own opinion" "presentation" etc. For primary grades: "Answers to questions", "work with cards" etc.

Predicted results are subdivided into personal, meso-subject, and subject-specific.

Personal predictable outcomes include learning methods that are tabulated in the form of the following statements: "Teach how to test yourself", teach how to evaluate your actions "," teach to work in a team and evaluate your contribution to common events " etc.

Metosubject predicted outcomes reflect goals such as: "Teach to highlight the main and analyze" or "teach an algorithm of actions" etc. ; subject, in turn, reflect the teacher's requirements and concretize the topic of the lesson: "Give a definition of synonymous words", "give examples of synonymous words" and etc.

Important present the lesson as follows so that he stimulates students to develop and at the same time educate them. It is necessary to use such wording as "To promote education (development or formation) ...", "to create conditions for education (development or formation) ...". Various drawings and solutions (for lessons in mathematics, physics and other computational sciences), texts (for lessons of English or Russian and other humanitarian subjects), goals and oral assignments for primary school students and other additions can be added to the content of the technological map.

To improve and speed up the process, it is recommended to use computer programs to develop the table and its content. There are also programs on a specific subject with a description of all ECDs and the effectiveness of the predicted outcomes. Using the "electronic constructor", the teacher's work in terms of development is much easier; the program is almost completely automated (when typing the name of the topic of the lesson and the number of the lesson, the remaining parameters are entered into the table template automatically; manually, only the text is entered into the content section and the necessary correction is made).

Sample flow chart for a lesson according to the Federal State Educational Standard

It is not so difficult to draw up a technological map of a lesson. It is enough to rely on the principles of a systems approach. The content and number of vertical columns are based on the course of the session and the role of the participants, and the number of rows determined by the type of lesson, which indicates the dynamism of the technological map.

The introduction of the latest standards in the education system led not only to an adjustment of the curriculum, a new list of recommended teaching methods and techniques, but also significantly influenced the amount of necessary documentation that teachers must prepare. One of these innovations is the obligatory flowchart for a lesson in the Federal State Educational Standard, the preparation and use of which helps the teacher to conduct the lesson as efficiently as possible, while spending a minimum of effort.

A new kind of abstract

A technological map is a graphic version of a traditional outline outline. The main impetus for the use of the new format was the adoption of the second generation FSES. The authors of the educational standard believe that the use of technological maps helps to work out all stages of the lesson as detailed as possible, which makes it easier to check and assess the knowledge of children at the end of the lesson.

Map structure

Teachers know that any synopsis, regardless of the subject, has a single structure. The same principle underlies the graphic version. So, the technological map of the FSES biology lesson has the same structure as for any other lesson in the humanitarian or exact direction.

Any routing begins with a heading that is similar to the heading of an outline plan.

This is followed by a table that describes the main elements of the content, broken down into stages. After the table, you can also place additional materials - tests, solving problems, schemes or tables used in the lesson.

Main steps

In technological maps, it is necessary to describe in detail the following stages of the lesson:

1. Organization of the class.
2. Homework check.
3. Knowledge update.
4. Acquaintance with new material.
5. Initial verification of what has been learned.
6. Anchoring.
7. Application of the knowledge gained during the lesson in practice.
8. Generalization and systematization.
9. Homework.
10. Summarizing.

Note that it is permissible to combine several stages into one to save time and improve work efficiency. In some cases, it is completely permissible to omit some points. For example, the Federal State Educational Standard may not contain such stages as consolidating the material covered, checking what has been learned, etc. (especially if the lesson is devoted to the study of poetry or the teacher has planned to devote all 45 minutes of time to watching the film adaptation of a novel or story).

At the same time, do not forget that, regardless of the type, the following steps remain mandatory:

1. Organizing time.
2. Preparation for learning new material.
3. The main stage.
4. Summarizing.
5. Reflection.

The technological map helps to determine in advance the form of organizing educational activities, that is, to plan which tasks will be performed by students individually, and which ones will be processed in pairs or small groups.

How to make a map?

When drawing up a technological map, it is necessary:

1. Indicate all operations and their constituent parts.
2. Describe in detail the activities of students and teachers.

Such a detailed study of the lesson will help to identify in advance tasks and exercises that are ineffective or too difficult for children, will help to calculate and distribute the material as accurately as possible at each stage of the lesson. Thanks to this, the teacher can not worry that the students will not have time to complete any assignments or, conversely, not think about what to do if they complete the assignments much earlier than the bell from the lesson rings.

For example, you need to teach a math lesson. The technological map of the Federal State Educational Standard, compiled by you, will help you choose the most interesting and really necessary tasks, choose in advance the form of organizing educational activities, and determine the type of test at the end of the lesson.

There are a few things you need to do to create a really useful map:

1. Determine the topic, its place among other topics in this section.
2. Determine the type of lesson.
3. Formulate a triune goal.
4. Highlight the main stages of the lesson, based on the type and type of lesson.
5. Formulate the purpose of each stage.
6. Determine the expected results of each of the stages.
7. Choose the most successful forms of work for implementation.
8. Pick up the necessary material.
9. Select for each stage the main type of work for students and teachers.

To draw up a lesson map, you need to prepare a template in advance, think over how the technological map of the lesson will look. We will present a sample of the Federal State Educational Standard a little below.

Teacher activity according to the map

The main feature of the card is that the teacher must calculate in advance and indicate in it what exactly the teacher will be doing at this or that stage of the lesson. It doesn't matter what subject you're teaching. the history lesson of the Federal State Educational Standard and the map of the geography lesson will be drawn up according to one universal sample.

The teacher's activities can be identified using the following phrases:

1. Checking the readiness of students.
2. Sounding the topic and purpose.
3. Problem pushing.
4. Creation of an emotional mood.
5. Formulation of the assignment.
6. Control over the performance of work.
7. Distribution of tasks.
8. Organization of self-test.
9. Maintaining a conversation.
10. Assessment.
11. Dictation.
12. Story.
13. Leading students to conclusions.

Student activities in the lesson

You can plan student activities using the following formulations:

1. Work with a notebook.