MODULE IV.

FUNDAMENTALS OF MANAGEMENT OF
EDUCATIONAL INSTITUTIONS
SEMINAR №1.
TOPIC: CONCEPT OF PEDAGOGICAL INNOVATIONS
AND ADVANCED TEACHING EXPERIENCE

Theoretical questions:
1. The concept of advanced pedagogical experience and educational innovations.
2. Study and generalization of advanced pedagogical experience.
3. Implementation of advanced pedagogical experience.
4. General characteristics of methodical work at school.
5. Traditional forms of methodical work.
6. Non-traditional forms of methodical work.

Practical tasks:
I. In the pedagogical vocabulary:
Define the essence of the concepts: pedagogical skill, pedagogical experience,
advanced pedagogical experience, educational innovations.

In the workbook:
II. A. Reproductive level
1. Describe the phasing of the study of advanced pedagogical experience according
to the scheme:

No The essence of the stage Content of activities at each stage

1 Definition of the pedagogical
problem and object of study
2 Preliminary study of experience
3 Theoretical training
4 Basic study of experience
5 Determination of leading
pedagogical ideas of experience

2. Describe the forms and methods of implementing advanced pedagogical

experience.

B. Constructive level
1. Give a comparative description of innovative and exemplary pedagogical
experience.
 2. Determine how the scientific and pedagogical thinking of an advanced teacher
differs from an ordinary one.
3. In your opinion, what conditions should be created in a modern Ukrainian
school to stimulate the pedagogical search for teachers who work creatively?
4. Determine the essence of the innovative pedagogical works of V. Sukhomlynskyi,
V. Shatalov, M. Gudzyk, I. Lerner, L. Zankov, V. Davydov or others (your own choice) in
the form of a table.

C. Creative level
1. Define and characterize a system of your own criteria of advanced pedagogical
experience.
2. Analyze pedagogical situations from the point of view of the requirements of the
principles of management of educational institutions.
SITUATION 1.
On the eve of the new academic year, the school director notified all members of
the teaching staff of the order on the distribution of functional assignments among
teachers: class teachers, heads of offices, heads of methodical associations, etc. The
teachers got acquainted with the content of the order. Some teachers expressed their
disagreement with the director’s decision. A conflict is brewing.

1. How do you evaluate such actions of the director and teachers?

2. What can be advised to the head of the school to avoid a conflict situation in the
school?
SITUATION 2.
At the general meeting 9-th grade students openly criticized the class teacher,
cited specific facts (indecent behavior, insults of students, etc.). Based on the results of
the discussion, the students asked the school principal to replace the class teacher.

What decision would you make if you were a school principal?

3. Analyze the pedagogical situation from the point of view of evaluating the
methodical work system in the school:

SITUATION 1.
The school, which was considered exemplary in the district, often held methodical
seminars for teachers from schools in the district. Seminar plans always included
visiting and analyzing the lessons of colleagues. These were so-called «demonstration»
lessons. Teachers and students carefully prepared for them: they wrote common lesson
plans-summaries, prepared visual aids, together with students worked out answers to
teachers’ questions, independent work on individual tasks, etc. Pre-arranged lessons
went well and impressed colleagues from other schools.
 1. How do you evaluate this approach to preparing and conducting demonstration
lessons?
2. Are open lessons necessary in the methodical work system?
3. How do you think you should prepare for them?