Many ordinary people consider designers and specialists in artistic and synthetic professions to be people out of this world. For some, in fact, at some stage of their professional activity, they “blow the roof off” a little, you know, creative work, if you don’t know how to approach it professionally, you can really go into the jungle, from where rarely anyone returns normal. There are such examples.

Therefore, to become a successful designer, you need to approach your work professionally. And here you can’t do without systemic, project thinking.

What it is?

Design thinking is certain actions, a system that a designer uses when working on a project. I will describe one of these systems with an example.

An order was received, for example, to create a logo. How to get started? Of course with preparatory parts. You need to study the object of design. For this, there is a brief, a special document in which the designer writes down all the questions for a new client and a new project. Usually the brief is 1-2 pages long. This is a very important document. It tells the essence of the project, the wishes of the customer, examples of competitors that he liked and did not like. Links are given to sources that the designer needs to study, everything related to the customer's company, his contact information and general wishes. Those. the brief provides maximum information for the work of the designer.
Sometimes, to the brief or separately from it, if the project is quite simple, an archive folder is collected, where images, associations, color combinations, fonts are collected, everything that reflects the essence of the idea that was voiced by the customer. It can be said that this is an associative series that should arise when looking at one or another object, which is the object of design.

The second stage is sketching. Having studied all the information on the project, he begins to create images and objects, in this case a logo. He selects fonts, draws on paper or in a program, this is optional, as it is more convenient for someone.

The third stage is selection. From a variety of options, the designer independently chooses the most suitable ones, according to the criteria of the brief.

The fourth stage is coordination with the customer. One or two options are selected together. It is extremely important to select 1-2 maximum options, which can be further developed and one of these options can be made the final version.

The fifth stage is the second agreement. Final.

The sixth stage - the finished work is transferred to the customer.

Separately, I note that in this example, all financial aspects were settled in advance. Extremely important! Prepayment made before work starts. After the final agreement, the customer also paid the second part of the fee. Only after that, the finished work, source codes, are transferred to the client, recorded on a disk or in an archive.
This is an example of a well-functioning system.

Of course, the stages can be swapped, provided that you have concluded an agreement. If you are working without it, then this scheme proved to be optimal. It is advisable to certify the stages of coordination in writing, if the client is rather complicated. In case of any dispute, you can present the signed document to him. This is the best protection.

And now a little about how design thinking can be applied to everyday life. It's better to understand everything with examples. There is, for example, a task, a young housewife needs to cook borscht for her beloved husband.
She had never done this before. Where does she need to start, what stages of the “borscht” project do she need to go through.
First of all, she needs to collect information about this dish. There are many culinary websites, books about tasty and healthy food, in the end, you can call your mother and ask her about the secret of making borscht. After collecting all the necessary information, she chooses one of the options, for example: Ukrainian borscht with donuts. He goes to the store, according to the list he buys groceries. The recipe gives a clear sequence on how to cook this dish, until the hostess has a lot of experience, she sticks to the recipe, later she will be able to cook it almost without looking, using unusual ingredients, but for now she strictly follows the instructions.
First, she makes the broth, then adds vegetables, spices, salt to taste. During the “project” she does “coordination” and tastes what she gets. Adding what is missing. After the final agreement, perhaps she lets her beloved husband take a sample, her project “borscht” is ready! Served at the table with sour cream and herbs to the delight of her beloved husband.

Happy designing!

© Ekaterina Sidorova

First, I will define technocratic thinking, and then a not very attractive, although highly artistic and controversial image of this kind of thinking. Technocratic thinking is not an integral feature of representatives of science in general and technical knowledge in particular. It can be characteristic of a politician, and a military leader and a representative of art, and a humanitarian and, of course, an educator. Technocratic thinking is a worldview, the essential features of which are the primacy of the means over the end, the end over the meaning and universal interests, the meaning over the being and realities of the modern world, technology (including psychotechnics) over man and his values. Technocratic thinking is Reason, which is alien to Reason and Wisdom. For technocratic thinking there are no categories of morality, conscience, human experience and dignity. In order for this abstract characteristic of technocratic thinking to become visible, let me remind you of Prince Andrei's thoughts about generals:

“Not only does a good commander not need a genius and any special qualities, but, on the contrary, he needs the absence of the highest, best human qualities - love, poetry, tenderness, philosophical inquisitive doubt (all these qualities are needed by a teacher. - V. 3. ). He must be limited, firmly convinced of what he is doing, it is very important (otherwise he will lack patience), and then only he will be a brave commander. God forbid, if he is a man, he will love someone, regret, think about what is fair and what is not. It is clear that from time immemorial they have forged the theory of geniuses for them, because they are power "(L. Tolstoy. Voyna i mir. Vol. 3, M. 1947, p. 48).

Doesn't this assessment remind one of the current "commanders"? Many argued or forgave the great writer for this characterization of the personality and mind of the commander, but now I am not interested in what is, but what the commander's mind or genius is deprived of. And his mind, with all the merits disclosed by B. M. Teplov in the article "The Mind of a Commander" (B. M. Teplov. Selected Works. Vol. 1, M. Pedagogy, 1985), looks a lot like technocratic.

And now Stavrogin is a character in F. Dostoevsky's novel "Demons":

“Stavrogin is the embodiment of exceptional mental brain power. In him, the intellect absorbs all other spiritual manifestations, paralyzing and rendering his entire spiritual life. then the phenomenal Reason - Baal, to which the whole rich area of ​​\u200b\u200bfeeling, fantasy, lyrical emotions was sacrificed - such is the formula of Stavrogin's personality ... Before us is a genius of the abstract, a giant of logical abstractions, all captured by the prospects of extensive, but fruitless theories "(L. Grossman. Dostoevsky, 2nd ed., M. Young Guard, 1965, p. 450).

It can be expressed more simply. For all his genius, Stavrogin is devoid of a sense of reality, of life, which characterize the natural ways of thinking of any life-sensing person.

An essential feature of technocratic thinking is the view of a person as a trainable programmable component of the system, as an object of a wide variety of manipulations, and not as a person who is characterized not only by self-activity, but also by freedom in relation to the possible space of activities. Technocratic thinking is quite good at programming its inherent subjectivism, behind which, in turn, lie certain social interests. The connection between the "programming" of the behavior and activity of the individual and its lack of spirituality was excellently shown by F. Iskander in a short essay on Pushkin's "Mozart and Salieri":

“Salieri’s self-interest made him kill his own soul, because it interfered with this self-interest. In a small drama, Pushkin drew a colossal curve from the emergence of the ideology of lack of spirituality to its practical completion. Rejection of one’s own soul leads a person to autonomy from conscience, autonomy from conscience turns a person into an automaton , an automated person executes the program embedded in him, and the program embedded in him is always criminal. Why always? Because the criminal self-interest killed the soul of a person for self-fulfillment, and not for any other purpose. An impregnable goal would not need to kill the soul "(Iskander F. Mozart and Salieri, Banner, 1987, No. 1, p. 130).

Paradoxical as it may seem, but here Salieri acted as a vivid representative of technocratic thinking (cf. "I killed the sounds, I tore apart the music like a corpse"). Another facet of technocratic thinking was noted by the remarkable psychologist B. M. Teplov, who called his analysis of A. S. Pushkin's little tragedy "The problem of a narrow focus (Salieri)". Teplov sees the difference between Mozart and Salieri in that

"... composing music was included in Mozart's life, was a kind of experience of life's meanings, while for Salieri there were no meanings other than musical ones, and music, which turned into the only and absolute meaning, fatally became meaningless." And further, “Salieri becomes a slave to “evil passion”, envy, because, despite his deep mind, high talent, remarkable professional skill, he is a person with an empty soul. The presence of only one interest that absorbs the entire orientation of the personality and does not support neither in the worldview, nor in true love for life in all the richness of its manifestations, inevitably deprives a person of inner freedom and kills the spirit "(Teplov B. M. Selected works. V. 1, M. Pedagogy, 1985, pp. 308-309 ).

L. Grossman, F. Iskander, B. Teplov write about limiting situations generated by the genius of Dostoevsky and the genius of Pushkin. But, unfortunately, life, as V. Nabokov noted, vilely imitates fiction. Now this type of thinking has become a real force, has played an important role in the emergence of many global problems of our time. I do not at all identify technocratic thinking with the thinking of scientists or technicians. Technocratic thinking is rather a prototype of artificial intelligence and "artificial intelligence", although K. Shannon - the creator of information theory, N. Wiener - the creator of cybernetics, D. von Neumann - one of the creators of computer technology, warned more than once about the danger of a technocratic interpretation of their discoveries and achievements. The same applies to the great physicists of the 20th century who participated in the creation of the atomic bomb.

I will raise the question of technocratic thinking even more sharply and categorically. It is guided by goals external to thought, to thinking, to science, to man. Therefore, it is characterized by another purely psychological feature. It is impatient and hasty: it does not justify ends by means, but seeks to achieve them by any means. G. G. Shlet at the beginning of 1917 wrote:

"But science has nowhere to rush, at least to that science that is not in the service and on the premises of the modern prestidigitator-technique, which now decides the fate of science and human thought." (G. G. Shlet. Philosophical studies. M. Progress. 1994, p. 227).

The origins of technocratic thinking are all sorts of fairy tales, legends, myths, fantasy. It experiences them, feeds on them, and expresses itself in them. And the further, the more sinister. It does not know what reflection is; intellectual life is something alien to him; it hardly distinguishes it from heavy physical labor. It rests when no mental exertion is required of it; mental laziness is his nature and his virtue.

The above withering characterization of technocratic thinking is a scientific hooliganism, which I still run the risk of bringing to the judgment of readers. The fact is that it is a paraphrase of the characteristics that GG Shlet gave to the thinking and wisdom of the East, localizing the roots of Christianity in the East. In the context of discussing the differences in the thinking of the East and Europe (Jerusalem and Athens), G. G. Schlett further writes:

“Pure Europeanism awakened at the moment when the first ray of reflection illuminated a person’s own experiences. Europe is mental tension, but not work, but “leisure”, delight and celebration of life; the most precious thing for her is the creativity of thought; and no power - neither the sword nor the moral sermon could destroy his passion for thinking in a European. Europe experienced fairy tales and myths, wisdom and revelations no less than the East, but it not only experienced them, it rethought them. How deeply it experienced and how deeply it rethought the experienced ", this is evidenced by her creation - tragedy, the highest form of artistic reflection. In general, this is her creation - the main directions of reflection: strict art and strict pure knowledge. "Strict art" is often a synonym for "ancient art", that is, European. "rigorous science" we seem to have arrived later, when Europe was "orientated", when its history was led by Christianity. But is it necessary to recall the martyrology of philosophy when it began to reveal the will of to be a science, and the martyrology of science, when did it become a rigorous science? (How similar it is to the "orientation" of Russia, when its history was led by Bolshevism, the victim of which fell also G. G. Shlet. - V. 3.). Philosophy as pure knowledge is a product of ancient pagan Europe, i.e. Europe in our narrow and more precise sense" (Ibid., pp. 228-229).

I will not argue with GG Shpet about the differences in the thinking of the East and Europe. This item has its own history. There was also the Christianization of Hellenic thought and the Hellenization of Christianity, there were also statements about the synthesis of East and West, although the search for such a synthesis continues (A.V. Akhutin. Athens and Jerusalem. // Dialogue of Cultures. M. Pushkin State Museum of Fine Arts. 1994). On an emotional level, I am an optimist and agree with G. G. Shpet and O. Mandelstam's compliment (or advance): "The barbarian sky is above us, but we are Hellenes."

How European thinking has weakened reflection is another matter. I got carried away or allowed myself to be carried away by technocratic thinking. This is a story for a science detective.

Still, it was not without anger. The sarcasm of G. G. Shpet is contagious! Back to the academic tone. Reproaches against technocratic thinking (old and new) should not be confused with the old Soviet critique of intellectualism in education. In fact, it has always been lacking, and it can hardly ever be enough, although it may be excessive. This paradox is typical of any educational problem.

Criticism of intellectualism was a veiled and often direct form of expressing claims to the insufficient ideological and excessive intelligence of education. You don't need a mind to master the ideologemes. Hence the cry of the soul of our remarkable philosopher E. V. Ilyenkov, which was heard in the 60s:

"School should teach to think!". Today it could be clarified and supplemented: "The school should teach to think, including thinking about meaning."

It is easiest to say that technocrats, just like ideologists, are contraindicated in shaping and designing the thinking of the rising generations. We did not formulate the opposition between technocracy and noocracy. But where is this noosphere dreamed up by Teilhard de Chardin and V. I. Vernadsky - a cultural and rational environment that grows and nourishes the personality? There is no such nutritious broth in which our pets could be placed. The geological force is not the noocracy, but the technocracy, which is losing its credit too slowly. But even if it begins to decrease faster, the inertia of technocratic thinking will last for a long time.

