Mativievskaia E.G., Tavstukha O.G., Polkina S.N.
DESIGNING AN ANTI-RISK PROGRAM FOR A SCHOOL WITH LOW EDUCATION RESULTS ^{[№ 4 ' 2021]}
The need to ensure equality for all students in obtaining high-quality education determines the relevance of the problem of developing ways to provide assistance to such educational organizations that consistently demonstrate low educational results.
Features of methodical support of school with low educational results are determined. Particular attention is paid to the design of an anti-risk program aimed at overcoming educational failure. The main components of the anti-risk program are named and their content is disclosed. The purpose of the anti-risk program is to organize the activities of participants in educational relations to ensure the successful assimilation of the main educational program by poor and weak students. The planned results of the implementation of the anti-risk program are a decrease in the share of students with the risks of educational failure, their demonstration of positive dynamics in the development of the educational program; increasing the proportion of students who have confirmed their assessments at all-Russian verification work, state final certification.The dynamics of measurement of indicators for the development of management decisions is carried out as part of monitoring research, visiting and analyzing lessons in order to identify the objectivity of assessing students and the effectiveness of used technologies. The activities of the school staff to achieve the goal and objectives of the anti-risk program include the following measures: monitoring the quality of education, organizing methodological support for the work of teachers on improving the quality of education, diagnosing the individual features of educational processes of students with difficulties in educational activities, developing individual educational routes for accompanying each student with the risks of educational failure, interaction with parents of students. The implementation of these measures contributes to the improvement of the educational result. The monitoring of the quality of education conducted at the school showed that the content of educational programs by students was fully mastered. The results of the state final certification show the stability of positive results in compulsory subjects and an increase in the average score of subjects of choice.

Moiseeva A.N., Tavstukha O.G., Polkina S.N.
DESIGNING A MODERN LESSON IN THE CHILDREN ADDITIONAL EDUCATION SYSTEM ^{[№ 5 ' 2020]}
Lesson in the system of additional education is the basic form of organizing the educational process. Features of the content, variety of forms, variants of classifications, design technologies and lessons are presented in scientific publications, educational publications, regulatory documents, teaching materials. Despite this, there is a need to disclose the design features of a lesson in the system of additional education. Within the framework of our theoretical research, the main requirements for a modern occupation were identified: designing an occupation based on a system-activity approach; providing the student with the achievement of personal and meta-subject results; adherence to the logic of designing and conducting classes as an integral system of educational activities of the teacher and students; implementation of the developmental nature of educational activities; adherence to basic didactic principles; development of the main components of educational activities. Our study of the activities of teachers of additional education shows that a significant part of them experience certain difficulties in designing a lesson, manifested in an insufficiently effective organization of students’ activities. In a number of cases, basic didactic principles are violated, and group activities of students are inappropriately organized. To eliminate the identified difficulties, we have proposed the following methods: achieving compliance of the structure and content of the lesson with regulatory documents; allocation and implementation of educational tasks as a strategic action plan for students at each stage of the lesson; defining the topic as a problem that needs to be solved in the lesson, defining the purpose of the lesson as disclosing the semantic key concepts of the topic; organization of work to assimilate the methods of activity by students; drawing up an initial model (product) of the final activity of students in class; selection of information taking into account the interests and needs of trainees; the use of research assignments, non-standard, entertaining tasks, educational problem situations; development of motivation; carrying out semantic reflection. In general, the teacher needs an understanding that in the classroom, pedagogical activities are carried out, which allow achieving modern educational results.