Methodological recommendations for the preparation of an additional general education general development program. Requirements for additional general education general development programs Standard of a general development program
Development and implementation
additional development programs.
According to Chapter 10, Article 75 of the Federal Law - No. 273
1. Additional education for children and adults is aimed at the formation and development creativity children and adults, satisfying their individual needs for intellectual, moral and physical improvement, creating a culture of healthy and safe lifestyle, promoting health, as well as organizing their free time.Additional education for children ensures their adaptation to life in society, professional guidance, as well as the identification and support of children who have demonstrated outstanding abilities. Additional general education programs for children should take into account the age and individual characteristics of children.
2. Additional general education programs are divided into general developmental and pre-professional programs. Additional general developmental programs are implemented for both children and adults. Additionalpre-professional programs in the arts, physical culture and sports are implemented for children.
3. Any person is allowed to master additional general education programs without presenting requirements for the level of education, unless otherwise stipulated by the specifics of the program being implemented. educational program.
4. The content of additional general developmental programs and the terms of study for them are determined by the educational program developed and approved by the organization carrying out educational activities. . The content of additional pre-professional programs is determined by the educational program developed and approved by the organization carrying out educational activities in accordance with federal state requirements.
Goals and objectives of additional programs,
first of all,ensures the education, upbringing and development of children. In this connection, the contents of additionaleducational programs should:
correspond:
Achievements of world culture, Russian traditions, cultural and nationalregional characteristics;
-
appropriate level of education (preschool, primary general, basic
new general, average (complete) general education);
areas of additional educational programs
modern educational technologies reflected in the principles of education (inindividuality, accessibility, continuity, effectiveness); forms and methods of teaching ( active methods distance learning, differentiated learning, activitiesevents, competitions, competitions, excursions, hikes, etc.); methods of control and managementeducational process (analysis of the results of children’s activities); teaching aids(list of necessary equipment, tools and materials per eachpending in the association);
be aimed at:
creating conditions for the development of the child’s personality;
development of the child’s personality motivation for knowledge and creativity;
ensuring the emotional well-being of the child;
introducing students to universal human values;
prevention of antisocial behavior;
creating conditions for social, cultural and professional self-determinationniya, creative self-realization of the child’s personality, his integration in the world system and fatherhoodhonest crops;
the integrity of the process of mental and physical, mental and spiritual development of the child’s personality;
strengthening the mental and physical health of children;
teacher interaction additional education with a family.
When implementing additional education, an educational organization must have an additional education program.
The educational program is a complex of basic characteristics of education (volume, content, planned results), organizational and pedagogical conditions, certification forms, assessment and metalogical materials.
The general education program and additional developmental program are local regulatory documents, so they must be developed, reviewed and approved in a certain order.
When developing an additional general education program (programs) for teaching staffmain regulatory documents are the following:
Government program Russian Federation“Development of Education” for 2013-2020;
Order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 No. 1008 “On approval of the procedure for organizing and implementing educational activities for additional general education programs";
Sanitary and epidemiological rules and regulations SanPiN
Appendix to the letter from the Department of Youth Policy, Education and social support children of the Ministry of Education and Science of Russia dated December 11, 2006 No. 06-1844 “On approximate requirements for additional education programs for children.”
Charter of the institution.
Structure of the additional education program for children
The program of additional education for children, as a rule, includes the following structural elements:
Title page.
Explanatory note.
Educational and thematic plan.
Contents of the course being studied.
Methodological support and conditions for the implementation of the program.
Bibliography.
Applications
Design and content structural elements additional education programs for children
name of the educational institution, founder;
where, when and by whom the additional educational program was approved;
full name of the additional educational program;
the age of the children for whom the additional educational program is designed;
implementation period of the additional educational program;
name of the city, locality in which the additional educational program is being implemented;
a year of development of an additional educational program.