What to do in such a situation? Is there a way out of it? And if it exists, is there a will to search for it? It makes no sense to call for a return to pure Hellenism. It must be remembered. In general, any appeals and slogans are fruitless or immoral, except for the only one - to think. Yes, and technocratic thinking has brought mankind more than one nightmare. It, apparently, nevertheless is congenial to human thinking, as the devil, unfortunately, is congenial to man. I will return to Mozart and Salieri, but this time in the assessment of O. Mandelstam, who did not assess the latter so harshly:

"Salieri deserves respect and ardent love. It's not his fault that he heard the music of algebra as much as live harmony." (Mandelstam O. Works in two volumes. Vol. 2, M. 1990, p. 187).

And then the poet notices that the stern and strict craftsman Salieri extends his hand to the master of things and material values, the builder and producer of the material world. O. Mandelstam pays tribute to the personality of Salieri and, as it were, smooths out the contradictions between him and Mozart.

N. Ya. Mandelstam described the correspondence discussion between A. Akhmatova and O. Mandelstam about the "little tragedy" and A. Pushkin's attitude towards its heroes. She was a mediator in this discussion (N. Mandelstam. Mozart and Salieri. Banner. 1993, N 9). According to A. Akhmatova, Mozart and Salieri represent two ways of writing - spontaneity, inspiration and work. From the point of view of O. Mandelstam, in every poet there is both Mozart and Salieri. The spontaneity of the gift and labor are the two sides of the creative process, which he denoted by the words "Mozart" and "Salieri", and, according to N. Ya. Mandelstam, he knew the features of both.

The word "knew" is key. As with G. G. Shpet: it’s not enough to survive, you need to change your mind. Little to think about. There must still be a "passion to think." And "passionate thinking" or "thinking passion" must also have a subject, more precisely, a thinking, conscious I. Not an empirical, but a cogital I, emphasized M. K. Mamardashvili. The "Empirical Self" can be reflexive, while the "Cogital Self" can be reflexive. The difference between them is the same as between reflex and reflection. In Russian, it is excellently expressed: reflex and reflex-and-I. Nothing at all - a union and a capital letter, but the letter I. It can be assumed that the subject of ideologized, as well as the subject of technocratic thinking, is the empirical I (cf. "small ones crowded into the party"), while the subject of axiological, value, let's say more simply - human and human thinking, is the cogital I. The latter, like the empirical one, can also sometimes think in terms of objects, meanings, concepts, emotions, the intensity of inflamed feelings, but in addition, it thinks in meanings or thoughts about meaning. It is capable of emotional, semantic, value anticipation of its efforts and its results.

A thought cannot be recognized as a thought until it contains, in addition to itself, the thought of the timeless meaning of human existence:

"Until you find a real connection between the temporal and the timeless, until then you will not become a writer, not only understandable, but also for anyone and for anything other than pampering, necessary" (Blok A., Op. Vol. 5, M Fiction, p. 162).

It is noteworthy that it was A. Blok who said these words. M. Chagall, who wanted to show him his youthful poems, " retreated before his face and gaze, as before the face of nature itself".

I must think my thinking, and not my thinking - me. If the intellect has a master, it will choose which of the varieties of thinking it needs.

Please forgive me for the length in trying to explain what it is to think about meaning. Just as with the will, so in the case of the intellect, it is far from indifferent in what form it is presented in education. How important it is in what form they are presented in the soul of the teacher and student. We have seen that the empirical Self, not deprived of knowledge, skills, habits, even talent, can have an empty soul.

The ability to consider a problem situation that has arisen in the process of activity as a task involving the search, finding and implementation of the optimal solution is an important part of the subjective position of the individual. Teaching such an approach to a problem situation should become a necessary element of the educational process.

Students face problem situations in various areas of school life: in the educational process (in the classroom and when preparing homework), in communicating with peers and adults, participating in the social life of the class and school, in the process of solving their own life tasks.

The willingness and ability to work with a problem situation as a task suggests that a person (in our case, a student) is able to:

- analyze the problem;

- isolate its essence;

- to reformulate the problem into the task of one's own activity;

- plan steps to solve this problem;

- take the necessary steps;

- evaluate the result in terms of the goal.

We called this approach to the problem the design approach. The intellectual component of this approach to problems is design thinking. We consider the development of project thinking as an important educational task of the school, for the solution of which various school specialists should work. For this, they can use the specific situations of their professional communication with schoolchildren (a lesson, self-study hours, project work, extracurricular hours, etc.). In addition, from our point of view, special short-term programs are also needed that are directly aimed at developing the skills of a project-based approach to problems.

In the practice of the psychological service of the non-state educational institution "Economic School-Lyceum" (NOE ESL), various methodological approaches to the implementation of the task are used: special games, thematic blocks within educational psychological programs, individual games within the framework of training courses. A special course has also been developed for 5th grade students.

Fifth graders know this course as "Learning to Solve Problems."

Grade 5 students are already able to carry out educational activities of this kind. Moreover, within the framework of our school, we specifically form the readiness of children to use the project approach. Design and research technologies used in the classroom by elementary school teachers and the psychology curriculum "Profession - schoolboy" work for this task.

Project activities with elements of collective practical and research work are interesting for 10-11-year-old schoolchildren, and therefore contribute to their overall psychological development. Project thinking skills are in demand in secondary school, so it is advisable to prepare children for such activities at the very beginning of their education in the middle school.

Purpose of the course

Developing the skills of a project approach to problems among fifth-graders, more specifically, the formation of the foundations of project thinking.

Design thinking in this course is understood as the ability to consider a problem situation as a task with the subsequent construction of activities aimed at solving it.

Tasks

The course is expected to solve the following tasks:

Formation of schoolchildren's psychological readiness to perceive a problem situation as a personal task of activity;

Formation of schoolchildren's ideas about the types of problem situations and approaches to their solution;

Development of skills for collective project activities and solving specific problem situations that arise in the group process;

Formation of schoolchildren's readiness to transfer the acquired educational skills in situations of real life and real communication;

Development of socio-psychological qualities of a person.

Course structure

The course consists of three parts.

First part- introductory - aimed at developing children's skills of cooperation and familiarity with the concept of a problem situation.

Second part is focused on familiarization with the types of problem situations (there are three of them), on the formation of skills for recognizing them and adequately solving them. In addition, the guys get acquainted with two problem situations that arise in collective activities, and ways to solve them.

The third part is devoted to the development of practical skills for recognizing and solving various kinds of problem situations.

The course includes a cycle of 11 lessons (classes) of 35 minutes each and two role-playing games (90 minutes each). Lessons (classes) are held as part of the schedule once a week. Games are played in the afternoon.

Features of the construction of the course and its content

The course combines elements of a traditional lesson with game and training elements. During all lessons, children keep a notebook in which they write down the main concepts and perform written training exercises.

In addition, each lesson includes at least one task that involves immersing children in a learning problem, discussing it in groups, and developing a common solution.

At the end of each lesson, the children discuss how and in what form they can apply the acquired knowledge in life.

Thus, the course combines elements of traditional learning and methods of active psychological learning (training, role-playing, problem group work, group discussion on making a common decision, etc.).

For acquaintance and further practical study, children are offered 5 problems within the framework of the course: three of them relate to problem situations of various types, and two to typical problems of group project activities. Each problem is offered to children in the form of a metaphor, a specific visual image and a specific explanatory definition.

Problem situations and approaches to their solution

Problem name	The image offered to children	Wording for children	The psychological essence of the problem
Mosaic-like problems		A puzzle-like problem consists of several separate pieces. The problem as a whole is solved when each part of it is solved.	These are problems that can be broken down into more or less independent semantic parts. Children must learn to identify them and find ways to solve each of them. If a group is working, then the most optimal way is to distribute individual parts of the problem among participants or microgroups. Then - a general discussion, amendments or additions to each mini-project and a general decision on whether the problem has been solved or not.
		The solution of multilayer problems consists of sequential actions. Such problems are solved if all actions are performed and in the correct order.	These are problems that are solved by drawing up an algorithm. At the same time, it is very important that children be able to distinguish between actions that are essential and insignificant from the point of view of solving this problem.
Problems like a snowflake			These are problems (most often creative, productive in their essence) that can be solved in a variety of ways. Another thing is that there are solutions that are successful (optimal, feasible, etc.; the optimality criterion must be given to children) and unsuccessful. It is necessary to teach children to produce various solutions, and then explore, evaluate them according to certain criteria.
			Perhaps in reality such problems are rare. They suggest that success depends, firstly, on how well everyone has done their part of the work and, secondly, on the success of the group as a whole. In fact, we are talking about real cooperation, cooperation. It is difficult for children to combine two conditions in one situation: personal success and helping another.
			These problems are solved only if the parties to the discussion have decided on the meaning of the words they operate with. It is necessary to develop a common point of view on the subject of the dispute. This is a very common problem and is at the root of many conflicts and misunderstandings.

This greatly simplifies the assimilation of complex material of a high level of generalization by children, helps them easily move from understanding the essence of the problem to methods of working with it. The metaphor and the corresponding visual image of each problem is the main author's "highlight" of this training course. The actual author's developments also include: a typology of problems and ways to solve them, scenarios for role-playing games, some methodological materials for lessons.

The basic problem situations studied in this course are offered to students for familiarization and development in two forms: as problems of individual activity and as problems of collective activity. In its first form, each problem requires its definition and finding the optimal solution. To do this, children get acquainted with the image of the problem, its definition, its manifestations in life situations and the main solution technology. In its second form, problem solving complicates the need to find common ground with other people. Children also learn this art in the classroom.

Teaching methods of collective problem solving is carried out in classes in pairs, in mini-groups and in a group. However, preference is given to the work of mini-groups of 3-5 people (depending on the exercise). Children constantly work in groups of different composition. Thus, the classes contribute to the cohesion of the class team.

Thematic plan of the course

Title of topic and lesson	Number of hours	Conduct form
Part One: "Learning to Collaborate"
Learning to solve problems together
Learning to Negotiate and Concede
Part Two: "Learning to Recognize Problems"
Mosaic-like problems
Problems similar to layered jelly
Problems like a snowflake
We are building a park		Story game project
Problems similar to the parable of the elephant
Problems similar to the Olympic rings
Part Three: "Learning to Solve Problems"
Learning to recognize problems
Learning to find a solution to a problem
Once Upon a Time in N... (Endgame)		Role-playing game
Throughout the course

11 study hours are in the schedule (as a mandatory lesson), and 6 hours are for games held in the afternoon in agreement with the teacher-mentor. Thus, the curriculum is designed for 1.5 quarters (the second and the beginning of the third).

Performance criteria

The performance criteria, through which I would like to consider this training course, can be divided into "internal" and "external".

The "internal" criteria include:

Assimilation by children of the basic concepts of the course: “problem”, “problem similar to ...” (5 types), “problem solving”.

Mastering by students the skills of classifying problems into 5 types.

Mastering by children the basic technology for solving specific problems, both in a training situation and in a model situation (that is, in a situation simulating real activity).

Mastering the technologies of collective discussion and making a common decision by children.

Formation in children of a psychological attitude towards cooperation in a situation of collective activity.

The "external" criteria are:

Transferring acquired psychological skills to other situations (to other lessons, to extracurricular life).

LESSON 1. LEARNING TO SOLVE PROBLEMS TOGETHER

Tasks:

To interest students in the proposed topic of classes;

Formulate with the help of children the concept of "problem";

To formulate with the help of children the conditions for successful collective problem solving;

To give children the first, diagnostic experience of collective problem solving.

Forms of work: collective discussion; game exercises.

Equipment: exercise book, sheets of paper according to the number of students, paper clips according to the number of students, texts for tasks for the game “Show the animal”.

Stages of work:

1. Acquaintance with the topic of classes. Discussion of the problem "Psychology lessons - what are they for?". Summarizing children's opinions.

2. Recording the topic (by the name of the part of the training course) and the name of the lesson. Record the three main questions of the lesson (see below).

3. Discussion of the question "What is the problem?". Summarizing the opinions of children and writing down the definition of the problem in a notebook.

4. Discussion of the topic “Why is a collective decision very often better than a group one?”. The game "What is a paper clip?". The discussion of the results.

5. Rules for collective problem solving. The facilitator dictates a summary of the rules (see below). Then a group discussion is held.

6. Diagnostics of the ability to cooperate. Performing the exercise “Show the animal” in groups of 3-4 people. Discussion on the topic “Can we cooperate?”.

7. Summing up the lesson.

Main entries in the notebook

Theme: Learning to cooperate

Lesson #1

What is a problem?

Why is it better to solve problems together?

How to solve problems together?

