The seminar program is a beautiful example. Program of the workshop “Maintaining continuity in the work of kindergartens and schools

Time: 2 hours.

Purpose of the lesson: to deepen and consolidate knowledge about the methods, means and forms of preparation for conducting a practical (seminar) lesson in special and psychological-pedagogical disciplines.

Educational goal: to develop the skills and abilities of preparing and conducting a practical lesson.

Educational goal: to cultivate purposefulness and responsibility.

Developmental goal: to develop attention, memory, verbal and logical thinking.

Material support:

· teaching aids;

· workshop on the course “Psychology and Pedagogy”. Scientific and pedagogical practiceʼʼ;

· Guidelines on pedagogical practice.

Questions for preliminary preparation for the lesson

1. The essence and content of the lecture as a form of teaching.

2. The essence and content of the seminar as a form of training.

Outline of the practical lesson

N p/p	Time, on stage	Stages of the lesson and their summary	Technologies used
Methods and techniques	Means of education	Technical training aids
		Organizing time
		Preparing students to master the material
		Repetition of studied material, questioning, checking homework
3.1.		Checking the degree of assimilation of new material: - content of the first question; - the content of the ʼʼnʼʼ question.
3.2.		Solving practical tasks, exercises, etc.
4.		Assignment for independent work

Date ________________

Master's student's signature_________________

Signature of the scientific director - teaching practice

from the department_________________

Methodologically, the question of the nature and volume of recommended literature is serious. The list of required literature includes, first of all, normative documents (laws, decrees, regulations, etc.), then governing documents, etc., as well as textbooks and teaching aids, monographs. Of course, all this should be recommended in reasonable doses, given that a student can prepare for one seminar on average for only 3–4 hours. And no matter how much we would like students to study the relevant sources in their entirety, if they are large in volume, we have to indicate only individual sections and even pages.

Additional literature is intended for the most prepared students interested in any problem, as well as for those who would like to receive clarification on certain issues from primary sources and lectures attended. For this reason, its volume should be somewhat larger, but not exceed 60–80 pages.

For some topics, seminar plans can include the preparation of abstracts (reports, messages) on the most complex issues and appoint speakers in advance. A presentation with an abstract usually takes no more than 15 minutes, and a presentation - up to 10 minutes.

Experimental studies volume of time budget independent work Students of a number of universities, when preparing for seminars in social sciences and humanities, showed that a student spent an average of 4 minutes studying one page of recommended literature. And just studying the required literature for one seminar lesson required from 20 minutes to 9 hours. The fact is that the volume of required literature for various seminar topics varies:

· in history – from 24 to 147 s;

· in philosophy – from 15 to 144 s;

· in economic theory – from 5 to 119 s;

· in political science – from 8 to 90 pp.

Obviously, such a “distribution” of required literature on specific seminar topics cannot be called scientifically sound.

If we take into account that a student has 6 hours a day of classroom classes and 3–4 hours are allocated for independent work, then for one week the volume of all literature cannot exceed 40–50 pages.

Methodological instructions for students. Many departments compile, especially for students of correspondence departments, methodological instructions on each topic of seminars. Sometimes such instructions are given as appendices to seminar plans, in other cases - in the form of special publications - teaching aids throughout the course, sometimes limited to oral advice at lectures, seminars and consultations.

The guidelines are intended to help students organize their independent work on scientific and educational literature while clarifying the fundamental issues of this topic. We have to talk about this specifically, since a significant part of the published teaching aids is devoted not so much to methods and forms of independent work, but brief retelling topic content. Providing students with these kind of template notes on each topic often leads to them replacing serious independent work on literature. Such “manuals” do not contribute to the deepening of knowledge, do not help in acquiring independent work skills, and do not develop a creative attitude to the study of an academic discipline.

The main thing in methodological advice to students is to show how they should work themselves, and not what they need to learn. Students must obtain an answer to this last question when self-study literature recommended by him. IN methodological manuals It is useful to talk about taking notes, about the features of a topic, about existing controversial issues on it, about how to participate in the seminar, etc.