When designing the title page of a general education program, it is recommended to proceed from the general design requirements of GOST R 6.30-97. (Appendix No. 1)
EXPLANATORY NOTE
2. The explanatory note to the program of additional education for children should
to uncover:
the direction of the additional educational program;
novelty, relevance, pedagogical expediency;
the purpose and objectives of the additional educational program;
distinctive features of this additional educational program
from already existing educational programs;
age of children participating in the implementation of this additional educational program
programs
terms of implementation of the additional educational program (duration educational process, stages);
forms and mode of classes;
expected results and methods for determining their effectiveness;
forms for summing up the results of the implementation of an additional educational program (exhibitions, festivals, competitions, educational and research conferences, etc.).
The focus of the additional general education program must correspond to its name and content. In strict accordance with the focus of the general education program, its name and goal, the tasks and all content of the program are built.
Focus of additional educational programs:
Military-patriotic,
physical education and sports,
socio-pedagogical,
ecological-biological,
scientific and technical,
sports and technical,
artistic,
tourism and local history,
socio-economic,
natural science.
Novelty of the program.
The novelty of the additional general education program involves:
A new solution to the problems of additional education;
New teaching methods;
New pedagogical technologies in conducting classes;
Innovations in the forms of diagnostics and summing up the results of program implementation, etc.
Novelty is indicated if it really exists.
Relevance of the program.
- the answer to the question why modern children in modern conditions need a specific program.Relevance may be based on:
analysis social problems,
materials scientific research,
analysis of teaching experience,
analysis of children's or parental demand,
modern requirements for modernizing the education system,
the potential of the educational institution;
social order municipality and other factors.
Pedagogical expediency.
emphasizes the pragmatic importance of the relationship between the built system of processes of training, development, education and their provision.(Potashnik M.M., School development management. - M., 1995).
This section provides a reasoned rationale for pedagogical actions within the framework of an additional developmental program:
selected forms,
methods of educational activities,
means of educational activities (in accordance with goals and objectives),
organization of the educational process.
PURPOSE of the additional development program.
Target - this is what they strive for, what they want to achieve, to realize (S.I. Ozhegov. Dictionary of the Russian language).
The purpose and objectives of additional general education programs are primarily to ensure the training, education, and development of children.
- The goal must be specific, the results of its achievement must be measurable.
When formulating a goal, it is necessary to adhere to the principles of scientificity, concreteness, and modernity; tasks should be built either in the logic of successive steps to achieve the goal, or in the logic of complementarity (addition to the whole goal), while the tasks should not go beyond the scope of the goal.
The formulation of goals and objectives should reflect the age of the children, the focus and duration of the program.
TASKS of the additional general education program
Task - it is something that requires fulfillment, permission.(S.I. Ozhegov. Dictionary of the Russian language).A task is a step-by-step way to achieve a goal, i.e. tactics of pedagogical actions.
Objectives must correspond to the goal and be:
- educational, that is, to answer the question of what he will learn, what he will understand, what ideas he will receive, what he will master, what the student will learn after mastering the program;
- developing, that is, to be associated with the development of creative abilities, capabilities, attention, memory, thinking, imagination, speech, strong-willed qualities etc. and indicate the development of key competencies that will be emphasized in training;
- educational, that is, to answer the question, what are the values, relationships, personal qualities will be formed among students
Distinctive features this additional general education program from existing programs. In this section you should indicate the names and authors of previous similar programs and the difference between this program and the previous ones.
Children's age, participating in the implementation of this educational program andrecruitment conditions children into the association. In this section you must indicate:
For what category of children the program is intended (degree of preliminary preparation, level of formation of interests and motivation to this species activities, abilities, physical health, gender, etc.);
What age of children is the program addressed to?
Estimated composition (of the same or different ages);
Conditions for admitting children, group recruitment system.
Timing of the program
This section indicates the duration of education for children in this program and the number of hours of training for each year.
EXAMPLE:
1st year of study - 72 hours, 2nd year of study (3, 4, etc.) - 108 (144, 216 hours), etc.
Variability in the duration of study according to the program is allowed in any year of study, while the necessity and validity of this variability for students is indicated.
Forms and mode of classes
Class schedule - the section indicates the duration and number of classes per week, the number of study hours per year (with all options and justification for choosing the option).
Expected results and ways to determine their effectiveness
The expected result is a specific characteristic of the abilities, knowledge and skills that the student will master .
The expected result must be correlated with the purpose and objectives of training, development, and education.