A problem is a complex issue that needs to be solved or investigated.

Example of a problem: (each student has his own).

How to solve problems together:

1. We need to listen and understand each other.

2. You need to be able to negotiate.

3. You need to be able to give in.

4. It is necessary to reasonably distribute roles in the group.

Description of lesson games

Each child receives a simple paper clip. The first stage of the exercise is individual. The children are given the task - within 3 minutes to write as many ways as possible to use (use) a paper clip. Then, by lot (or in another convenient leading way), the students are divided into groups of 3-4 people. Each group should write a shared list of uses for the paper clip. This is given 5-7 minutes. The groups then take turns reading their lists. Identical methods are crossed out. The group with the most uncrossed ways left wins.

Show the animal (O. Khukhlaeva)

Children are divided into groups of 3-4 people and receive cards with the names of body parts of an animal. For example, “Elephant Trunk”, “Elephant Torso”, “Elephant Ears”, “Elephant Legs”. It is necessary to independently distribute which part of the body each member of the group will represent, and combine these parts into a single composition. The rest must guess what kind of animal it is.

Other options:

Giraffe: Giraffe body, Giraffe legs, Giraffe neck, Giraffe head.

Fox: Fox body, Fox tail, Fox ears, Fox nose.

LESSON 2. LEARNING TO NEGOTIATE AND GIVE IN

Tasks:

To give children the experience of group work of different levels of complexity: in pairs, in a mini-group, in a class;

Help children correlate the effectiveness of teamwork and the behaviors demonstrated by each of its participants;

Develop skills of introspection and reflection.

Forms of work: discussion of problems in a group, collective analysis of the situation, individual (written) analysis of the results.

Equipment: study notebooks prepared by the leader for keeping records (after the lesson they are pasted into the notebook), cookies (one for each pair of children), texts for the game “Show the object”.

Stages of work:

1. Reflection of the previous lesson. What were they talking about? What did you learn? What is the main concept introduced?

2. Record the topic of the lesson and its two main questions (see below).

3. Task 1: "We agree in pairs." Performing the exercise “Sweet problem” in pairs. Discussion with the whole class. Recording in individual forms. At will - sounding of the records.

4. Task 2: "We agree in a group." Performing the exercise “Show the object” in groups of 3-4 people. Discussion with the whole class. Recording in individual forms. At will - sounding of the records.

5. Task 3: "We agree all together." Performing the exercise “Counting on the fingers” with the whole class. In progress - discussion. Recording in individual forms.

6. Filling in the last paragraphs of the individual form. Brainstorming about qualities that help people collaborate.

7. Summing up the lesson.

Main entries in the notebook

Lesson #2

Can we negotiate?

What qualities help a person to cooperate with other people?

Form for individual work

We agree in pairs:

I worked (a) in tandem with _____________________

We solved our "sweet problem" ____________________

This is my decision: like it or not

We agree in a group

I worked (a) in a group with ___________________________________

We were able to agree: yes no

I liked working in this group: I didn’t like it

We agree with the whole class

We managed to agree silently: yes no

In order to reach an agreement, we needed _______________

__________________________________________________________

About myself

I am able to negotiate with other people:

Yes Often Not always No

In this I am helped by such my qualities as ___________________

Description of lesson games

Sweet problem (K. Fopel)

Instruction: Sit in a common circle. I brought you cookies: a few. To get cookies, you must first choose a partner and solve one problem with him. Sit in pairs facing each other. Between partners, I will put a napkin and one cookie. Please don't touch it yet.

What is your problem? You can only get cookies if your partner willingly gives them to you. Talk about it in pairs, but remember that you can't just take a cookie without your partner's permission.

After all the couples have completed the negotiations, they are invited to tell the other guys how they solved their problem. Methods are not evaluated, not criticized. Everyone has the opportunity to speak. The facilitator then gives the couple another cookie each and invites them to discuss what they will do with it this time. This is followed by a general discussion. The children discuss possible options for cooperation, as well as the feelings that they had during the exercise.

Show the subject (O. Khukhlaeva)

Children are divided into groups of 3-4 people and receive cards with the names of parts of an object, for example: "Teapot spout", "Teapot lid", "Teapot handle". It is necessary to independently distribute which part each member of the group will represent, and combine them into a single composition. The rest must guess what it is.

Counting on fingers (N. Khryashcheva)

All participants stand in a common circle. The facilitator explains that now, at the facilitator's command, they will have to throw out a certain number with the help of fingers on their hands: from one to five. It is impossible to negotiate with each other with the help of words and in general any sounds. The task is to throw the same number of fingers from the first, second, in extreme cases, from the third time. If the children failed to do this on the third attempt, the facilitator suggests discussing what is happening and the reasons for the failure. After that, the children are given another attempt. There is nothing wrong with the fact that the children will not come to a common version this time either. This will give a good opportunity to talk about relationships in the class, about the ability to see and hear each other.

Tasks:

To give students the experience of researching and solving problems of this type;

Develop collaboration and group decision making skills.

Forms of work: discussion of problems in a group, modeling of a problem situation and its living.

Equipment: study book, study board, simple jigsaw puzzle for demonstration, jungle map, creative group worksheets, sheets of paper, markers

Stages of work:

1. Designation of the topic of the lesson. Group discussion: what is a jigsaw puzzle, what does it look like? How is such a mosaic assembled?

2. Question for collective discussion: how to understand the topic of the lesson? What does it mean: the problem is like a jigsaw puzzle? Summarizing children's opinions.

3. Definition of a problem similar to a mosaic, writing this definition under dictation in a notebook.

4. Sketching the image of the problem on the board and by the children in notebooks.

5. The game "New Year in the Amazon jungle." Introductory game instruction. Statement of game tasks. Record game tasks in a notebook.

6. The work of creative groups on solving game problems.

7. Presentation of the work of the groups. Decision making by the whole class.

8. Summing up: a way to solve a puzzle-like problem. Writing in notebooks. At will - sounding of the records.

9. Brainstorming: what real-life problems are of this type and how can they be successfully solved?

Main entries in the notebook

Topic: Learning to recognize problems

Lesson #3

A puzzle-like problem consists of several parts. The problem as a whole is solved when each part of it is solved.

Jungle New Years!

Tasks:

1. You need to choose a route.

2. You need to get ready for the road.

3. You need to think over the holiday program.

Our problem is like a mosaic:

We have solved our problem to: (individual entry).

Description of lesson games

New Year in the Amazon Jungle (author's development)

Instructions: Imagine that your class has been extremely lucky. Famous travelers, explorers of the Amazonian jungle, invited you to celebrate the New Year with them, in one little explored area of ​​the Amazon basin. The members of the expedition are already waiting for you there. They hope that you will soon get together, develop a route and go to meet them. Yes, they also asked you to prepare a program for the New Year's holiday: after all, you are from the capital, you know a lot of interesting games and festive entertainment. So, we'll be on our way soon. What do you have to do before leaving?

Children, together with the leader, set specific tasks:

1. Get ready for the road (do not forget anything, so as not to get into an unpleasant situation in the jungle!).

2. Develop a route through the jungle to the meeting point.

3. Make a holiday program.

The facilitator invites the children to think about how to organize the solution of these problems. Together they come to the conclusion that it is most correct to break into three groups and each work out one part of the general problem. By lot or otherwise, the class is divided into three groups. Each group receives materials for work.

The "Going on the Road" group receives a checklist with which they make a list of things and items that need to be remembered.

The memo is an A3 sheet containing the following text:

We are going to go!

1. What things and items do I need to take with me?

2. What food do you need to bring with you?

3. What else do you need to take on a trip?

The group "Developing a route" receives a map of the jungle. On it are marked: swamps, mountains, quicksand, rivers and places of crossings, lost cities, mysterious buildings and much more. The point where travelers will begin their journey, and the point where researchers are waiting for them, are also indicated. The task is to choose a route. A grid of 5 x 5 cm is plotted on the map. It is known that the passage of a 5 x 5 square takes one day. The group decides whether travelers will go directly to the gathering place, whether they will look into mysterious places and archaeological sites, etc. An approximate version of the map, see fig. one.

The “Cooking for a Holiday” group develops and writes on sheet A3 a program for meeting the New Year from noon on December 31 until the morning of January 1.

Groups are given up to 15-20 minutes to work. The groups then present their project. Representatives of other groups ask questions, make additions. If necessary, the whole class is united in a common working group to finalize a problem.

At the end, the facilitator sums up: are we ready for the journey? And do we want to go somewhere together (that is, how did the discussion go)?

Tasks:

Introduce children to this type of problem, help them understand its essence with the help of metaphor and visual image;

To study the concepts of “essential action” and “possible action”, as well as to make it possible to distinguish between them in a specific problem situation;

Develop skills in group discussion.

Forms of work: group discussion, individual work with cards.

Equipment: study book, cards with "Sequential pictures" from the Wexler methodology, cards with descriptions of actions for the exercise "How to grow a flower?".

Stages of work:

1. Designation of the topic of the lesson. Brainstorming: what does layered jelly look like? What needs to be done in order to get to its lowest layer? What is the essence of the problem, similar to multi-layered jelly?

2. Generalization of children's opinions. Defining a multi-layer jelly-like problem and how to solve it. Write definitions in notebooks and on the board.

4. Individual work with cards: training in solving problems similar to multilayer jelly (performing the exercise “Harvest”). Recording results in a notebook.

5. Completion of the task "Fishing". Acquaintance with the concepts of "essential action" and "possible action" on the example of this exercise.

6. Work in groups of 3-4 people. Development of a collective project "How to grow a flower". Work on the project is carried out using a set of cards. Objective: to separate the essential actions from the possible ones and arrange the first ones in the correct order.

7. Presentation of projects. Group discussion, choosing the right option.

8. Summing up the lesson. Brainstorming: Are there problems in real life that are similar to layered jelly, and how are they solved?

Main entries in the notebook

Lesson #4

The solution of multilayer problems consists of sequential actions. Such problems are solved if all actions are performed and in the correct order.

Exercise "Harvest"

(children fix the order of numbers they have chosen).

Exercise "Fishing"

(children fix the order of numbers they have chosen, and then determine the essential and possible actions).

Harvest (based on Wechsler test materials).

Children are offered a set of sequential pictures "Farmer" from the Wexler test set. Each picture is marked with a certain letter of the Russian alphabet. The task of the students is to write in a notebook a column of numbers according to the number of pictures and next to each serial number put a letter denoting a specific picture. Then the children, if they wish, read out the resulting sequence of numbers and justify their decision. If there are several opinions in the class, you can divide the children into groups and invite them to consider the arguments and have a discussion.

Fishing (based on Wechsler test materials)

The first part of the exercise is performed similarly to the previous one, only on the basis of a different set of successive Wexler pictures. However, in the set of cards offered to the children, there are those that reflect the necessary actions of a person who has gathered for fishing, and a card that displays a possible action. Children are invited to find an optional action among the cards and justify why they can do without it.

You can also discuss where in the overall sequence such an action can be located: whether it has a clearly fixed place in the sequence of actions that solve the problem.

How to grow a flower (author's development)

Children are divided by lot into several groups of 3-4 people. Each group receives a set of cards with text. (The kits for different groups are identical.) The facilitator explains that the kits contain descriptions of various activities related to solving such a problem: growing a flower in a home flower garden. The task of each group is to separate the necessary actions from the possible ones, and then arrange the necessary actions in the correct sequence. Groups are given 5-7 minutes for this activity.

Then each group nominates its representative for the presentation of the mini-project. Representatives of all groups attach their cards to the board using magnets in the correct order. Next, they read out the resulting procedure and justify it. The most successful project is selected collectively. If children cannot come to a common decision, an adult helps them.

Buy (or choose from available) a flower pot (2).

Prepare the soil for planting the plant (3).

Choose a place in the room that is suitable for this plant.

Find out the features of caring for this plant (1).

Prepare for planting seeds (seedlings, tubers, etc.) plants (4).

Insulate windows.

Create an irrigation schedule.

Buy A.V. Molevoy "All about flowers".

Install air conditioning.

Hang a pot on the wall.

Buy California worms for flower land.

Set up a flower stand.

Join the florist society.

Install a humidifier in the room.

Prepare fertilizer (5).

Tasks:

Introduce children to this type of problem, help them understand its essence with the help of metaphor and visual image;

To give students the experience of researching and solving this type of problem;

Develop collaboration and group decision making skills.

Forms of work: implementation of a group project, collective decision-making.

Equipment: exercise book, A3 sheets, lotion tokens, cabinet plan (according to the number of project groups), voting tokens, markers and colored crayons.

Stages of work:

1. Designation of the topic of the lesson. Group discussion: what is the essence of the problem, similar to a snowflake?

2. Generalization of children's opinions. Identifying a snowflake-like problem and how to solve it. Write definitions in notebooks and on the board.