Great importance for students have methodological advice on the nature of their reports and initial presentations on the main issues of the seminar plan. Already at the first meetings with students, the teacher is obliged to talk about the requirements that will be presented to them and how they should structure their presentation. Knowledge of these requirements by students, supported by strict monitoring of their implementation by the teacher, helps them in independent work on literature in preparation for presentations at the seminar.

It’s not bad if the student starts the speech with a plan. In practice, there are often cases when a student, speaking meaningfully on an issue as a whole, cannot formulate the thoughts that he has just expressed at length. In other words, he does not clearly understand the structure of his own speech, which indicates his superficial preparation, mechanical copying of the material into his notes. Careful preliminary thinking by the student of the plan of the report, abstract, speech on the main issue will facilitate his understanding of the internal logic of the problem, will help him better navigate when studying the recommended literature, take from it everything that concerns this issue and its parts, will ensure the assimilation of leading provisions, the formation of clear judgments, the ability to proportionally arrange material in accordance with its importance in a given context, contributes to the development of skills in preparing for reports and lectures. In a certain situation, a student can be recommended to focus on only one or two points of his plan, which contributes to the development of flexibility of thinking and the ability to navigate the presentation of the prepared material. For the seminar leader, this allows him to prevent repetition, highlight the main thing, and save time. It should be borne in mind that individual students, preparing for a seminar, first write the text of their speeches, and then, keeping in mind the requirements of the teacher, begin to draw up a plan. Students should be weaned from this practice from the very first lessons.

Finally, such a requirement as compliance with the speech regulations is also of considerable importance. This accustoms the student to laconicism, economical thinking, the ability to select the most essential, and discipline of thought.

When starting seminar classes at the beginning of the semester, the department and each teacher carry out preparatory work. First of all, they carefully analyze the results of the past academic year, identifying those difficult problems that were encountered during the seminars, critically assessing the effectiveness of the forms, methods and techniques used in the past on each topic of the seminars in order to identify their feasibility. In the future, new forms and variants of methodological techniques are thought out on those topics, the discussion of which was associated with certain shortcomings. All this is interpreted taking into account the characteristics of this audience.

Secondly, the lecturer and seminar leaders once again analyze the results of the last examination session, the level of mastery of individual course topics, and discuss ways for a more organic relationship between lecture and seminar classes.

Thirdly, get acquainted with new literature and visual aids, technical means on topics that interest them.

Before the next seminar, the teacher draws up detailed prospectus plan (work plan). Of course, there is no clear answer about the appropriate form of the seminar’s work plan. It is bad practice when a teacher, citing his experience, comes to class with only one seminar plan in hand, copied in advance for students. Even experienced teachers consider it advisable to compile written methodological developments for each seminar session.

Before the seminar, experienced teachers are interested in the topics that students study in given time in major disciplines, which allows you to specify the issues outlined in the plan as additional. It is extremely important to include in the work plan a number of examples of literature and art, from the life of the university, and practical activities; it is important to clearly formulate the main provisions of the introductory speech and conclusion.

Thorough preparation equips the teacher great opportunities conduct the seminar promptly and meaningfully, using pre-prepared material for any situations that arise during the discussion of issues. Naturally, not everything that is outlined in the work plan will be used by the teacher, but it is always extremely important to have it.

Working with literature and visual aids. A teacher, even one with considerable experience pedagogical activity, before each seminar, once again looks through the literature recommended to students and that which he himself may touch on during the seminar session. It is known that even something that has been read many times can be revealed from a new side, in a different aspect. Obviously, the teacher will refresh his memory of the content of certain events that may be discussed at the seminar, brief information about names that may be mentioned in primary sources and other literature recommended to students on this topic, and select the necessary visual aids.

Discussion at meetings of the department and methodological section of the methods of preparing and conducting a seminar is very important; firstly, this is the report of the most qualified teacher, in which he shares his experience of conducting seminars in general or a seminar on a specific topic. Secondly, an overview is made methodological literature about seminars. Thirdly, the results of mutual visits to seminars by teachers are considered. This should be a discussion of an open lesson by the most experienced teacher, analysis of a transcript, etc. Fourth, certain issues of seminar methodology are discussed, for example, connections with the profile of the university, the use of visual aids, etc.