If the tasks state “teach expressive reading”, then the results should say “the student will learn to read expressively.”
Having predicted the expected result, it is necessary to check whether it reflects the fulfillment of previously set tasks.
To monitor the effectiveness of the educational process, the following types of control are used:
Initial control (September);
Interim control (January);
Final control (May).
Forms for summing up the results of the program implementation
Forms for summing up the implementation of an additional general development program are needed to show the reliability of the results obtained from mastering the program.
Documentary forms reflecting the achievements of each student can be presented in the form of diaries of student achievements, cards for assessing the results of mastering the program, diaries of pedagogical observations, student portfolios, etc.
EXAMPLE:
forms of summarizing work on a topic, section, program can be:
exhibition, concert, open lesson, display of children's achievements (models, performances, works, etc.)…
CURRICULUM PLAN
The section should contain a list of topics distributed by stages of training, indicating the number of hours on each topic, divided into theoretical and practical types of classes.
The teacher has the right to independently distribute hours by topic within the established time frame. Approximate ratio: theory 30%, practice 70%
The educational and thematic plan (USP) is presented in the form of a table , which includes the following columns:
Serial number;
List of sections, topics;
The number of hours on each topic, broken down into theoretical and practical classes.
If the general education program is compiled for more than one year of study, then the USP is compiled forevery year. In this case, the USP should reflectpeculiarities each year of study.
In the column"TOTAL" The number of hours of theoretical and practical classes is summed up.
The total number of hours per year depends on the number and duration of classes per week (based on 36 school weeks per year):
1 hour per week -36 hours per year;
2 hours per week – 72 hours per year;
3 hours per week – 108 hours per year;
4 hours per week – 144 hours per year;
5 hours per week – 180 hours per year;
6 hours a week – 216 hours a year...
The number of hours in the curriculum is based onone study group (or per 1 student, if this is an individual training program).
The curriculum includes hours for:
group formation (for children of the first year of study);
introductory lesson (introduction to the program);
concert or exhibition activities;
educational and educational activities;
reporting event (in this case, not the name of the event, but its topic is indicated).
EXAMPLE:
Name of sections and topics of classes
Number of hours
Total
theory
practice
1
Introductory lesson
2
1
1
2
Section 1. Introduction to the world of dolls
4
2
2
2.1
History of puppet theater.
2.2
Types of dolls. DIY doll.
2.3
………………………
3
Section 2.………………..
3.1
…………………………….
Total:
72
22
50
CONTENT SECTION
Program content is a brief description of sections and topics within sections. This structural element of the program is closely related to the curriculum, therefore:
The content of the program must be disclosed in the same order in which the sections and topics are presented in the USP;
The materials are presented in the nominative case.
In the content of the programindicated:
topic name (the number and name of sections and topics must match the listed sections and topics of the USP);
all questions that reveal the topic are listed in telegraphic style (without a methodology);
the basic theoretical concepts (without description) and practical activities of students in the lesson are indicated;
when excursions, play activities, leisure and public events, etc. are included in the additional program, the topic and place of their holding are indicated in the content.
EXAMPLE:
Topic 5.1. Cold batik (10 hours)
Theory (2 hours) : Cold batik technology. Characteristics. Safety precautions for working with backup personnel. Painting a decorative panel on the theme “Geometric Ornament”. Acquaintance with the characteristics of colors that are included in the color scheme of the “ornament”. Achromatic and chromatic colors. Familiarization with various geometric and floral patterns and their characteristic features
Practice (8 hours) : Performing painting using the cold batik technique on the theme: “Geometric ornament”, taking into account the linearity and closed contour of the color areas.
METHODOLOGICAL SUPPORT OF THE PROGRAM
Structural element"Methodological support » can be formatted in different ways and should include:
- forms of classes planned for each topic or section additional program(game, conversation, hike, excursion, competition, conference, etc.),forms of children's organization ;
- techniques and methods for organizing the educational process (verbal, visual, practical...);
- didactic material : (tables, posters, paintings, photographs, educational cards, reminders, scientific and specialized literature, Handout, filmstrips, slides, videos, audio recordings, multimedia materials, computer software, etc.);
- summary forms for each topic or section of the additional program (pedagogical observation, monitoring, analysis of survey results, testing, student participation in concerts, quizzes, competitions, performances, etc.);
- logistics and personnel support: indicate all the necessary components for the implementation of additional education. Information about the premises, a list of equipment and materials, tools necessary for classes. Indicate specialists, if required.