3. Sketching the image of the problem on the board and by children in notebooks.

4. Implementation of collective projects "Cabinet of our class." Dividing into groups by drawing lots, instructing and highlighting the mandatory areas of the designed office.

5. Image of the cabinet project on a special form (sheet A3).

6. Presentation by groups of their projects.

8. Wrap-up discussion: How are snowflake problems solved?

Main entries in the notebook

Lesson #5

A snowflake problem has many solutions. It is necessary to explore all possible options and choose the best one.

Description of lesson games

The office of our class (author's development)

The facilitator invites the children to imagine that they are given the opportunity to re-equip the office of their class as they would like. Naturally, without any magic, within the capabilities of the modern world. In addition to this condition (the reality of the project), it must meet two more requirements. Firstly, in the created project of the office, several zones should be allocated: a study area, a recreation area, and an area for storing things and educational materials. Secondly, in the created office there should be a place for everyone: children, teachers and a mentor, boys and girls, sociable and withdrawn children, students who love fun games and prefer quiet games. A table with the named conditions is posted on the board.

Students are divided into several working groups. Each group receives an A3 sheet, on which the walls of the classroom, the location of windows and doors are marked with lines (everything is like in reality). The group also receives wax crayons and markers. 15-20 minutes are given to create the project.

Next, the groups nominate their representatives, who represent the created project. Members of other groups have the opportunity to ask questions. However, the presenter asks them to refrain from ratings and evaluative comments.

After the presentation, it's time to vote: choose the best project. The facilitator once again recalls the requirements that were imposed on the project. Each student receives two tokens. Design sheets are placed on the carpet. Children take turns approaching the carpet and placing tokens on the designs they like. The project with the most selections wins.

(Two tokens are not random. It is difficult for children to abandon their project, even if they objectively see its shortcomings in comparison with the projects of other groups. As a rule, they put one token on their own project, and the other on the one they like the most).

After the results are announced, those who wish can justify their choice.

STORY GAME-PROJECT "WE BUILD A PARK" (AUTHOR'S DEVELOPMENT)

Tasks:

Introduce children to this type of problem, help them understand its essence with the help of metaphor and visual image;

To give students the experience of researching and solving this type of problem (individually and in a group);

Develop communication skills: mutual understanding, the ability to ask clarifying questions, see the situation through the eyes of the interlocutor, etc.

Forms of work: analysis of the parable, solving thematic problems, group discussion.

Equipment: study book, school board.

Stages of work:

1. Introductory word of the facilitator: once again about those problems that have already been studied. Problems arising specifically in group work (similar to the parable of the elephant and the Olympic rings).

2. Reading the parable of the blind men who met the elephant. Brainstorming: What is special about a problem like this parable of the blind men and the elephant?

3. Figure of the given problem. Everyone invents it himself and, if desired, demonstrates his drawing to the others.

4. Discussion of examples and solving problems related to this type of problem:

Example 1. “Zero or the letter “O”? Done on the board. Discussion: what did your answer depend on?

Example 2. "A failed date." The facilitator talks about a hypothetical situation. Group discussion: why did the meeting not take place? What did the guys forget to clarify?

Example 3. "Preparation for the test." The facilitator talks about a hypothetical situation. Group discussion: why did the teacher and students not understand each other? Which word has multiple meanings?

5. Brainstorming: How can you identify the essence of a problem similar to the parable of the elephant? Children express their opinions, the leader summarizes. Record the definition of this type of problem on the board and in student notebooks.

6. Group discussion on the topic "When does the day begin?". Children express their personal opinion, then they are divided into groups according to the proximity of the opinions expressed, prepare arguments in defense of their position and present them to the rest of the groups.

7. Discussion of the results of the discussion. What helped to come to a common opinion or, on the contrary, what prevented?

8. Summing up the lesson: what causes elephant-like problems, and how are they solved?

Main entries in the notebook:

Lesson #6

Such problems arise because people have different understandings of the meaning of words or actions. In order to solve such a problem, it is necessary to understand what each interlocutor means, and come to an understanding.

Figure of this type of problem (individually).

Description of games and exercises of the lesson

Elephant Parable

Four blind men met with an elephant for the first time in their lives. One of them touched the trunk and said: "The elephant is like a thick rope." "The elephant is like a pillar," said another, feeling the elephant's leg. The third touched the elephant's belly and said, "The elephant is like a huge barrel." “He looks like a mat,” the fourth objected, touching the elephant by the ear.

Zero or the letter "O"? (author's development)

The facilitator draws an oval-like figure on the board: 0. And asks the children the question: “What do you think it is?” Children offer different answers, all of which are accepted by adults without evaluation. Then the leader writes “A” to the right of the oval, and “B” to the left. Again he offers to answer the question, what kind of figure is between the letters. Now almost all children say that this is the letter "O". The host accepts the answer, and then draws the number "1" above the oval, and the number "2" below it. He repeats his question, and now most of the children say that this figure is the number "0".

The facilitator invites the children to think and answer a difficult question: what conclusion can they draw from this example? If the children find it difficult to answer, then the facilitator offers the students another example.

Missed date (author's development)

The facilitator reads (or tells) the following text to the students:

Two friends decided to meet on the day off and take a walk together. They agreed to meet at a certain place at nine o'clock. One of them came to the meeting place at nine in the morning and waited in vain for his friend for an hour. Worried, he called a friend and... woke him up with his call! Waking up, a friend said: "I thought we were meeting in ..."

It is very important to lead the children to the conclusion that friends understood the words "nine o'clock" differently and did not clarify them for each other.

Preparation for the control (author's development)

If necessary, you can take another example with the children. The facilitator offers the children the following situation:

The history teacher told the children that next time there would be a test and told them to prepare well for it. "Understandably?" she asked the students. “Understood,” they replied. At the next lesson, the teacher first of all asked the children if they were ready for the test. "Yes," said one. - I read the paragraph. “Yes,” said another, “I learned all the dates and names.” “Yes,” said a third, “I read the paragraph, wrote down important information for myself, learned the names and dates.” After listening to them, the teacher sighed: “Last time you all said that you understood everything. All of you today are talking about preparing for the test. But not everyone is ready for it.

The facilitator asks the children the question: “Why did this happen? What is wrong with children?

The general conclusion to be drawn on the basis of these examples is that problems arise due to the fact that people understand the same words in different ways, put different meanings into them, but at the same time they are sure that their understanding is the only correct one.

When does the day start? (N. Khryashcheva)

Children sit at their desks. The facilitator asks the question: “When do you think the day begins?” Children express their opinion, the facilitator records their answers on the board. Answers can be very different, but only those proposed by the students themselves are recorded. For example:

At midnight.

When the sun rises (or when it gets light).

When I wake up.

When the morning ends, at noon, etc.

When the options are exhausted, the host asks to read all the written options again and choose for himself the one that seems the most correct.

Then the children are divided into groups according to the chosen answer. Each group should consider arguments to support their position. The groups have 5 minutes to do this.

Next, the facilitator invites everyone to sit in a circle and have a group discussion of the problem. The task is formulated as follows: you need to come to a common answer to the question of when the day begins. It is impossible to put pressure on each other and vote.

10 minutes are given for the discussion.

Children can come to a common opinion, but this is an extremely rare outcome of the exercise. Most often formed 2-3 groups.

The discussion ends with a discussion of the following question: what did the groups need to discuss among themselves in order to find mutual understanding? (It was necessary to determine the meaning of the word "day".)

Tasks:

Introduce children to this type of problem, help them understand its essence with the help of metaphor and visual image;

To give students the experience of researching and solving this type of problem;

Develop the skills of reflection of the social situation;

To form an attitude towards cooperation and cooperation in a situation that provokes competitive behavior.

Forms of work: group activity requiring cooperation.

Equipment: study book, methodological materials for the exercise "Mail".

Stages of work:

1. Definition of the topic of the lesson. Group discussion: what does it mean to "cooperate" and what does it mean to "compete"? Summarizing children's opinions. Oral definition of cooperation and competition.

2. Discussion of the theme and its slogan "Each and Together". What do the Olympic rings look like? What is the essence of the problem, similar to the Olympic rings?

3. Writing in a notebook and on the board defining the problem and how to solve it. Sketching an image of the problem.

4. Performing the exercise "Mail".

5. Summing up: did you manage to complete the instruction? What helped? What got in the way?

6. Summing up the lesson: what is the essence of problems similar to the Olympic rings, and how they are solved.

Main entries in the notebook:

Lesson #7

Such problems arise due to the fact that people do not help each other, they work only for their own result. Everyone must achieve success in their own business and help everyone else to do it.

Description of games and exercises of the lesson

Mail (M.-A. Robert, F. Tilman, game modified)

At the first reading, the exercise looks rather cumbersome, but it is enough to conduct it once in order to understand all the necessary nuances and subtleties for yourself.

To complete the exercise, 6 participants or 6 mini-groups of 2-4 people each, a postman (in our case, the leader played his role) are required.

Groups sit in a circle at small tables (desks) standing in a large common circle. Group members sit facing each other and with their backs to members of other groups. Groups can communicate with each other only through written messages. Within the group - communication is free, but only in a whisper. To communicate with other groups, each group is given a rather decent amount of paper (small format, such as notepads, 10 x 10). The number of messages sent is not limited.

Each group is assigned a number: U1, U2, U3, U4, U5, U6 (“U” means “participant”). It is important to make sure that the groups remember not only their own number, but also each other's numbers! It's better to spend a few minutes on this. During the exercise, participants will write letters to each other. They must be named. This means that at the top of each letter it should be written which group is sending the letter and which should receive it. Adult participants are invited to write themselves at the top of each sheet sent: "From ... to ...". With teenagers, we recommend doing differently. The facilitator distributes to the participants leaflets already signed on their behalf (more precisely, numbers). All they have to do is enter the recipient's number. For example:

From participant # _______ to participant # _______

An important point: if, for example, group No. 1 received information from group No. 3 that it considers useful for another group, it cannot simply forward this leaflet to it. She must rewrite the information on her letterhead and send it to the new addressee.

The postman monitors the correctness of sent and received messages. Each participant has two baskets (boxes) on the table. The postman puts letters in one of them, takes them from the other and takes them to their destination.

What is the essence of the exercise? Each group receives a dossier containing: information for everyone, private information and a form for the final answer.

Information for everyone. It can be enclosed in the dossier, or it can be voiced by the presenter orally. The second option is preferable when working with teenagers, as they get the opportunity to ask clarifying questions. But the first option is very good, as it teaches participants to work with the instruction on their own. And this is a very important psychological skill! What is in the information for everyone?

“Each group received a piece of paper on which five geometric figures were drawn in a row. There is such a sheet and you. Look at it, but only so that only you can see your figures. It is known that one of the figures is common, that is, it is contained in leaflets all six groups. What figurine is this? You can find out by sending and receiving emails. When you establish what kind of figure it is, redraw it on the form for the final answer and give it to the facilitator. Once you've submitted your response, you can continue to send and receive emails as you see fit. Remember: the game will end when all Participants will submit their answers. The game is considered successful if all the answers will be correct."

That is the instruction. We see that the participants have to work in a situation of lack of information, that the task they face is of an individual-collective nature: it is important to find the answer themselves (within their own mini-group) and help all other groups to decide. But! Don't tell the participants about it. They must themselves come to this in the process of work. In such a discovery is the main essence of the game "Mail".

Private information is a sheet on which 5 figures are drawn. As we have already said, these sets are different from each other and contain only one common figure.

As we can see, the task assigned to the participants is very simple. Theoretically, a group can get by with 30 messages. But in practice there are many, many more!

The groups are given 15-20 minutes to work. Working with fifth-graders, the leader is unlikely to avoid clarifying the instructions, giving small hints to groups regarding the organization of work, and disciplinary actions. This is fine.

After all participants have given their answers (or all possible time limits have been exhausted), the facilitator announces the correct answer and looks at the solutions proposed by the participants, determining their correctness.

What behavior of the participants helped to find the correct answer?

And what, on the contrary, interfered?

What type of letters were the most informative?

What mistakes did the participants make during the game?

Then everyone sits in a common circle and exchanges opinions. The main outcome of the discussion is some strategy for effective behavior in a similar situation, which should be jointly described by the participants.

Materials for the game (sets of geometric figures for each group)

LESSON 8. LEARNING TO RECOGNIZE PROBLEMS

Tasks:

Develop skills to differentiate problem situations;

Develop communication skills related to the presentation and argumentation of one's position.

Forms of work: work with individual educational forms, group discussion.

Equipment: forms (No. 1) with the names and visual images of the problems being studied (according to the number of students), forms (No. 2) with problem situations for individual work, colored pencils.