Great assistance to teachers and students in preparing for seminars is provided by exhibitions of literature and visual aids organized by the methodological office of the department. , best notes and student abstracts. They make it easier for students to find the books and articles they need and provide specific examples of how to take notes and how to write an essay on a chosen topic. Visual aids contribute to a better understanding and consolidation in memory of the materials that students have become familiar with in the literature and from lectures.

Preparing for seminar lesson requires painstaking and systematic preliminary work of the department, the teacher, as well as serious independent work of students. Only under this condition can one expect a high theoretical level from the seminar and great activity of its participants.

Plan of the seminar - concept and types. Classification and features of the category “Seminar Plan” 2017, 2018.

The implementation of the Author's program is carried out on topics relevant to the Customer and based on his internal needs. This section presents possible topics under various directions activities, for various target groups and learning purposes.

“Ascent to co-creativity” (1 day, 8 academic hours)

The composition of the group is 20-25 people. (teachers of primary and high school)

Goal: to develop students’ skills in some elements of TRIZ-Pedagogy in educational process.

“Innovative ascent. Prototyping with TRIZ" (2 days, 18 hours)

Group composition – up to 20 people. (students 12-16 years old and teachers of CMIT, students and tutors of Technoparks, tutors in 2D graphics and 3D modeling and printing)

Goal: to consolidate the skills of practical design and research activities, the creation of innovative samples based on TRIZ.

№	Topic name	Number of teaching hours	Equipment
	Levels of inventions. Examples and trends.
	Selecting an analogue and prototype for modernization. Grade.
	Morphological analysis– modernization method. MFO.
	2D graphics. Sample layout.		Computer with 2D
	3D modeling and sample printing		3D printer
	Fundamentals of TRIZ: contradiction, IFR, VPR, Standards-76.
	Search for new solutions in modernizing the sample.
	Fundamentals of patent science. Development of a patent formula.
	Registration of the results of the work. Presentation.

Note: To implement the program, tutors from CMIT and Technopark are involved who are proficient in 2D graphics and 3D modeling and printing technologies.

“Creative upbringing and education of youth based on TRIZ” (3 days, 24 academic hours)

The composition of the group is 20-25 people. (teachers from CMIT, Business schools, universities).

Goal: developing skills in students practical application TRIZ tools for pedagogical activities in working with youth.

№	Topic name	Number of teaching hours
	Problems of creative upbringing and education
	The role of cognitive and creativity
	Introduction to TRIZ (history of creation, structure)
	Techniques for resolving contradictions
	Laws of systems development
	Techniques and methods for developing creative imagination
	Ways to develop creative thinking
	Application of the TRIZ information fund in the educational process
	Foreign methods of random search for solutions
	Qualities of a creative personality and methods of its development
	Computer support in generating new ideas

“Development of creative imagination” (1 day, 8 hours)

Group composition – up to 25 people. (innovators, students, engineers, teachers, lecturers)

Goal: mastering techniques and methods for developing creative imagination in practical tasks.

Course “GB TRIZ Practitioner” (remotely 3 weeks, face-to-face 4 days, 32 hours)

The course includes: Fundamentals of TRIZ and Guided Brainstorming. Development software"TRIZ-Idea Generator" (Guided Brainstorming Companion™). Carrying out a training project based on a real participant's task.

Group composition – up to 20 people. (participants - CMIT, Technopark, University, Business School, Engineering and Technology Enterprises)

Goal: mastering TRIZ elements and the TRIZ-Idea Generator (Guided Brainstorming Companion™) software to a level that allows you to independently solve clearly defined problems, improve your skills and work on solving complex problems under the guidance of a TRIZ Professional.

