In modern conditions, the range of activities of the deputy director of an average school is becoming wider. Because of this, we constantly have to look for new methods of control that allow us to spend a minimum of time and get more information about how and what methods are taught in the classroom. Accordingly, a relevant and well-designed lesson analysis scheme helps to cope with this problem.
General focus of analysis
It is known that GEF insists on the use of a system-activity approach 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 effective, timely, but “soft” control is needed. Many questions arise: how to organize the lesson correctly, how to properly arrange the handout and methodological material so that it is convenient for them to use both the teacher and the student.
We propose a concise and classical lesson analysis scheme based on the recommendations of the GEF and the experience of teachers. This development will help to quickly and fully analyze almost any lesson, regardless of its topic and focus.
Lesson structure
First, we’ll deal with what stages each “session” of working with students must contain. So, the general recommendations are as follows:
- Stage of organization.
- The issuance of the goals and objectives of the lesson, the motivation of students. A lot depends on the correctness of this stage. For example, when analyzing a literature lesson, you should pay attention to the input data and those words with which the teacher is trying to interest his students.
- Conducting knowledge update. Simply put, at this time, students are given new information that they must "embed" in an already acquired map of the subject.
- Pupils assimilate the obtained data, read literature and get deeper acquainted with the topic by reading teaching materials.
- The teacher, asking leading questions, checks how his students have learned new material.
- The received information is being consolidated.
- A new homework is given, during which students learn more about 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 consolidation of knowledge?
In order for children to truly absorb information and learn how to use it in the future, more efforts must be made. Practice shows that one lesson is clearly not enough. We need a second, fixing. In general, its structure is practically no different from the above, but GEF recommends giving students situational tasks to consolidate: typical and changed. 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, with the structure of classes we figured out. But how is the lesson analysis framework related to this? Everything is simple: without knowing its classical construction, it will be difficult to check and control something. We continue our acquaintance with the topic.
GEF Lesson Analysis Tasks
The more fully the course of a particular lesson will be analyzed, the more competent and reasonable recommendations can be given to the teacher. They will help a specialist (especially a young one) to determine the causes of those problems leading to insufficient digestibility of the material that he gives in his classes. In addition, the regular elimination of deficiencies in the work will not only make it more effective, but will also significantly increase the teacher’s self-esteem.
It should be immediately warned that our lesson analysis scheme suggests a well-developed reflection skill. Without this skill, it is impossible to “look back” to record and evaluate your own mistakes and mistakes.
Why do this?
So, studying the quality of training provides the following invaluable opportunities:
- Learning to set goals and objectives correctly both for students and for themselves.
- Learn to see the connection between the conditions and methods of material presentation and the speed of solving educational problems.
- The 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 a simple truth to many students: the faster you “grasp” general positions at the beginning of the lesson, the easier it will be to navigate both in a specific subject and in all related industries. This is especially important for difficult modern conditions, when specialists sometimes have to readjust literally on the fly.
It is important to understand that our plan is universal. In particular, the analysis scheme of the mathematics lesson is no different from the verification of the lesson of the Russian language. The approach to the presentation of the material is the same, and in any case, it is necessary that children with interest and sincere desire study new material that will be useful to them in the future.
What do we have to do?
So, we begin to deal directly with the analysis methodology. First, fragments of the lesson are selectively examined. The specialist will find 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:
- Problematic 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 a meeting of students and representatives of the enterprise (during vocational guidance).
- Productive reading. As the name implies, the student works closely with the text, revealing the most necessary information. Best of all, when this stage precedes the problematic dialogue: this way you can clearly see the completeness of the assimilation of new material.
- Reflection, or assessment of educational success. Students learn to adequately evaluate the work done, identifying mistakes and flaws in it, draw conclusions on how to avoid them in the future. It is very good if at the same time the main points are written down, and after every few lessons the student checks how well he manages to adhere to the formulated remarks. Such a scheme for analyzing a lesson in a school will allow children to show the practical value of this type of activity.
What functions should a teacher perform during a lesson?
There are several of them, and all of them are equally important. The most classic and obvious function is regulatory. It is the teacher who sets the goals and draws up the general lesson plan; he also determines how successfully the students coped with the problems that were set before them in previous classes. Simply put, he gives marks for classroom 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 students will learn new things.
Another teacher can even turn an explanation on the basics of String Theory into a fascinating story, and another can even turn a study of an interesting work of art into real torture. This example of analysis of the lesson shows how important personal charm and charisma of the person who conducts 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 persistent students will try to understand the essence of the phenomenon. If you tell in detail that such processes occur, for example, in car batteries, that with their help you can extract many important substances from ordinary water and salt, there will be noticeably more interested. This is the best 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 grave consequences for children. Assigning this teacher role is simple and difficult 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. However, this is not about creating a “universal speaker”: a student, even if expressing some kind of erroneous thought, should be able to discuss it with his comrades, 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, he will not expect anything good. Either he will turn into a “gray mouse”, being unable to make any assumptions, or, on the contrary, will become completely intolerant of the opinion of a demagogue. And the line here, no matter how strange it may seem, is thin enough. This is especially true if a lesson is conducted in elementary school, the analysis of which should be especially in-depth.