Stages of work:

1. Summarizing the material of previous lessons: what problems do we know? Why are they called that? How can they be solved?

2. Acquaintance with forms No. 1. Coloring black and white drawings of the form.

3. Work with individual forms (No. 2). Children take turns reading aloud a problem situation, then independently mark in the third column what type it belongs to. Each situation is followed by a group discussion. Each student has the right to disagree with the group and keep their own answer.

4. Summing up the lesson. The facilitator says that work with problem situations in the next lesson will be continued.

5. Children paste in their workbooks the forms on which the work was carried out during the lesson.

Main entries in the notebook

Lesson #8

Form No. 1. What are the problems and how are they solved?

Problem name	Image of the problem	Problem Definition
Mosaic-like problems		A jigsaw puzzle problem consists of several separate pieces. The problem as a whole is solved when each part of it is solved.
Problems similar to layered jelly		The solution of multilayer problems consists of sequential actions. Such problems are solved if all actions are performed and in the correct order.
Problems like a snowflake		A snowflake problem has many solutions. It is necessary to explore all possible options and choose the best
Problems similar to the Olympic rings		Such problems arise due to the fact that people do not help each other, they work only for their own result. Everyone must succeed in their own business and help everyone else to do it.
Problems similar to the parable of the elephant	Four blind men met with an elephant for the first time in their lives. One of them touched the trunk and said: "The elephant is like a thick rope." "The elephant is like a pillar," said another, feeling the elephant's leg. The third touched the elephant's belly and said, "The elephant is like a huge barrel." “He looks like a mat,” the fourth objected, touching the elephant by the ear.	Such problems arise because people have different understandings of the meaning of words or actions. In order to solve such a problem, it is necessary to understand what each interlocutor means, and come to an understanding.

Form number 2
Read the following situations carefully and determine what type of problem they are.

№ №	Situation	Problem type
	The 5th grade students decided to put on a performance as a whole class by the end of the school year. They decided to decide, but they don’t know how to do it themselves. How should they act in this situation?
	A group of 5th grade students became very interested in the mysterious continent of Antarctica. The guys decided to find out everything about her. We picked up literature in the library and gasped: “How much!” There are books about animals and plants of Antarctica, about its climatic features, about the history of the development of the mainland, about the work of international research stations .... How to read all this? What to do?!
	One student was preparing at home for a geography lesson. I learned the paragraph, told my mother. Both he and his mother were satisfied with the preparation. And the teacher said that this answer was “good”, but not “excellent” at all, and put a “four”. The boy at home could not explain to his mother why he got a “four” and not an “five”
	At the math lesson, the teacher said that today the assessment of each student will depend on how the whole class will work. She gave each student 5 problems to solve, but said that the class would receive a “five” only if all the problems were solved. The guys didn't get the job done. They explained this by the fact that there was a weak student in the class who, before the bell, could not solve even three out of five problems. But the teacher said that the guys approached the problem in the wrong way. Is it so?
	A 5th grade student was very interested in the opportunity to give an interesting lecture to younger students. It's a responsible matter. The material should be interesting, understandable to kids. How to prepare for such a performance?
	The students of one very close-knit class decided to spend a few vacation days together in the spring. But which vacation do you prefer? Everyone offers his own, does not listen to others ... We almost quarreled! How should they proceed in order to find a common and best solution?

LESSON 9 (first hour). LEARNING TO FIND A SOLUTION TO THE PROBLEM

Tasks:

To consolidate the skills of differentiating problems;

Develop skills for solving problems of various types;

Develop speaking skills in a group discussion;

Develop the ability to defend your own opinion and agree with the reasonable opinion of others.

Forms of work: work with individual educational forms, work in creative groups in the mode of making a group decision.

Equipment: study book, form with a study task (according to the number of students in the class)

Stages of work:

1. Referring to the topic of the previous lesson. Setting the objectives of this lesson.

2. Filling in the table on the board based on the results of the last lesson. The table records the number of the situation and options for its correlation with one or another type. Depending on the real choices of students, next to the number of a specific problem, from 1 to 5 options for its name may appear.

3. The choice of problem situations in relation to which there is no unity of opinion in the class. The division into groups according to the number of such situations.

4. Work in groups: a thorough analysis of the problem situation and finding a common version of its name.

5. Presentation of the work of the groups. Collective discussion of each problem situation. Finding a common variant. If the children cannot come to an agreement even at this stage of the work, the facilitator names the correct answer and substantiates it himself. The discussion of each situation ends with filling in the appropriate lines in an individual form.

6. Summing up the lesson. Group discussion: why is it important to identify the type of problem? What depends on it?

Main entries in the notebook:

Lesson #9-1. Learning to find a solution to a problem

Blank form

Lesson topic: Learning to find a solution to a problem

Problem #1 is a problem similar to _____________________________________

It is solved as follows: _________________________

Problem #2 is a problem similar to _____________________________________

It is solved like this:

Problem #3 is a problem similar to _____________________________________

It is solved as follows: ________________________________________________

Problem #4 is a problem similar to _____________________________________

It is solved as follows: _____________________________________________

Problem #5 is a problem similar to _____________________________________

It is solved as follows: _________________________________________________

Problem #6 is a problem similar to _____________________________________

It is solved as follows: ____________________________________________________________

LESSON 9 (SECOND HOUR). LEARNING TO FIND A SOLUTION TO THE PROBLEM

Tasks:

To consolidate the acquired skills of differentiation and problem solving in a game situation;

To give participants the experience of solving a problem similar to the Olympic rings;

Develop the skills of cooperation and cooperation in the mini-group and in the class as a whole.

Forms of work: collective game "Encryption", group discussion.

Equipment: study book, materials for the game "Encryption": encrypted text on cards (several cards per person), cipher (according to the number of groups), forms for analyzing the type of problem.

Stages of work:

1. Setting the objectives of the lesson: developing skills for solving specific problem situations. Write the topic in a notebook.

2. Division of participants into groups. Creation of a group of observers. Instructions for the game "Encryption".

3. Group work with forms to analyze the problem situation. At the same time - instructing observers.

4. The game "Encryption". The facilitator and observer monitor the work of the groups.

5. Summing up, determining the winner.

6. Group discussion: what type of problem was this and how should it be solved? What helped and what hindered her solution?

7. Final entry in a notebook.

Main entries in the notebook

Lesson #9-2. Learning to find a solution to a problem

Problem: the group needs to decipher the text quickly, faster than other groups.

Type: Olympic rings-like problem

It is solved like this:(each child writes down the solution algorithm in his own words).

Description of lesson games

Encryption (author's development)

Children are divided into several groups of 3-4 people. Several people should remain in the role of observers.

The host gives a general instruction: “Our game is competitive. It will have winners. The group that will decipher the text of the quote the fastest and most accurately will win. Now each participant will receive a stack of leaflets. Each leaflet contains 1-2 encrypted words and a number. This number will help you determine the place of these words in the deciphered phrase.

The facilitator distributes sheets of encrypted text to the children. Children within the group receive tasks of different volumes: someone receives only 2 sheets and on each - one word, someone - 3 and even 4 sheets. The presenter does not comment on this circumstance. Children themselves must understand that they will complete their individual tasks at different times and for a common win they need to help each other. In fact, only the team whose members can correctly distribute work within the group can win.

The facilitator gives the children some time to review the tasks they have received (they don’t have the code yet!) and continues the instruction: “Now, first of all, you need to understand what type of problem you have and how you will solve it. Each group receives a form on which they write their work strategy.

Form for the group

Group No. ___________________

Type of problem (draw or write in words)_________________________________

Selected solution method: _______________________________________________

I agree (signatures of all members of the group):

While the groups complete the form, the facilitator instructs the observers. Their task is to monitor how the groups perform the task: whether they help each other or everyone works for himself, whether they support each other with words that they say about rivals (other teams), etc.

After filling out the form, the groups receive a code. It is known that each character stands for one letter. Children begin to decipher the text. Observers also begin their duties.

As soon as the first group completes the task, the leader approaches it, reads the received phrase and, if it is correct, announces to everyone that the winner has been determined. However, he gives all other groups the opportunity to finish the work.

The winning group read out the resulting phrase. The rest of the groups check their text.

Then there is a general discussion with the participation of observers:

What type of problem are you referring to?

How did you intend to solve it?

Do you now think it was the right choice?

Observers share their observations and conclusions.

Materials for the game

Encrypted phrase: "Honesty, generosity, courage, constancy in trouble and happiness, kindness, devotion - these are the virtues of a friend."

The cipher offered to children:

LESSON 9 (THIRD HOUR). LEARNING TO FIND A SOLUTION TO THE PROBLEM

Tasks:

To consolidate the skills of differentiating problems and solving them in a game situation;

Develop group decision-making skills;

Develop listening skills, understanding other people;

Motivate students to participate in the final role-playing game.

Forms of work: group discussion on a given topic, the work of creative groups.

Equipment: texts of tasks for warm-up, cards with names of the type of problem, hourglass.

Stages of work:

1. Summing up the results of the course, setting the objectives of this lesson (reinforcing skills).

2. Warm up. The game "Most important". The class is divided into groups of 3-4 people. Working with situations: each group must make a decision on the situation described on the card. Then the group presents their answer and listens to the opinions of other groups. If necessary, a general discussion is held. Discussion in mini-groups is limited in time. If possible, two situations are proposed for decision and discussion.

3. The game "We play KVN." During the game, built like a warm-up in KVN, teams come up with different types of problems and offer them to each other to solve. The facilitator helps students evaluate the proposed solutions and choose the best ones.

4. Summing up the lesson: can we work together? Have we sorted out our problems? Have you learned to identify and solve them?

5. The facilitator briefly talks about the upcoming final game and answers the questions of the children.

Description of lesson games

The most important thing

The following situations may be suggested for discussion in mini-groups.

First situation

“You are going to school and you want to take the following things with you: chips, money, a sandwich, an apple, a bottle of water, a ball, homework, a diary. However, only three things fit in the briefcase, and you need to decide together which of the listed items you will take with you.

Second situation

“You have decided to spend the night with your friend and want to take the following things with you: pajamas, a toy, clean clothes for the next day, a sleeping bag, a toothbrush, a favorite book, a school bag. However, only three things fit in the suitcase, and you need to decide together which of the listed items you will take with you.

Third situation

“You have decided to drive abroad and want to take the following things with you: a passport, an exciting book, a gift for a friend you will visit on the way, a toy, food and drink for the trip, a bathing suit, a pen and note paper. However, only three things fit in the suitcase, and you need to decide together which of the listed items you will take with you.

We play KVN (author's development)

In its form, this exercise is similar to the warm-up stage in the KVN game. The game takes place in the same teams in which the children worked at the warm-up stage. Teams draw cards with the name of the type of problem they have to come up with. The card cannot be shown to other teams. Groups come up with a problem and come up with an approach to solve it.

The game then proceeds as follows. One of the teams presents their problem. The rest of the teams discuss for 2-3 minutes what type of problem this is and how it is solved. The teams present their options. Then the team that made the riddle themselves says what type of problem they should have thought up and how they themselves see its solution. The facilitator helps the children evaluate all the options and choose the best one.

Then, following the same scheme, the teams work with the problems of other groups.

STORY-ROLE-PLAYING FINAL GAME "Once Upon a Time in the City of N..."

The full text of the game is given in the next section.

SCENARIO OF STORY GAMES

STORY GAME-PROJECT "WE BUILD A PARK"

At the wave of a magic wand, the students of the class are temporarily transferred to a magical city, where much is arranged differently than in ordinary life. Both adults and children live in this city, and good fairies rule the city, while they take into account the opinion of its adult inhabitants.

Offended by such "injustice", the children of the magical city decide to protest: they demand that they, too, be given the right to manage the life of the city on an equal basis with fairies and adults. The fairies do not mind, but offer the children to pass the test, to prove their readiness and ability to solve important tasks and problems.

Children are invited to create a layout of the city recreation park, which would take into account the interests of all the children of the city, and also observe some important rules. For this they are given an hour and a half and all the necessary technical means. But no magic!

When the layout is created and evaluated by the fairies and adult residents of the magical city (naturally, the result will depend only on the quality of the work done), the children return to “reality” with a wave of a magic wand.

What has this job taught them? How will they be able to use the experience in their real life? What would they advise for the future of the children of the magical city?

Game goal: to create a model of a recreation park that would meet the requirements formulated in the terms of reference and would give children the right to take part in the management of the city.

Psychological tasks

To give participants design experience in the framework of joint practical activities.

Strengthen problem solving skills.

Put the entire children's team and each child in a situation that requires responsible behavior.

Teach children to set goals and take action.

Create conditions for the development of teamwork skills in children.