№	Topic name	Lectures	Practices
	Meet the group. Initial testing. Course overview. The order of completing tasks.
	Introduction to TRIZ and Guided Brainstorming™: What is an Inventive Problem? Ideality - search directions Resources are the key to the solution Inventive Techniques Controversies Guided Brainstorming™ Process
	Mastering Inventive Techniques Resources, Time Space, Structure Conditions and Parameters Resolution of Contradictions	0,5 0,5 0,5 0,5
	Problem solving practice (working with TRIZ-Idea Generator software): Direction Concept
	Dealing with complex issues of participants
	TOTAL

Note:

1. The cost of the TRIZ-Idea Generator software $98.00 for each participant is included in the price of the course.
2. Course participants begin training with their own computer. The course organizers provide Internet access.
3. During distance learning, an expert from the USA is involved in the course. Distance learning involves daily work for 3 weeks (1-2 hours a day) to complete 9 Exercises, which are checked by TRIZ Professionals. Each participant is given appropriate individual recommendations on e-mail or via Skype. The course provides 7 web conferences (1-2 hours) to explain materials, receive recommendations from GB TRIZ Professionals, answer questions and summarize.
4. Course participants who have successfully completed the training, passed the tests and completed their project with a defended presentation receive a “GB TRIZ Practitioner” Certificate of international standard from Guided Brainstorming LLC.

“Ascent to co-creation. TRIZ – technology of innovation” (3 days, 24 academic hours).

The composition of the group is 20-25 people. (methodologists and teachers of educational institutions, lyceums, CMIT).

Goal: To develop students’ practical application skills in educational activities TRIZ and GB TRIZ methodologies.

Day 1. TRIZ
№	Time	Subject	Notes
	9.00-9.40	Registration of seminar participants
	9.40-10.00	Opening: greetings from the seminar organizers
1.	10.00-10.30	Presentation, regulations and overview of the seminar program.
2.	10.30-11.30	Meet the group. Introduction to the Course. MP&E. Systems approach to the education system. School of Innovation. Examples of open tasks.	Discussion with listeners
3.	11.30-11.40	Coffee break	Organizers
4.	11.40-12.00	Introduction to TRIZ, overview of the main tools. Non-algorithmic methods of searching for ideas: MS, MFO, MA, MKV.	Training
5.	12.00-13.00	Development of creative imagination, features of the RTV course. Review of methods. Phantogram. Application practice.	Training
6.	13.00-14.00	Dinner
7.	14.00-15.00	Contradiction. Ideality of systems. The law of increasing the degree of ideality. A perfect school.	Discussion with listeners
8.	15.00 -15.20	Problem modeling (VA) and application practice.
9.	15.20-15.30	Coffee break
10.	15.30-16.10	System of standards SS-76. Examples of the use of "SS-76".	Discussion with listeners
11.	16.10-17.30	Information Foundation - Effect Indexes (overview)
12.	17.30-18.00	Answers on questions. Homework 1. Summary for the 1st day.
13.	18.00-18.30	Consultations
Day 2. TRIZ
14.	10.00-10.30	Resume review. Answers on questions.
15.	10.30-11.30	Resource approach (RAP). Practice searching for resources in solving open problems.	Discussion with listeners
16.	11.30-11.40	Coffee break
17.	11.30-13.00	Needs for innovation. Examples for finding innovative solutions.	Discussion with listeners
18.	13.00-14.00	Dinner
19.	14.00-15.00	Creative combat as a method of creative activity of students.	Training
20.	15.00-15.10	Coffee break
21.	15.10-16.30	Review educational literature according to TRIZ
22.	16.30-17.40	Practice. Analysis of examples from students.	Analysis
23.	17.40-18.00	Answers on questions. Homework 2. Summary for day 2.
24.	18.00-18.30	Consultation
	Day 3. GB TRIZ
25.	10.00-10.20	Day 2 summary review. Answers on questions.
26.	10.20-11.30	Structured innovation method. Tools and process for generating ideas.	Discussion with listeners
27.	11.30-11.40	Coffee break
28.	11.40-12.20	Computer support for searching for innovative solutions. Software "TRIZ-Idea Generator".	Discussion with listeners
29.	12.20-13.00	Levels of innovation. Practice determining the level.	Training
30.	13.00-14.00	Dinner
31.	14.00-15.20	Rules for using software in the educational process.
32.	15.20-15.30	Coffee break
33.	15.30-16.30	Practice working on solving students' problems.	Training
34.	16.30-17.30	Practice. Analysis of examples of listeners.
35.	17.30-18.00	Summing up the seminar. Presentation of certificates to students.	Organizers

Note.The program may change during the course of the seminar.