The methodological support of the additional program can be presented in the form of a table:
№p/p
Titles of sections and topics
Forms of classes
Techniques and methods for organizing the educational process (within the lesson)
Summing up forms
Logistics support
BIBLIOGRAPHY
Design requirements:
References must contain a list of publications, including those published over the previous five years:
in general pedagogy;
according to the methodology of this type of activity; - according to the methods of education;
in general and developmental psychology;
on the theory and history of the chosen type of activity;
The list of specified literature should reflect the level and breadth of the teacher’s theoretical preparedness in this area. In a comprehensive program, it is advisable to compile lists of literature for the educational program of each course (subject).
The list of references is compiled in alphabetical order and numbered. When writing a list of references, it is recommended to use the following scheme for describing publications:
- Name;
- information about the place of publication, publisher and year of publication;
- information about the number of pages of the publication or an indication of page numbers.
Last name I.O. Title of the publication. - Place of publication: Publisher, year. - number of pages.
To delimit areas and elements of the description, a unified system of delimiters is used:
. - (dot and dash) - precede each, except the first area of the description;
: (colon) - placed before information related to the title, before the name of the publishing house;
/ (slash) - precedes information about authorship (authors, compilers, editors, translators, as well as organizations that participated in the publication);
// (two forward slashes)
MUNICIPAL AUTONOMOUS INSTITUTION OF ADDITIONAL EDUCATION "CHILDREN'S CREATIVITY CENTER"
for additional education teachers
Kirovgrad
2014
Additional general education program - the main document of the teacher
The additional general education (general developmental) program is the main document of a teacher working with a children's association, since it contains:
- a unique “strategy” of the educational process is determined for the entire period of study;
- reflects the main (priority) conceptual, substantive and methodological approaches to educational activities and their effectiveness;
- organizational standards for the work of a children's association.
An additional general education (general developmental) program is developed by each teacher independently on the basis of the Sample requirements for additional education programs for children (Appendix to the letter of the Department of Youth Policy, Education and Social Protection of Children of the Ministry of Education and Science of Russia dated December 11, 2006 No. 06-1844)
Structure of the general education program for additional education for children
An additional general education (general developmental) program for additional education for children, as a rule, includes the following structural elements:
1. Title page.
2. Explanatory note.
3. Educational and thematic plan.
4. Contents of the course being studied.
5. Methodological support for the additional general education program.
6. List of references.
7. Abstract.
- name of the educational institution;
- where, when and by whom the additional general education program was approved;
- name of the additional general education program;
- the age of the children for whom the additional general education program is designed;
- implementation period of the additional general education program;
- the name of the city or locality in which the additional general education program is being implemented;
- a year of development of an additional general education program.
Explanations for the structural elements of the additional general education program for additional education for children.
Explanatory note.
The additional general education program “________” has a ______________ focus.
Novelty, relevance, pedagogical expediency.
Target: …………………..
Tasks:
educational objectives
………….
developmental tasks
………….
educational tasks
………….
Distinctive features of the program.
A distinctive feature of this program is…………………..
Children's age.
The program is addressed to children (teenagers, girls, boys) _________ years old.
Conditions for recruiting children into the team: everyone is accepted (without medical contraindications). Occupancy in groups is: ____ people.
Timing of the program implementation.
The program is designed for ___ years
1st year of study: _______hours per year,
2 years of study: ______ hours per year,
3 years of study: ______ hours per year
Forms and mode of classes.
The form of organization of classes is group (individual, group, individual-group,)
Classes for groups of __year of study are held __once a week for __ hours, i.e. __ hours per week (_____hours per year).
Expected results and ways to determine their effectiveness.
Forms for summing up the results of the program implementation.
Educational and thematic plan.