Tools

Poster-template of the future park, templates of park objects, a folder with terms of reference, texts of questionnaires, colored crayons, felt-tip pens, ballpoint pens, A4 paper, a bell, a stopwatch.

Stages of the game

1. Warm up.

2. Immersion of children in a game situation. Setting the goal of the game.

3. Development of a general plan for working on a sketch of the park.

4. Conducting a survey and processing the survey data.

5. Division into working groups and preparation of the layout of the park.

6. Evaluation of the created project.

7. Discussion of the game.

Game scenario

After a warm-up in another room, the children enter the hall. Music sounds, the hall is dim, the ball is spinning. Children are seated in the center of the hall on the carpet. They sit silently for a while, getting used to the surroundings.

Leading. We are with you in a magical city. Adults and children live in it, and they rule the city with the help of the good magic of the fairies. The children of the magical city are you, its adult residents are our guests, participants of the seminar. And today we will be the fairies, the presenters. So, we are in a magical city...

The children of the magical city, like the children of any other city, go to school, walk and relax in their free time, love interesting games and entertainment, and obey adults. But one day something happened... (pause). The children decided that they did not like being treated like little children: they did not consult, make important decisions without them, dictate to them when to study and when to rest. “We want to be adults! they said. “We want to rule our city together with the fairies.” The adults were angry, but the fairies decided to do something else. "Do you want to be adults? Do you want your opinion to be taken into account? Good. But first, prove that you can act like an adult. Are you ready for the test?" they asked the children. "Yes! Yes! Yes!" the children shouted. And the test began...

The light turns on. The hosts appear in front of the children in game clothes: silver scarves and headbands. Now they, as fairies, turn to the children sitting in front of them.

Leading. We want to see you in a real adult business that you will do from start to finish on your own with minimal help from us. This year we planned to build a recreation park for children in our city. When building this park, we would like to take into account the interests of all the children of our city (of course, if possible and provided that these wishes are feasible; although we are fairies, we resort to magic as a last resort). So here's what you need to do. You need to create a recreation park layout. Do you know what a layout is? (The facilitator shows the children the prepared template). This layout should take into account the interests and wishes of all the children of the city, it should be beautiful (so that the park will decorate, and not spoil the overall look of our wonderful city), it should be realistic: everything that you plan in the park will be built without the help of our magic (although we still planned one magical surprise).

So your layout should be:

Realistic;

practical;

Aesthetic (beautiful).

If you manage to create a layout that will be rated as good or excellent by all residents (adults, children, fairies) of the city, you will get the right to manage our city on an equal basis with adults and fairies.

So, your task is to create a layout of a recreation park for the children of our city, taking into account the three above-mentioned requirements.

You are ready?

The bell sounds as a sign of the transition to the next stage.

Leading. Now you have to determine the overall plan for your work: where should you start? What work needs to be done, and what else can wait?

Now everyone will get a piece of paper. It lists various types of work that are somehow connected with the construction of a recreation park. Your task: to carefully read this list and mark for yourself those types of work that are necessary to create a layout. You have 3 minutes to do this...

The leader keeps time.

Leading. And now your task is to make a general list of necessary works. All those types of work that are on your lists, I have written on separate sheets. Discuss and set aside in a separate pile those types of work that you consider necessary to create a layout. You are given no more than 10 minutes for a group discussion. (The facilitator keeps track of the time.) Now arrange the selected types of work in the order in which it would be logical to perform them. And in that order, attach them to the stand...

Please read to everyone present exactly what you have to do and in what order. (If the facilitator sees an illogicality in the reasoning of the children, he can ask them additional questions.) Well, you did the job. By the way, what type of problem are you currently solving? Yes, it was a layered jelly-like problem. How did you solve it? Was it the right approach?

The bell sounds.

Leading. So, what are we doing with you now according to the plan? We are conducting a survey on how you would like to see this park. Agree, there are many options for building and equipping a recreation park. It would be nice to choose the best option.... What kind of problem does this look like? That's right, it's a snowflake-like problem. How is she resolved? (Children express their opinion, the facilitator summarizes.)

It is necessary to take into account the opinions of all the children of our city and choose a project that will meet the interests of all. (The facilitator distributes questionnaire forms.) Now you have to fill out a questionnaire and thereby express your opinion about what the park should be like.

The facilitator discusses the questionnaire with the children. Together with them, he reads the first question. Children, in accordance with their personal choice, mark any three items. Then everyone gets three white circles.

Leading. Please note: there are 5 chairs against the wall. On each - a sheet of paper with the name of a particular park area. Place your mugs on the chairs attached to your chosen park areas... Let's see which three park areas are the most popular? Which ones were in the minority? Are there any zones that turned out to be generally unpopular?

Let's designate each of the three zones selected by the majority with a certain color. For now, these will be the working names of our park areas: blue, red, yellow. But you must remember that the layout of the park must take into account the interests of all residents, including those who are in the minority. We will think about how to do this a little later.

Leading. In addition to park areas, any park also has a common area: paths between fenced off areas, places for recreation and food, flower beds, and possibly fountains. What do you personally want to see the most in the common park area? You see, 9 items are listed. Choose 5 of them that seem important to you personally ... Now we need to summarize the data obtained. Give your questionnaires to the fairies, they will calculate and tell us which objects turned out to be the most popular.

Children submit questionnaires.

Leading. Have we completed the first point of the plan? What are we to do now? So, we move on to the next item in your plan. We have to create a layout that will indicate the zone chosen by the residents of the city and the general territory of the park. What type of problem is this and how is it solved? Yes, this is a problem - "mosaic".

The bell is ringing.

Leading. Now we will create four working groups. Three will create layouts of the most popular park areas (green, yellow, red). The fourth group will develop the project of the common territory. (Let's mark it in green.) She will try to find a place for those objects that are dear to the hearts of individual children. Divide into groups will help us draw lots.

Children are divided into groups and receive an individual technical task. The group developing the project of the common territory must have at least 4 people. It takes 25-30 minutes to create a layout.

The bell is ringing.

Leading. It's time to move on to the next step in the plan. Now each group will present their layout. The task of the rest is to listen carefully and evaluate the layout in terms of three qualities: whether it meets the needs of most children, whether it can be implemented without the help of magic, whether the territory will turn out beautiful.

Each group reports on their work, the rest ask questions. Then everyone is invited to evaluate each of the four parts of the layout. The assessment is carried out publicly. First, the facilitator asks those who rate the layout at "5" to raise their hands, then those who rate it at "4". If there are grades "3" and "2", their authors must say what needs to be finalized in the layout. Improvements are being made. After all the improvements, the layouts are connected.

Leading. I appeal now to all the inhabitants of the city. Imagine that the park is built. It looks like it's shown on the layout. You have come to the park. In which of the four zones of the park do you want to be now?

The facilitator marks the places on the carpet, symbolizing this or that zone, and invites all participants to make their choice.

Leading. And now for a magical gift from the fairies: in your park, when it is built, the sun will always shine, the weather will always be good, and delicious fruits will grow on the trees!

I ask everyone to return to their seats .... So, the job is done, the layout has been created. The fairies want to confer with the adult residents of the city. How do you think the children coped with the task?

Those who wish to speak.

Leading. Well, it's time to make a decision.

The decision is announced that the children of the magical city from today take part in the discussion of all important issues in the life of the city and have the right to vote in decision-making. The leader asks the children to sit down. The light is turned off. Music sounds. The hosts take off their silver scarves and hoops.

Leading. We leave the magical city and return to our school. There are no fairies in it, no magic, but you have learned something in a magical land! Tell us what you learned, if you liked our game.

Working materials for the game

What needs to be done in order to create a layout of the park?

1. Send out invitations to residents of other cities for the opening of the park.

2. First create a rough sketch, and then a layout of the park.

3. Determine those park areas in which the majority of the city's children are interested.

4. Purchase food for the festive banquet.

5. Find out from every resident of the city how he wants to see a recreation park.

6. Send an expedition for precious marble for the fountain.

7. Evaluate the created layout: does it meet our requirements?

QUESTIONNAIRE

How would you like your park to be?

Read points A to D carefully:

A) Just a green area for walking and relaxing

B) Area with attractions and slot machines

C) A site for cultural recreation: with a dance floor, a summer stage, etc.

D) Area with sports grounds

E) Fairy-tale gaming town

Read the following list carefully:

1. Cafes and food stalls

2. Ice cream and drinks

3. Pond and boat station

4. Sculptures and monuments

5. Benches and gazebos

6. Photographer

9. Fountains

Terms of reference for the group,
developing a layout of the park area
_______________________________________

(title)

1. Think about where you will have entrances to the territory. Be sure to coordinate your decision with the group developing the layout of the common territory!

2. Select from the list of the questionnaire the objects that you want to install on your territory. Write them down:

3. Depict on the templates those objects that you want to install on your territory, and designate their location on the layout.

4. Designate paths that will pass through your territory. Like this:

5. Designate the benches with this sign:

6. A trash can with this sign:

7. If there are flower beds, trees, lawns and other park decorations on your territory, be sure to draw them.

8. Create a layout: put on it all the necessary drawings and attach objects.

9. Think about what else is missing in your park area. Does she look beautiful?

Terms of reference for the group developing the layout of the common area of ​​the park

1. Think about where you will have entrances to the park, and mark them on the map.

2. Select from the list of the questionnaire the objects that you want to install on your territory. The fairies will tell you which objects are the most popular.

3. Draw on the templates the objects that you want to install on your territory, and indicate their location.

4. Designate the paths that will pass through your territory using this sign:

5. Be sure to coordinate your plans with other groups. Otherwise, the entrances to their territory will remain without tracks!

6. Designate the benches with this sign:

7. A trash can with this sign:

8. If there are flower beds, trees, lawns and other park decorations on your territory, be sure to draw them.

9. Create a layout: put on it all the necessary drawings and attach objects.

10. Think about what else is missing in your park area. Does she look beautiful? Have you taken into account the wishes of all the children of the city?

STORY-ROLE-PLAYING GAME "Once Upon a Time in the City of N..."

Children, while in the position of observers and listeners, learn about the events that took place in a small provincial town N. The calm and measured rhythm of life in this city, located next to the reserve, is disturbed by an unexpected discovery: a large diamond deposit was found on the border of the city and the reserve. The government has announced a competition for projects to develop this field. Applicants in their projects must propose competent ways to solve the eight main problems that arise during the industrial use of the deposit. The day and hour when the government commission will sit is already known.

The city decided to participate in the competition. However, given the lack of time and realistically calculating their own strength, the city decided to hire a special firm whose employees specialize in solving complex problems. If successful, the city will receive investments to develop the deposit, and the firm will receive government recommendations (which will dramatically increase its prestige).

Thus, the goal of the game is to offer the government commission options for solving the main problems that would allow them to win the competition.

Psychological tasks

To consolidate the skills of solving problems of various kinds in the participants in a model game situation.

To give participants experience in solving problems that arise in group activities in a real interaction situation.

Develop the skills of cooperation, a project approach to a problem situation.

Develop writing skills.

Develop independence and responsibility in situations of real activity.

Tools

Map of the city and its environs, tokens for drawing lots, role cards, problem sheets, problem solving sheets (by number of problems), "company announcement", "City" and "Firm" forms.

Stages of the game

The game consists of two parts (two meetings with an interval of several days).

The first part of the game includes the following steps:

1. Introductory text of the presenter (immersion in the game situation).

2. Familiarization with problems and game tasks.

3. Draw: division into "City" and "Firm".

4. Work in the "City" and "Company" groups on the distribution of roles and the creation of a "legend".

The second part of the game includes the following steps:

1. Introductory text of the host: once again about the situation and the procedure for today's meeting.

2. Presentation of the "City" and "Company" to each other, the distribution of problems between them.

3. Representation of the government commission (it must be made up of high-status adults: teachers, head teachers, director).

4. Problem solving in the "City" and "Firm" groups, joint consultations, development of a common solution for each problem.

5. Presentation of the draft government commission.

6. Meeting of the commission, adoption and announcement of the decision.

7. Exchange of views between the host, members of the commission and participants in the game.

Scenario of the first part of the game

Leading. The events that will be discussed in our game took place in a small provincial town, in one quite civilized country. Even yesterday, no one in the capital of this state had even heard of its existence. A small, quiet town is located at the foot of the mountains, on the shore of a beautiful lake, next to a large nature reserve. (The attention of the children is drawn to the map of the city and its environs.)

The inhabitants of the city were engaged in their simple affairs, with pleasure they rested on the shore of the reserved lake. These shores were gradually overgrown with houses, houses and villas. We would say - dachas.

There were almost no visitors to the city. The city has not been built for a long time and did not expand its borders: there was no need.

Our town was connected with the neighbors by an ordinary road. Regular buses ran along it twice a day. And more often than not! Residents of the city did not like to go anywhere.