Listeners receive handouts (in in electronic format):

• A set of visual posters “Fundamentals of Invention”.
• TRIZ: Tutorial Level I.
• Application of TRIZ technological effects.
• Typical elimination techniques technical contradictions.
• Table for resolving technical contradictions.
• Standards for solving inventive problems.
• Lesson plan.

Equipment for the seminar:

1. Comfortable, ventilated room for group classes;

2. Arrange tables/chairs to form groups of 5 people;

3. Computer with Internet access;

4. Multimedia projector, screen for it;

5. Microphone and electric mouse;

6. Printer or ability to quickly print teaching materials;

7. White board and markers for it;

8. Flip chart with extra paper;

9. A4 paper or notebooks for listeners;

10. Ballpoint pens for listeners;

11. Organization of coffee breaks during breaks (tea, coffee, water, sweets, pastries, sandwiches).

Angelina Ganaeva
Plan of a workshop for educators “My Emotions”

Seminar focused on providing psychological assistance and support to teachers experiencing excessive psycho-emotional loads in Everyday life. Theoretical and practical material of this seminar will help teachers correctly assess the capabilities of their nervous system, get acquainted with recovery techniques, and solve everyday problems in a creative way.

Target:

Introducing teachers to the concept « emotions» , "mental health"

Tasks:

Motivate teachers to study their own emotional world;

Fill the concept with content « emotions» ;

Promote awareness of your own emotions;

Train teachers in ways of regulation psycho-emotional state;

To create a favorable psychological microclimate in the teaching staff that contributes to the preservation and strengthening mental health teachers;

Develop a prevention system stressful situations, emotional burnout in the teaching environment;

To form teachers’ motivation for professional personal self-improvement.

Event organization form: workshop.

Visual and handout material: presentation, sheets of white paper, questionnaires, emoticons - emotions, flower preparations according to the number of participants for spontaneous division into teams.

Event participants: educational psychologist, senior teacher, specialists, educators.

Duration of the event: 45 minutes

Plan holding the event.

1. Organizational moment. Welcoming the participants of the event, introducing the topic of the lesson, voicing its goals.

2. Theoretical part.

2.1 Introduction to the topic. « Emotions» . Stress, "myths" about him

3. Practical part

3.1 Working with the test “Are you susceptible to stress?”

3.2 Identifying the main signs of stress

3.3 Developing the ability to change attitudes towards problems

3.4 Introduction to color therapy

3.5 Introduction to aromatherapy techniques

4. Summing up "My mood" draw a smiley face on the flower

Literature:

1. Abolin L. M. Psychological mechanisms emotional human sustainability. – Kazan, 2016.

2. Abolin L. M. Emotional stability and ways to increase it // Questions of psychology. – 2017. - No. 4.

3 Bazhin E. F., Etkind A. M. Study emotional color values ​​// Psychological methods research in the clinic. – L., 2014.

4.2. Stress of life: Collection. / Compiled by: L. M. Popova, I. V. Sokolov. (O. Gregor. How to resist stress. G. Selye. Stress without disease)– St. Petersburg, LLP “Leila”, 2008. – 384 p.

Publications on the topic:

Round table with elements of a workshop for parents of pupils. Topic: “Emotional support of a child in the family.” Presenter: teacher.

Purpose: To study the fundamental rights of the child as proclaimed in the Convention on the Rights of the Child with children and their parents. Objectives: 1. Cultivate respect.

Summary of the workshop for parents “Self-esteem is an important factor in a successful life position”"Self-esteem - important factor successful life position” Objectives: to unite and coordinate the efforts of all meeting participants.

Summary of the workshop of a teacher-psychologist for parents of children in the preparatory group “Getting ready for school” Workshop for parents “Getting ready for school!” Goal: to introduce parents to various games And game exercises, by using.

Plan of the workshop for parents of the first junior group“Prostokvashino” Educator M. S. Nikitina Date: 11/21/2016

Plan of a workshop for parents “Positive Parenting Skills” Plan of a workshop for parents Topic: “Positive Parenting Skills.” Goal: 1. Expand parents’ knowledge on education issues.