Personality function
It was not by chance that we made it a separate item, since the importance of this role of a teacher is difficult to underestimate. How to decrypt it? The task of the teacher here is to form a moral, responsible, self-sufficient person. Each child is unique, and therefore it can be difficult to do. The particular difficulty lies in the fact that many teachers, consciously or unconsciously, choose certain “favorites” for themselves, the attitude to which is better because of some personal qualities.
In any case, these are the conclusions of many experts from the Federal State Educational Standard, who spent a lot of time studying approaches to teaching in all schools of the country. It is on the basis of their requirements that a lesson analysis plan has been drawn up , proposed as part of this material.
This should not be, because a similar situation is perceived with hostility by the rest of the class, while the credibility of the teacher himself decreases, students are much more critical of his words and actions. All this greatly interferes with the full work with the class and giving children new material. So, we have revealed the general information. After that, you can stock up with pencil and paper. They will be required for scoring for each element of the analysis.
Important! In this case, the assessment is carried out not according to the usual five-point system, but only on 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 fully correspond. Thus, a rating of "2" means that everything was done perfectly. So what does the lesson analysis outline imply? The sample involves consideration of each stage of the lesson separately.
Lesson Analysis Steps
Stage number one: checking the quality of the lesson, studying the implementation of the functions that the lesson should perform (educational, developing and educational). Pay attention to the very organization of the educational process: how logical it is organized, the manner in which information is presented and other important factors. Finally, the most important thing for this stage: how high-quality a teacher can provide students with motivation so that they can fully and qualitatively absorb new material that they are submitting. For goals, organization and motivation they consistently give points.
Now let's pay attention to the compliance of the analyzed classes 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 the lesson in the 1st grade does not imply the presentation of such stringent requirements, but in the case of checking the lessons from high school students it is necessary to pay increased attention.
- The formation of the ability of children to universal educational activities (UUD). Simply put, can students quickly and competently use the information they provide when solving various situational problems.
- The practical use of new approaches to learning is very important: projects, research.
As in the previous case, points are scored for each subitem. At the next stage, the content of the lesson is evaluated. So what else does the lesson analysis outline suggest? The sample provided by us on the pages of this article provides a deep immersion in the subject of the lesson.
Scientific validity of the lesson
Firstly, how consistent is the submitted material with scientifically confirmed data. How objective is the teacher’s vision of this issue. Finally, how much does the content of the lesson meet the requirements of the program. It is also many overlooked, which is not too good. Also (in accordance with the latest requirements of the Federal State Educational Standard), it is necessary that as much practical situations as possible be considered at the lesson, so that the information provided as part of the training session can be successfully used by the student in his adult life, in the “field” conditions.
Finally, lesson programs should be logically interconnected. This simplifies the students' understanding of the information given in the classroom and accelerates the process of “understanding” children in the most complex, multi-stage topics. Thus, the analysis scheme of the lesson on GEF involves a stop on the assessment of the following points:
- Scientific validity.
- Compliance with the program.
- The relationship of theoretical and practical parts.
- The relationship between previously covered topics and new material. This is especially important if the teacher gives a lesson in elementary school. Analysis of such activities should be carried out especially carefully.
Lesson Methodology
Here, the main emphasis is on the ability of a teacher to create problem situations and conduct dialogs, during which students look for ways to solve these problems. This is also one of the new requirements of the GEF. This is looked at when an open lesson is being analyzed.
What is the proportion of deductive and reproductive activity? The easiest way is to determine the quality of teaching by the ratio of the following types of questions: "read, tell, rewrite" and "prove, explain, compare." The more recent and more complete, more objective answers to them - the better the teaching process. More importantly, children learn even better and more fully even a complex curriculum. Given the volumes that are provided for it and tend to increase every year, this is extremely important.
If a history lesson is being analyzed, then the emphasis on evidence and comparison should be maximized. In this case, students not only memorize facts about past events, but they can also independently understand why and why this happened.
Emphasis is also placed on the ratio of independent work of students to teachers. How often do trainees independently investigate the problem and draw conclusions on it? Pupils should be able to not only listen carefully to the teacher, but also independently seek a solution to the problem, using exclusively information independently found. This is a fundamental circumstance, which without fail involves the analysis scheme of the lesson on GEF.
How to summarize? Everything is very simple: the points obtained by checking each item are added up. The larger the total, the better.