1 year of study
Themes
Total hours
Including
Theory
Practice
Introductory lesson
Final lesson
TOTAL
Program content
1 year of study
Introductory lesson
Theory. Selection of students, familiarization with the class schedule, rules of behavior in class. Rules fire safety. The association's work plan for the year. Dress code and appearance.
Practice. Practical work to identify the level of initial training of the student
Methodological support of the program
Chapter
or topic
programs
Forms
classes
Techniques and methods
organizations
educational
process (in
within the lesson)
Didactic
material
Technical
equipment
classes
Forms
summing up
results
-
-
Bibliography
For the teacher:
For children:
APPLICATION
Explanations for the structural elements of the additional general education (general development) program for additional education for children
EXPLANATORY NOTE
In the introductory part, you can present information regarding this type of activity, art, its history, regions of distribution, and the like. It is necessary to justify the essence of the current situation, access to social reality and the needs of students.
DIRECTION OF ADDITIONAL GENERAL EDUCATION PROGRAM
The requirements for the content and design of additional general education programs for additional education of children offer the following list of areas of additional general education programs:
1. Artistic and aesthetic- aimed at developing artistic and aesthetic taste, artistic abilities and inclinations to various types art, creative approach, emotional perception and imaginative thinking, preparing the individual to comprehend the great world of art, forming a desire to recreate the sensory image of the perceived world.
2. Ecological-biological- aimed at developing a systematic approach to the perception of the world, ideas about the relationship and interdependence of living and nonliving things, environmental education and enlightenment, in the field of “ sustainable development", development of skills in studying (young researchers of nature) and conservation of wildlife, rational environmental management (field of activity “man-nature”).
3. Social and pedagogical- aimed at social adaptation, increasing the level of students’ readiness to interact with various social institutions, formation of knowledge about the main spheres of modern social life, the structure of society, creation of conditions for the development of a communicative, socially successful personality, expansion of “social practice”, education of social competence (field of activity “person-society”, “person-person”), formation of pedagogical skills.
4. Tourism and local history- aimed at developing cognitive, research skills of students in studying nature, history, culture of their native land, attracting students to social initiatives for the protection of nature, cultural monuments of the living environment, search work for little-known facts of the history of their native land, excursion, museum, archival and expeditionary work.
5. Cultural- aimed at meeting the needs and interests of children in the field of studying history, culture, and the formation of a creatively developing personality. Priority areas of activity: educational, methodological, museum and exhibition, cultural and educational.
6. Physical education and sports- aimed at strengthening health, developing healthy lifestyle skills and sportsmanship, moral and volitional qualities and a value system with the priority of life and health.
7. Scientific and technical - aimed at the formation of a scientific worldview, mastering the methods of scientific knowledge of the world, developing the research, applied, and design abilities of students with inclinations in the field of exact sciences and technical creativity (the “man-machine” field of activity).
The name of the additional general education program, its goals, objectives and content must correspond to one of the above areas.
LEVEL OF COMPLETION OF THE GENERAL EDUCATION PROGRAM
Classification of programs by level of mastery
General cultural levelь implies satisfaction cognitive interest student, expanding his awareness in this educational field, enriching him with communication skills and acquiring the skills of joint activities in mastering the program.
Advanced level involves the development of students' competence in a given educational field, the formation of skills at the level of practical application.
Professionally oriented level provides for the achievement of an increased level of education of students in this field, the ability to see problems, formulate problems, and look for means to solve them.
NOVELTY, RELEVANCE, PEDAGOGICAL APPROPRIATENESS
Novelty The additional general education program includes:
- a new solution to the problems of additional education;
- new teaching methods;
- new pedagogical technologies in conducting classes;
- innovations in the forms of diagnostics and summing up the results of program implementation, etc.
Relevance programs are the answer to the question why modern children in modern conditions need a specific program. Relevance may be based on:
- on the analysis of social problems;
- based on scientific research materials;
- on the analysis of teaching experience;
- on the analysis of children's or parental demand for additional educational services;
- on modern requirements for modernizing the education system;
- on the potential of the educational institution;
- on the social order of the municipality and other factors.