Presentation for the workshop “Do-it-yourself folk doll” Presentation for the workshop “Do-it-yourself folk doll” (shortened version). Within the framework of the teachers' council “Traditions of folk art.

Scenario of the workshop for preschool teachers “What? Where? When?" Scenario for conducting a seminar for educators on the Federal State Educational Standard in the form of the game “What? Where? When?" Durhisanova Larisa Anatolyevna Script.

Scenario of a workshop for a parent meeting “Magic Foil” A traditional pre-New Year event in our kindergarten is the holding of workshops for families of preschool children

METHODOLOGICAL MATERIALS FOR SEMINARS AND PRACTICAL LESSONS

Seminar 1. Analysis of strategic plans of Russian municipalities

PLAN

holding a seminar

Purpose of the seminar

To familiarize seminar participants with the existing practice of strategic planning in Russian municipalities

Objectives of the seminar

Work out principles and technologies with participants strategic planning municipal socio-economic planning, presented in the course lectures.

Consider and discuss practical examples - real strategic plans for the development of Russian municipalities.

Based on the lecture material, the presenter presents to the audience a system of criteria by which strategic plans will be evaluated. Students work in groups (3-5 groups), analyzing strategic plans, presenting and discussing the results of their work. Strategic plans for predominantly rural areas and small towns will be prepared for participants.

Handouts

Strategic plans of real municipalities, mainly rural areas and small towns. 1

First lesson

Speech by the presenter of the seminar, working out the lecture materials, explaining the method of working with documents, breaking into groups (3-5 groups) - 20 minutes.

Together with the students, a general scheme for assessing the strategic plan is developed. The parameters must be worked out by the listeners themselves, an approximate list:

logic and structure

analytical validity

degree public participation during development

harmony of development concept

clarity of presentation of directions for development of the municipality

availability of implementation mechanisms

connection with current planning

general presentability, etc.

Strategic plans of real municipalities are distributed to groups of listeners.

Group work – 70 minutes

Students evaluate the proposed strategic documents according to a system of criteria. Participants prepare their findings in the form of presentations (electronic files or paper posters).

Second lesson

Speeches presenting the results of the analysis - 75 minutes

Representatives of each group talk about the results of the analysis. Each group has 15-20 minutes to speak. After each group's presentation, questions and discussion.

Summing up – 15 minutes

Seminar2. Seminar-Business game – simulation of public hearings on the city development strategy

PLAN

holding a seminar

Duration of the seminar – 90 minutes (1 lesson)

Purpose of the seminar

To provide seminar participants with the skills to organize public participation in strategic planning in Russian municipalities.

Objectives of the seminar

Consider in detail the principles of public participation in the strategic planning of municipal socio-economic planning, presented at the lecture.

Work with participants on technologies of public participation in strategic planning of municipal socio-economic planning.

The presenter talks about a specific strategic plan developed in a Russian municipality - for a small town or rural area. 2

Students work in groups (3-4 groups) representing various social groups (youth, pensioners, public organizations, businessmen, etc.) - they prepare from the perspective of these social groups:

Evaluate the submitted strategic plan.

Suggestions for its improvement.

Handouts

Sample plan for the seminar

Speech by the seminar leader, explanation of the tasks, dividing the students into groups (3-4 groups), presentation of the analyzed material for 20 minutes.

The text is distributed to groups of listeners - summary strategic plan for a specific municipality.

Group work – 25 minutes

Students evaluate the proposed strategic plan. Participants prepare their assessments and proposals in the form of presentations (electronic files or paper posters).

Speeches presenting the results of the analysis – 40 minutes

Representatives of each group talk about the results of the analysis. Each group has 10-15 minutes to speak. Following each group's presentation there will be brief questions and discussion.

Summing up – 5 minutes

The presenter of the seminar sums up the presentations of the group representatives and the discussion.