Quiet and smooth! Managed all the simple affairs of the mayor of the city. Were in the city and their "green". They were engaged in the affairs of the reserve and the lakeside zone, defended the rights of animals and birds to fresh air, forests, fields and streams .... Actually, no one encroached on these rights!

This continued until ... not far from the lake shores, on a desert strip between the reserve and the recreation area, DIAMONDS were found. It turned out that "under the very nose" of our townspeople is the richest deposit of precious stones! (On the map of the city, an exclamation mark is put in the corresponding place.) The quiet life of the townspeople has come to an end. The news of the find immediately spread throughout the city, then across the country. Soon she reached the capital. Diamonds are no joke!

The government has announced a competition for the best project to develop the deposit. There were many hunters. And the inhabitants of our glorious town faced a problem: either they put up with the fact that strangers will cut down trees, pollute the reserve, not thinking about the consequences, or they themselves take on the development of the deposit.

But there are many problems that need to be thought about, and ways to solve them need to be found. (Children's attention is drawn to the poster listing the problems.)

Here are the problems:

1. The problem of summer residents. Many townspeople have houses near the lake. After the opening of the mines, the lake will no longer be an attractive place. How to be?

2. The problem of Sunday rest. Citizens are losing their favorite vacation spot. How to be?

3. Near the field - a reserve. The diamond processing plant must be built in such a way as to cause minimal harm to the animals and birds of the reserve. What conditions must be met during its construction?

4. It will require the involvement of new specialists. Where to get them?

5. There are people in the city who believe that this project will contribute to the well-being of the city, and there are people who believe that the project will greatly harm the well-being of the city. They are already arguing so that it comes to scandals and fights. How to help them?

6. A small highway will not cope with freight traffic, which will become very large. How to solve the transport problem?

7. No one yet knows what the consequences may be as a result of the construction of the plant and mines. How to identify them?

8. New specialists .... So, we need houses. Requires construction. What will the new district be like?

There is little time. You won't be able to solve all the problems on your own. And the residents of the city decided that they would solve some of the problems themselves, and some they would entrust to specialists. There is one unique firm in the capital: its employees specialize in solving particularly difficult problems. They help customers find ways to solve them. (Children are shown a poster advertising the company.) So the residents decided to invite them to the city for one day to discuss and solve their problems together. On the same day, a government commission will arrive in the city. Its members will listen to the proposals of the firm and the townspeople and decide whether they transfer the right to develop the deposit to the townspeople. The day has already been set - April 30th. Then everything will be decided.

And today we need to prepare for the discussion of problems.

What are we going to do today?

We will be divided into two groups. Half of the participants are residents of this very city, the other half are employees of the company. We will divide into groups in a special way, we will talk about this a little later.

Those who become residents of the city will seek answers to the following questions:

What will be the name of their city and other objects on the map?

Who will be who in this city?

What problems will the citizens take on and what problems will they pass on to the firm?

Those who become employees of the firm will seek answers to the following questions:

What is the name of the company?

Who holds what position in it?

How will the firm's employees work on problems?

On the day appointed by the commission (a specific date is called), we will meet, and we will have an hour to find ways to solve all problems, to present our draft to the commission. If the commission is satisfied with your proposals, then:

- firstly, the company will receive a fee for its work and excellent recommendations from the government, which will allow it to work successfully throughout the country;

- secondly, the city will receive the right to develop the deposit and remain the full owner of its territory.

Division into groups "City" and "Company"

Leading. We suggest that you now break into small groups of 2-4 people. Team up with people you feel comfortable working with.

Now each group chooses its representative, whom it trusts to participate in the draw. If you get a blue square, you fall into the "City" group, if a red one - into the "Firm" group. You draw lots in turn. Everyone who draws lots announces his color and goes with the group to the place where the team gathers. "City" - to the door, "Firm" - to the stage.

(Places of collection are indicated on sheets A3 - "City" and "Firm". The inscriptions are made in the appropriate color.)

Group work according to the plan presented above

Within each group, the roles are distributed by lot.

Everything is very simple with the company: you need to determine the head, his deputy, all the rest become specialists in a particular type of problem. Which one - the group decides on its own. The facilitator sets only one condition: as a result, specialists in all 5 types of studied problems should appear in the company. After the distribution of roles, the children come up with a name for their company and an element of "entourage" (clothing, emblem, decoration, object). For example, in our case, the children chose sunglasses and a folder for papers.

Then the children think through the ritual of presenting their company to the city. After that, they decide how they need to organize the problem-solving process. All information for storage is transferred to the head of the company, and this is where the first part of the game for the company ends.

The city solves similar problems. First of all, there is a distribution of roles. The lot (or some other device chosen by the leader) assigns participants to the following roles:

Mayor of the city,

reserve keeper,

businessman interested in diamond mining,

businessman interested in processing and selling diamonds,

city ​​dweller with a house by the lake,

representative of the Green Party

citizen,

other roles, at the choice of the presenter.

Participants think over the procedure for representing the city to the firm and the government commission. And finally, the most important thing: the residents of the city decide which problems they will solve themselves, and which ones they will transfer to the company.

If the guys decide to keep all the problems for themselves or to transfer everything (almost all) to the company, the leader must explain that this is obviously a losing situation: only an hour will be allocated for work, and this time is not enough to work through all eight problems with high quality. This is where the work ends.

Scenario of the second part of the game

The game takes place in a specially equipped room: free space is left in the center, there are tables and chairs for the participants to the left and right (on the one hand there are places for the townspeople, on the other hand for the employees of the company), at the third wall there is a table of the government commission.

The facilitator briefly talks about the current situation, and then talks about how the work will go.

Be sure to remind the participants of the following: the city will take over the solution of some of the problems, and the part will be transferred to the company.

For an hour, participants will struggle to solve problems.

Participants will receive a special form for solving each problem. The name of the problem is already written on it (see an example of the form below). It is necessary to indicate the type of this problem, give a brief description of the way to solve it, and then state in detail the draft solution.

After the form is completed, it must be signed by two responsible persons (if they agree with the proposed text): the mayor of the city and the head of the company. A form containing two signatures may be submitted to the government commission.

The commission evaluates the project according to the following criteria:

Is the type of problem correctly identified;

Whether the proposed draft of its solution is feasible;

Does the project actually solve the problem?

Introducing participants to each other

The host introduces the government commission to the participants, and then passes the floor to the mayor of the city. The mayor talks about the city, introduces its inhabitants (at the same time, he shows a map of the city). The mayor, or his representative, then announces the issues the city is keeping and the issues it is turning over to the firm to resolve.

Then the host passes the floor to the head of the company. He represents his firm and its employees.

Working on problem solving

The facilitator distributes worksheets to the groups to work on the problems. How to organize the work, the participants decide for themselves. Let's say that in our case, the employees of the firm collectively identified the type of each problem and distributed these problems among themselves. The manager supervised the process and helped those who had difficulties. Those employees who coped with their part of the work, he sent to help others. The work was organized so clearly that the presenter practically did not interfere.

The townspeople tried to work together, which made a lot of noise and little action. As a result, they spontaneously divided into several groups.

The intervention of the facilitator may be required at the moment when the mayor and the head of the firm begin to exchange problem forms. Not always the proposed solution satisfies the other side. It is necessary to help the participants organize the process of work of small conciliation commissions, consisting of representatives of the city and employees of the company.

Members of the commission observe the work of children. It is important for them to make sure that the work within the groups is going seriously and responsibly. In addition, they closely monitor how relations develop between the townspeople and the company's employees. In their relationship, problems that are well known to children periodically arise: such as the Olympic rings or similar to the parable of the elephant.

For example, a city map. It is necessary for the work of both citizens and representatives of the company. Will the children be able to find a place to accommodate it that is convenient for everyone?

Or another situation: the work of conciliation commissions. It happens that representatives of one group do not want to sign the project of another simply out of harm. Will children be able to turn a situation of competition into a situation of cooperation?

Submission of projects

The groups themselves decide who will represent the committees for a particular project. Participants take turns coming out and talking about their project. The commission has the opportunity to ask questions. If some of the projects remain unsigned, the commission may also request them for consideration and decide for itself whether this project is worthy of implementation. The members of the commission record whether the type of problem is correctly identified and evaluate the quality of the project itself.

Commission work

The meeting of the members of the government commission takes place in the presence of the participants. Adults analyze the course of the discussion of problems and the result. They can approve the city as the main developer, they can refuse the city by explaining the reason for the refusal. Let's say, in our case, the city did not get the right to develop the deposit, but the company received recommendations, as it showed itself from the best side.

Opinion exchange

The meeting ends with a general circle, in which the impressions of the last game are discussed. The facilitator focuses on how accurately the guys identified the type of problem and the way to solve it. Commission - on the proposed projects and the process of the game. Students speak out on any topic that touches them.

A few words about the position of the leader in this game

In the first part, she is dominant. The leader manages the process of the game, introduces the rules, manages the processes taking place in the group. Although at this stage, he gives the children to independently discuss their game "legend", a form of presentation to the other side.

In the second part, the host takes on only the organizational function: he introduces the basic rules, keeps track of time, and transfers the game from one stage to another. Naturally, the level of autonomy of participants varies from group to group. However, it largely demonstrates the effectiveness of training.

Sample worksheet for problem solving

Problem

The new look of the city. New specialists... So we need houses. Requires construction. What will the new district be like?

Type of problem (name and draw):

General solution (in one or two sentences):

Specific steps (briefly write down and then explain to the government commission):

Developers:

The ability to design activities in the modern era is “a new facet of human education” (V. E. Radionov). Let's try to clarify what qualities and why you need to have in order to successfully engage in design. In monographs and manuals on pedagogical design and design in education, the organizational and content side of project activity, the stages of its implementation, that is, the external, visible conditions for implementation, are mainly described in detail. We would like to pay more attention to the internal (subjective and subjective), “invisible” conditions, without which project activity does not acquire properties that allow transforming not only the object and situation, but also the people themselves participating in this transformation. The fact is that the consciousness and behavior of people involved in project activities acquire new, additional properties under its influence.

Position of the designer is distinguished by a happy opportunity to receive information that is fundamentally new for oneself, to master new types of activity together with other people, to experience the position of “managing the circumstances of a person” (O. S. Gazman, V. P. Bederkhanova). The adoption of such a position is accompanied by the development of certain personal characteristics. Let's dwell on them in more detail.

First of all, this is a special state of openness of consciousness to the new, the unknown. projective consciousness, on the one hand, it is focused on extracting knowledge from experience, from reflection on this experience and the actions of the subject within its framework. On the other hand, it is capable of generating, on the basis of knowledge gained by experience, certain images that perform a leading function with respect to the future states of objects.

Design imagination in many ways akin to the creative imagination possessed by artists, poets, composers, and representatives of other creative professions. However, in addition to the properties of creative imagination, it is distinguished by "methodological discipline". The nature of design imagination combines fantasy with the ability to imagine a design object against the background of several contexts at once, to compose it as a whole. context image. In particular, creative discoveries that manifest themselves in the course of design differ from the insight (insight) of an inventor, who spontaneously breaks out of the chaos of thoughts and images to the optimal solution of a problem, by their, so to speak, regularity.

The combination of various images in the mind becomes technologically possible with the mental or real use of the so-called "screen" technique, where several existing images are projected at once, sometimes contradicting each other. In this way, project imagination differs from “simple” imagination, which is able to draw a single picture that reflects only the author’s point of view.

Obviously, a small number of people have an innate design imagination. Moreover, with age, its formation becomes more and more difficult due to the accumulation of stereotypes of perception and reactions as they grow older. This puts before teachers the task of developing and practical use of this type of imagination in children from an early age. For this, there are many methods, techniques, technologies, in particular, technologies for the development of lateral thinking, described in detail by E. de Bonet (FOOTNOTE: Bonet de E. Lateral thinking. - St. Petersburg, 1997. The term was proposed by E. de Bonet). In turn, participation in project activities performs a developing function in relation to consciousness, as if expanding its boundaries.

A well-known cartoon about a plasticine crow can serve as a vivid illustration of the possibilities of the authors' design imagination. The context of what is happening with “a crow, or maybe a dog, or maybe a cow” changing before our eyes does not change the meaning of the well-known plot, emphasizing the universality of the situation and the inevitability of the end result for a stupid, self-satisfied creature, whoever it may be.

The pedagogical problem of the development and formation of a culture of perception of reality in the framework of design is associated with the problem of including design imagination. The use of appropriate diagnostic procedures, the possession of research skills allow you to get an initial idea of ​​​​the design field that is adequate to reality.