Pedagogical feasibility emphasizes the pragmatic importance of the relationship between the built system of processes of training, development, education and their provision. In this part of the explanatory note, it is necessary to provide a reasoned justification for pedagogical actions within the framework of an additional educational program, and specifically, in accordance with the goals and objectives of the selected forms, methods and means of educational activities and the organization of the educational process.
PURPOSE AND OBJECTIVES OF THE ADDITIONAL GENERAL EDUCATION PROGRAM
Target- this is a specific, qualitatively, and where possible, quantitatively characterized image of the desired (expected) result that can actually be achieved by a certain point in time.
Goals can be directed:
- on the development of the child as a whole;
- to develop certain abilities of the child;
- to provide each child with the required level of education;
- to develop in each child the skills and needs to independently replenish their knowledge, skills and abilities;
- to educate students in accordance with high moral values;
- on the formation of universal human moral value orientations, self-awareness, socially valuable personal qualities; ensuring harmonious aesthetic and physical development; developing healthy lifestyle skills;
- to teach children labor skills, techniques independent work, collective interaction, mutual assistance, culture formation, etc.
To write a goal statement, a teacher can use nouns:
- creation, development, provision, inclusion, prevention, strengthening, interaction, formation, etc.
Tasks must correspond to the purpose and be divided into groups:
- educational tasks, that is, answering the question of what the student will learn, what he will understand, what ideas he will receive, what he will master, what the student will learn after mastering the program;
- developmental tasks, that is, related to the development of creative abilities, capabilities, attention, memory, thinking, imagination, speech, volitional qualities, etc. and indicate the development of key competencies that will be emphasized in training;
- educational tasks, that is, answering the question of what values, relationships, and personal qualities will be formed in students.
The tasks should be formulated in a single key, adhering to the same grammatical form in all formulations:
Verbs
Nouns
contribute
help
develop
development
introduce
communion
bring up
upbringing
train
education
form
formation
provide
security
support
support
expand
extension
deepen
deepening
introduce
acquaintance
provide an opportunity, etc.
providing opportunities, etc.
DISTINCTIVE FEATURES OF THE PROGRAM
Distinctive features of this additional general education program from existing general education programs.
This subsection should describe the presence of previous similar additional general education programs and the difference between this program and the programs of other authors, whose experience has been used and generalized. It is necessary to indicate how the emphasis is placed in this program, what priority areas are chosen. The author - compiler of a modified general education program should indicate previous similar programs taken as a basis for development.
CHILDREN'S AGE
In this subsection it is advisable to place the following information:
what category of children is the program intended for?, degree of preliminary training and level of basic education; the level of formation of interests and motivation for a given subject area, the presence of abilities, physical health and gender of children, etc.;
What age of children is the program addressed to?(the range that covers the age of students from the beginning to the end of the training period), a brief description of age and individual characteristics of children involved in the association;
group capacity(the number of students in each educational group is determined in accordance with the charter of the institution, sanitary and hygienic requirements for this type of activity and regional regulatory documents in the field of additional education for children);
expected group composition(same or different ages);
conditions for receiving children(including the conditions for additional enrollment of children into the team for vacant places, for the second, third and other years of study), a recruitment system based on the results of testing, auditions, interviews, viewing works, the presence of basic knowledge in a certain field, etc. d.
PROGRAM IMPLEMENTATION TIMELINES
Time frame for implementation of the additional general education program
- time boundaries, how many years the program is designed for, its duration,
- stages of the educational process, duration of study at each stage;
- number of hours for each year.
Variability in the duration of the course is allowed in any year of study, which must be justified and all proposed options listed.