Seminar 3. SWOT analysis as a tool for taking into account public opinion in strategic planning at the local level (parts 1 and 2)

PLAN

holding a seminar

Duration of the seminar – 180 minutes (2 lessons)

Purpose of the seminar

To provide seminar participants with the skills to use SWOT analysis as one of the effective methods for taking public opinion into account in strategic planning

Objectives of the seminar

Explain to the seminar participants the methodology for conducting SWOT analysis during strategic planning of the socio-economic development of a municipality.

Provide independent conduct participants of the SWOT analysis workshop for several municipalities.

Discuss the presentations of the work of the seminar participants with an analysis of the results of the work.

The presenter introduces the technology of SWOT analysis. Students work in 3-5 groups, conduct SWOT analysis for specific municipalities, present and discuss the results of their work. It is preferable to consider the municipalities in which the participants (or the majority of the participants) live.

Handouts

Blank SWOT analysis forms. 3

Sample plan for the seminar

Speech by the seminar leader, explanation of the method of work, division into groups (from 3 to 5 groups) - 15 minutes.

Groups of students are given SWOT analysis forms.

Group work – 75 minutes

Students identify the strengths and weaknesses of a municipality, opportunities and threats to its development. The data is compiled into a decision matrix, in which proposals are formulated to solve existing problems.

Speeches presenting the results of the analysis - 80 minutes

Representatives of each group talk about the results of the analysis and also present a decision matrix. The possibility of using this analytical method in the practice of planning the socio-economic development of a municipality is assessed and discussed. Each group has 10 minutes to perform. After each group's presentation there is a discussion.

Summing up – 10 minutes

Listeners discuss the performances of their colleagues in the form of a free discussion.

The presenter of the seminar sums up the presentations of the group representatives and the discussion.

Sections: Working with preschoolers

1. Training “Kind word”

senior teacher

2. Exercise “Suitcase 1” (initial collection of information to evaluate the work of the seminar)

senior teacher

3. Presentation of work experience “Continuity in work kindergarten and schools taking into account the Federal State Educational Standard”

senior teacher

4. Workshop “Problems of succession and ways to solve them”

primary school teacher

5. Fragment of the work of the club “School of the future first-grader”

preschool teacher

6. Distribute material from “ Methodical piggy bank” (Appendix 5)

senior teacher

7. Exercise “Suitcase 2” (collection of information for subsequent evaluation of the seminar)

senior teacher

8. Reflection. Exercise “Hope”

senior teacher

Seminar progress

Participants go to their seats and sign their badges.

- Good afternoon dear friends!

We have gathered with you to talk about continuity in the work of kindergarten and school, taking into account FGT.

1. Training “Kind word”

Warm-up game.

A psychodynamic warm-up exercise is carried out, which gives the mood for work and communication.

Let's stand in a circle, I want to give you a kind word from the sun.

Participants form a circle. They pass the sun to each other and say compliments.

2. Participants go to their places.

Exercise “Suitcase 1”(initial collection of information to evaluate the work of the seminar). (Annex 1)

Each group of participants receives a drawn suitcase, in which they need to “put” (write) their expectations in 3 minutes: what do you expect from today’s meeting.

3. Presentation of work experience“Continuity in the work of kindergarten and school, taking into account the Federal State Educational Standard for Education” (Appendix 2)

4. Physical exercise (perform movements according to the text)

In the spring the butterfly woke up.
I stretched
Smiled
Once - she washed herself with dew.
Two - she spun gracefully.
Three - she bent down and sat down.
At four, it flew away.
We are seeing off the butterfly,
We continue our seminar.

5. Work according to plan.

Workshop “Problems of continuity and ways to solve them” (the teacher proposes problems of continuity, and those present find and discuss ways to solve them) (Appendix 3)

A fragment of the work of the “School of the Future First-Grader” club. (Appendix 4)

6. Exercise “Suitcase 2”” (collection of information for subsequent evaluation of the workshop)

Each group of participants receives a drawn suitcase, into which they need to “put” (write) in 3 minutes only 5 things, the most necessary and useful things received at the seminar.

7. Reflection. Exercise “Hope”.

Light a candle, with this light I associate my hope. What an informative and interesting time we had with you. We have a lot to learn from each other (participants pass the candle to each other and say wishes).