Peculiarities design thinking are manifested in the ability to foresee the future, using certain procedures for this. In particular, this concerns the structuring and restructuring of information about the object, about the situation of its development, its external and internal relations, and the future state. There are several fundamental types of manifestation of such thinking. Among the characteristics that are "responsible" for the generation of new thoughts, ideas, solutions, the laterality, criticality, creativity, methodological, problematic thinking are highlighted.

Lateral (parallel) thinking designed to generate non-competing ideas. It is able to offer in parallel various options for solving a practical problem or a theoretical problem, thereby working in a brainstorming mode. Including lateral thinking, the project participant uses the incoming information not as a value in itself, but as a means of obtaining the optimal result. This type of thinking may be fallible, but in the end it leads to the right decision. It helps to doubt any conclusion, no matter how justified and justified it may seem.

Critical thinking rational and productive. Its carrier is capable of detachment, alienation from the situation, from authoritative opinions. Critical thinking gravitates toward an evaluative position in which it is necessary to express one's attitude to something and form one's own judgment. It is based on comparison and selection of the most appropriate and productive options from existing components. Moreover, criticality in this case extends not only to the evaluation of the data obtained, but also to one's own position, to the state of project readiness, to project actions.

Creative (creative, productive, heuristic) thinking distinguishes the search principle, the ability to generate ideas, create concepts, perceiving the phenomena and processes of the surrounding reality in unusual combinations, from an unusual side, in a new context. This type of thinking is characterized by the desire to find non-standard approaches to solving the problem, experiencing pleasure from the very process of thinking about the problem. If creativity of thinking is manifested as the ability to generate new ideas, views, approaches to a known problem, then problematic characterized by the ability to find and formulate new problems, as well as to recognize their nature.

In practice, design participants are faced with multi-level problems. Practical problems are generated by the contradiction between the presence of an applied problem and the absence of ways to solve it. Scientific and methodological - associated with the contradiction between the theoretical concept of the organization of activities and the lack of reliable, productive ways to implement it. Theoretical problems arise when the understanding of the essence of a phenomenon (process) and the forms of its manifestation conflict, or a mismatch of the essences themselves is found (for example, it turns out that an object manifests itself differently in different contexts or the methods of implementing a process contradict the objective logic of effectively obtaining a result). Methodological problems reflect the contradictions between the subject of transformation and the method of its cognition, between information about the subject and a lack of understanding of how to use it when interacting with it. To solve each type of problem requires the activation of different abilities.

Design thinking wears methodological character. The word "methodology" usually frightens the practitioner, because he does not grasp the meaning of this concept. And the meaning is very simple - “knowledge of the method”, “awareness of the path”, “comprehension of the method”, by which reality is studied and transformed, the ability to determine the grounds for activity, in this case, project activity. Having outlined the methodological foundations, a person reveals for himself the content-semantic framework of possible actions and their consequences. Methodology presupposes a procedure for the meaningful selection of the central provisions and leading ideas that we use, the principles that guide us.

The characteristics and functional purpose of methodological thinking are diverse (see Table 2).

Table 2. Characteristics and functional purpose of methodological thinking

Functions	Impact on activities
worldview	Defines general conceptual approaches and position in project activities
Research	Provides independent acquisition of knowledge necessary to develop a strategy and tactics for the implementation of the project, facilitates work with information sources; makes it possible to independently go beyond the limits of known knowledge, creates the prerequisites for continuous self-education
Information and organizing	Helps to systematize information on a single conceptual basis, in a single logic; roll up, store, transfer it to others
Integrating	Allows you to generalize, synthesize knowledge about the design object from different areas, providing access to a new level of understanding of theoretical and practical problems
predictive	Provides a forward vision of the design situation, the difficulties and contradictions that may arise in the design activity
Approximate-regulatory	Helps in the development of goals and principles of project activities, determines the purposefulness and sustainability of actions
Structural and transformative	Makes it possible to correct your actions in the project, allows you to consciously improve the design process
Search-heuristic	Brings forth new issues
Estimated-selective	Allows you to develop criteria and indicators for evaluating project products

Design thinking is also reflexivity, the ability to alienate, remove from the observed phenomena and processes.

Reflection is based on the property of developed thinking to produce knowledge “from itself”. Reflexio (lat.) - reflection, reversal. Thinking in this case reproduces itself through constant development, remaining "alive". With the help of such reproduction, thinking becomes aware of its limits, influencing activity, thereby gaining the opportunity to go beyond its limits. Starting with Descartes, reflection is the main methodological principle of philosophical knowledge. Using the ability of consciousness, a person enters a new path of cognitive, deeper relationships with reality, allowing to obtain judgments about the essence of what becomes the subject of reflection.

In contrast to analysis, the act of reflection involves the simultaneous work of thinking aimed at keeping the integrity of the object in the mind and a consistent structured consideration of this integrity. The reflexive principle underlies the development of the subject and the properties of subjectivity. Reflection is necessary when it comes to the development of categorical thinking, methodological knowledge and skills; when it is required to form the experience of a value attitude or creativity; when conscious adjustment is required. As we already know, all this is necessary for a participant in project activities.

The main functions of reflection in the design process are: problematization, conceptualization, renormalization of activities, self-determination in the design field. The specificity of the content of knowledge obtained as a result of reflection is due to its:

the ability to serve as a measure of existing knowledge and experience;

connection with self-awareness;

· methodological nature;

a problematic nature

spiritual filling;

sense-generating orientation;

· an intermediate state that opens the way from empirical experience to theoretically generalized knowledge.

Being an effective tool for establishing the actual boundaries of knowledge (skills, systems of relationships), reflection simultaneously becomes a universal means of going beyond these boundaries. First of all, for this it is necessary to “make a stop”, to interrupt the former, habitual course of thought or activity. In this case, the results of reflection open up the possibility of redesigning methods of action on new grounds.

In this sense, L. Carroll's tale about Alice is an excellent illustration. When during her stay in Wonderland all the familiar and conceivable landmarks disappeared, the heroine "had no choice but to think, think and think." As a result, she received conclusions of a reflexive order, helping to determine herself in a situation of complete uncertainty. “I wasn’t that at first,” she mused. “But I have become this and that so many times that I am completely confused. I must know at least what I must know...” The last remark quite accurately captures the possibility of establishing one’s own boundaries of knowledge, skill, experience (thus being defined in ignorance or inability) with the help of reflexive activity. Obtaining such "scientific ignorance" (N. Kuzansky) is an important methodological prerequisite for self-development.

The reason for reflective reflection in design is the subject of joint activity with others, one's own personality in the reflection of others, a system of relations. With proper pedagogical instrumentation, group reflection opens up wide opportunities not only for solving design problems, but also for self-knowledge. In group project work, the cumulative opinion acts as a kind of mirror that helps the individual to go beyond his limits by creating prerequisites for the formation of a new attitude, position, assessment in relation to “to himself in the project”. As the members of the group speak out opinions regarding each other's personal properties and manifestations, new functional possibilities open up in regulating the dynamics of behavior and personality development.

Along with the listed properties, the design type of thinking is distinguished by discipline, the ability to structure, the ability to see the connections within the object and its environment, to follow the logic of building normalized thinking procedures.

How to develop design thinking

Despite the fact that the modern Russian school has practically switched to the Federal State Educational Standard, there are quite often such cases when a high school student did not complete a single project during his studies at school, except for crafts made from natural materials in elementary school and a collage for an English lesson. Most guys have an understanding that a project is a kind of product, but how to get to it, how to plan and execute it correctly - far from many people know about this. This happens because teachers do not conduct systematic work on the development of project thinking. You can disagree with me and issue arguments like:

• we work with gifted children, participate in scientific and practical conferences;
• we changed one module in the work program for the subject so that it fits into the project;
• we set creative homework assignments that are aimed at developing design thinking and creating a product;
• anything else, you can continue in the comments.

For example, just recently my 9th graders immersed themselves in a project called the Electromagnetic Wave Scale. And I realized that by the end of the basic school, they do not know how much. Namely:

• do not know how to see the general concept of the project, do not specify the goal;
• they do not know how to structure the project, see the logic in it, the interconnection of the stages;
• not always independent, proactive; very often they simply expect adults to specify tasks;
• fail to meet deadlines;
• with difficulty distribute functions within the team;
• do not communicate well with each other.

Of course, the guys have some skills:

• they present their work well;
• they can well support practice with theory, select the necessary information and structure it;
• can use knowledge in other subjects for work in the project and involve them at the right time (sometimes this turns out to be very useful, unexpected and effective).

However, for the most part, school projects today are single disparate activities that still exist in the form of separate puzzles both in the head of the teacher and in the head of the student. Yes, these activities are good as independent links in the development of project thinking, however, we should think about how it is necessary to change the general outline of learning so that everything that we do or try to do in terms of projects fits logically into this outline.

The fact is that design thinking has its own characteristics, which we can (and should) develop consistently from lesson to lesson. And only systematic, systematic work will lead to a synergistic result. I propose to discuss what these features of project thinking are, and how you can work with an emphasis on them.

Feature 1. Openness to the new

The designer must be open to the new - both to the development of new types of actions and the acceptance of new information. It turns out that the more often we use various methods of work in the classroom, the better. You change the arrangement of desks in the classroom, reorganize the working groups, offer to work first with the use of gadgets, and then without them at all - all this will undoubtedly make the children psychologically accustomed to changes and innovations. They will begin to understand that learning situations can take a completely different format. Then the project that once fell on their poor heads will be perceived as another learning situation, and not as something out of the ordinary and contrary to the process of cognition and learning. So, you should push the “blinders” of the standard lesson and diversify the approaches.

Feature 2. Ability to manage circumstances

When designing, it is important to show independence, make a timely and correct choice. At any lesson, you can invite the children to choose ways and methods of work. If this is a standard physics lab, let the children choose a suitable dynamometer or beaker from the equipment provided. Let them argue on what the choice is justified: they determined which device is the most accurate or looked at the measurement limit. If this is an ordinary essay, let them diversify it with photographs or video sequences, post it on social networks, or maybe they will describe it in poetic form.
It is sometimes useful for children to be in the position of a teacher: to take a test, check notebooks, work with younger comrades, be responsible for any part of a seminar lesson, etc. After all, all this teaches you to organize and self-organize at the same time. To develop the ability to plan and manage processes, you can use eduScrum techniques, where work is divided into separate tasks and occurs in sprints.

Feature 3. Ability to look into the future

Feeling the result is an important component of design. It is necessary to help the children see the integral blocks of the educational material that they are mastering. And it does not matter at all whether development will take place in the project form or not. Show at the introductory lesson how the topic should end, what results will be achieved, analyze the curriculum with the children, immediately highlight the most narrow and difficult places. Some teachers conduct so-called staging lessons, immersing them in a subject module, where you can build a MindMap on a topic together with children, compile a thesaurus, brainstorm, do an input anticipatory test, etc. Thus, the student makes a connection between the present and the future, thanks to which he will move forward more consciously.

Feature 4. The ability to perceive phenomena and processes in unusual combinations

This is where design thinking intersects with creative and critical thinking. Allow children to hypothesize, fantasize, make assumptions about how the plot of a story or historical event might develop. Emphasize that there are no wrong opinions. Recently, at one of my lessons, I invited the children to describe the work of torsion balances - the very ones with the help of which Coulomb's law was discovered. It is noteworthy that some of the children immediately turned to the textbook, and some began to be creative, to suggest, to describe the operation of the device, relying only on its image. At the end of this technique, it is important that the children themselves determine which of the assumptions made are plausible and which are not.
Another great technique for developing such abilities is to find different ways to use things we are used to (for example, a paper clip, a tin can). Such a task can be given to the children before the start of any educational event, so that the brain does a kind of warm-up.

Feature 5. Proper use of patterns and algorithms

The algorithm for solving a quadratic equation can be simply learned, or you can:

• try to derive it yourself by solving a number of equations by the selection method;
• test its operation using a computer program;
• compare different algorithms and choose which one is best for certain cases;
• make a cheat sheet or a poster for a mathematics classroom by solving equations.

In any practical or laboratory work, one can only indicate the main steps that should be reflected: purpose, instruments and materials, theory of work, course of work, data table, calculations, graphical dependence, result, conclusion, analysis of the result. It would be completely wrong to allow students to simply write off the goal from the textbook. Let them formulate it themselves, based on the context of the material being studied and their own needs. Moreover, each child may have a different goal: one learns to assemble electrical circuits, and the other learns to work with a multi-range device. And then they teach this to each other in the process of work, independently determining what materials to use for this and what steps are necessary to achieve the goal. Thus, an ordinary laboratory turns into a whole project work, and a lesson in studying an algorithm can become a research one. That is, if you offer the guys templates, leave room for creativity, creativity, self-expression, manifestation of their own needs. The result will not keep you waiting.

In conclusion, I would like to ask my colleagues: how systematically do you work towards the development of project thinking? What techniques do you use and what are the practical results?

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