FORMS AND MODE OF CLASSES
Forms and mode of classes
Possible forms of organizing student activities in class:
Individual
Group
Frontal
individual-group
ensemble, orchestral
work in subgroups
Possible forms of conducting classes: action, round table, gathering, auction, cruise, seminar, benefit performance, laboratory lesson, fairy tale, conversation, heuristic lecture, screening, vernissage, master class, competition, quiz, brainstorming, performance, meeting With interesting people, observation, studio, exhibition, Olympiad, creative meeting, gallery, open lesson, creative workshop, living room, gatherings, creative report, debate, discussion, discussion, hike, training, game activity, holiday, tournament, project defense, practical lesson , factory, business game, performance, festival, travel game, presentation, championship, role-playing game, production team, show, game program, specialized camp, exam, concert class, hike, excursion, KVN, reflection, expedition, competition, raid, experiment, consultation, rehearsal, relay race, conference, ring, fair, concert, salon and others
Lesson mode. This subsection indicates the duration and number of classes per week with all options and the rationale for choosing the option. When determining the lesson mode, you must indicate the duration of the study hour, if it differs from the academic hour (45 minutes). In this case, you should write for what reasons, in accordance with what regulations, sanitary standards, age and other characteristics of children, the duration of the school hour has been changed.
EXPECTED RESULTS AND WAYS TO DETERMINE THEIR PERFORMANCE
The expected (predicted) result is a specific characteristic of the knowledge, skills and abilities that the student will master.
The expected result must be correlated with the purpose and objectives of training, development, and education. If the objectives say “teach expressive reading,” then the results should say “the student will learn to read expressively.”
To achieve the goal of the program, it is necessary to solve certain tasks: educational, developmental, educational. Each task will lead to the expected result, therefore, the expected results must be written down according to the educational, developmental, and educational component of the program. In addition to the expected results, there are real results of the program, and so the degree to which the real result corresponds to the expected will be the effectiveness.
Methods for determining effectiveness
This subsection should indicate methods for monitoring (diagnosis) the success of students mastering the content of the program.
The following performance tracking methods can be used:
- Pedagogical observation.
- Pedagogical analysis of the results of questionnaires, testing, tests, mutual tests, surveys, students’ performance of diagnostic tasks, students’ participation in events (concerts, quizzes, competitions, performances), defense of projects, solving search problems, student activity in classes, etc.
- Monitoring. To track performance you can use:
Pedagogical monitoring
Monitoring children's educational activities
control tasks and tests
student self-esteem
diagnostics of personal growth and advancement
maintaining record books
survey
keeping a student’s creative diary
pedagogical reviews
preparation of individual educational route sheets
keeping a log book or pedagogical diary
chronicling
introduction of an assessment system
preparation of photo reports
FORMS FOR SUMMARYING THE RESULTS OF THE PROGRAM IMPLEMENTATION
Summing up forms implementation of an additional general education program
Some forms of summing up:
Survey, test lesson, concert, test, independent work, exhibition, exam, defense of essays, competition, Olympiad, open lesson for parents, competition, test game, presentation creative works, self-analysis, mutual offset, collective analysis of work, review, essay, collective reflection, etc.
Documentary forms of summing up the results of the implementation of a general education program are necessary to confirm the reliability of the obtained results of mastering the program and can be used for timely analysis of the results by teachers, parents and educational authorities.
Diaries of students’ achievements, cards for assessing the results of mastering the program, diaries of pedagogical observations, student portfolios, etc. - documentary forms in which the achievements of each student can be reflected.
CURRICULUM PLAN
The curriculum is presented in the form of a table, which includes:
- list of sections, topics;
- the number of hours on each topic, broken down into theoretical and practical classes.
Themes
Total hours
Including
Theory
Practice
Introductory lesson
At the bottom of the table, the number of hours is summarized in the columns “Total”, “Theory”, “Practice”. The total number of hours per year depends on the number of classes per week and their duration.
The curriculum should compiled for each year of study and reflect its features.
The teacher has the right to independently distribute hours by topic within the established time, drawing attention to the fact that in additional education, the practical activities of children in the classroom should prevail over theory (in an approximate ratio of 60% to 30%). It is also necessary to include hours in the curriculum:
- for an introductory lesson (introduction to the program);
- concert, exhibition or competition activities;
- educational and educational activities;
- final lesson, reporting event.
The curriculum outlines the main sections and topics; it does not need to be turned into lesson planning
Depending on the age of the children, their abilities, and the specifics of the children's association, it is possible to use variable educational plans.
PROGRAM CONTENT
The content of the additional education program for children can be reflected through a brief description of the topics (theoretical and practical types of classes).
The content of the program must indicate:
- name of the topic (numbering, number and name of sections and topics must coincide with the listed sections and topics of the curriculum);
- all questions that reveal the topic are listed in telegraphic style (without a methodology);
- the basic theoretical concepts (without description) and practical activities of students in the lesson are indicated;
- when excursions, game activities, leisure and public events are included in the additional general education program, the content indicates the topic and location of each excursion, game, event, etc.
METHODOLOGICAL SUPPORT OF THE PROGRAM
This section states:
- program support methodological types products (development of games, conversations, hikes, excursions, competitions, conferences, etc.);
- didactic and lecture materials, methods for research work, topics of experimental or research work etc.
The methodological support section can include a description of techniques and methods for organizing the educational process, didactic materials, and technical equipment for classes.
Types of methodological products:
methodological manual, methodological description, methodological recommendations, methodological instructions, methodological manual, methodological development, methodological instructions;
abstract, bulletin, information and methodological collection, article, abstract, report, abstracts of speeches at the conference, etc.
Types of teaching materials
To ensure clarity and accessibility of the material being studied, the teacher can use the following types of visual aids:
natural or natural (herbariums, samples of materials, living objects, stuffed animals, machines and their parts, etc.);
three-dimensional (working models of machines, mechanisms, apparatus, structures; models and dummies of plants and their fruits, technical installations and structures, product samples);
schematic or symbolic (designed stands and tablets, tables, diagrams, drawings, graphs, posters, diagrams, patterns, drawings, developments, templates, etc.);
picture and picture-dynamic (paintings, illustrations, filmstrips, slides, transparencies, banners, photographic materials, etc.);
sound (audio recordings, radio broadcasts);
mixed (TV shows, videos, educational films, etc.);
didactic aids (cards, workbooks, handouts, questions and tasks for oral or written questioning, tests, practical tasks, exercises, etc.);
educational application programs V in electronic format(CD, floppy disks);
textbooks, teaching aids, magazines, books;
thematic collections of materials, lyrics, poems, scripts, games.
Didactic material is selected and systematized in accordance with the curriculum (for each topic), age and psychological characteristics children, their level of development and abilities.
Material and technical support of the general education program
The section should indicate all the necessary components of the program implementation:
information about the premises in which classes are held (classroom, computer lab, workshop, laboratory, choreography class, sports or assembly hall, etc.);
information about the availability of utility rooms (storage rooms, dressing rooms, locker rooms, etc.);
a list of equipment for the classroom, office (blackboard, tables and chairs for students and the teacher, cabinets and racks for storing teaching aids and educational materials, mirrors, decorations, costumes, etc.);
list of equipment necessary for conducting classes (special devices, etc.);
list of technical teaching aids (computer, printer, multimedia projectors, interactive board, TV, stereo system, DVD player, etc.);
list of technical and other instruments, instruments, musical instruments, etc.;
list of materials needed for classes: whatman paper, fabrics, threads, accessories, clay, glue, paints, blanks made of wood, metal and other materials, etc.;
educational kit for each student (notebook, pen, pencil, markers, set of colored paper, album, etc.);
requirements for special clothing for students (sports uniform, clothes for choreography classes, etc.).
The methodological support of the program can be presented in the form of a table:
Chapter
or topic
programs
Forms
classes
Techniques and methods
organizations
educational
process (in
within the lesson)
Didactic
material
Technical
equipment
classes
Forms
summing up
results
BIBLIOGRAPHY
When writing and designing this section, it is recommended to create several lists:
Bibliography compiled in alphabetical order and numbered. When writing a list of references, it is recommended to use the following scheme for describing publications:
- Name;
- information about the place of publication, publisher and year of publication;
- information about the number of pages of the publication or an indication of page numbers.
Last name I.O. Title of the publication. - Place of publication: Publisher, year. - number of pages.
To delimit areas and elements of the description, a unified system of delimiters is used:
. - (dot and dash) - precede each, except the first area of the description;
: (colon) - placed before information related to the title, before the name of the publishing house;
/ (slash) - precedes information about authorship (authors, compilers, editors, translators, as well as organizations that participated in the publication);
// (two forward slashes) - are placed before information about the document in which the article or section is located.
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