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Сучасна музика. Стилі та напрями (7 клас. Відеоурок 17)

Сучасна музика. Стилі та напрями (7 клас. Відеоурок 17)

Channel: Людмила Музика

видеолекция

.7

анастасия

половникова

кпк

функциональная

грамотность

00:00:00

Good afternoon, today we will continue

00:00:03

the conversation about tools, those

00:00:06

tools that a teacher can pick up

00:00:09

and enter the classroom with them, and

00:00:13

each of us knows that the larger

00:00:16

the piggy bank, the greater the choice of tools

00:00:18

that I have, the richer my

00:00:22

Pedagogical experience, the richer my

00:00:25

Pedagogical practice let’s set the goal of

00:00:28

our lesson, we will try to

00:00:31

clearly use the example of tasks on the

00:00:34

.ru platform to see how modern

00:00:37

pedagogical tools are used

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to develop financial literacy,

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we will try to assess the potential of

00:00:45

these tasks and look at options for

00:00:48

integrating these tasks into the educational

00:00:51

process, what is proposed to be done for this,

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we will see what they are reasons

00:00:57

for selecting tasks, let's talk once again about the

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pedagogical potential of these tasks and

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about the high-quality achievement of subject

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results, and we will be interested in game forms

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as a special format of tasks,

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and finally, we will pay special attention to

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those tasks that involve the

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formation of action algorithms,

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the formation of behavioral models of a financially

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literate person. So, ours you and I are a

00:01:31

tool that

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we can use as a training tool, as a

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tool for assessing the formation of

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financial literacy and as a tool for

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self-assessment, let’s imagine that we have taken into our

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hands any task on financial

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literacy and we begin to twirl it like a cube

00:01:56

in our hands in order to understand

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that hidden in this task, we will

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definitely analyze

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the content. This is what this task is about, what

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it reveals, and

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here maybe we will see such facets

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as money planning, financial environment.

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And we will definitely look at the processes, this is a

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very important characteristic that

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any teacher should see,

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which process will be leading in this

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task, it will be identification

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of information this will be an analysis of the identified

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information this will be an assessment of the financial

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problem or we will reach the level of

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application of the knowledge that

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we have and finally

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the content that we can plan Yes,

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we can plan the sun whatever you want we

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can talk about the family budget we can talk

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about personal expenses we can talk about

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such a substantive aspect as

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education and work, and finally everything

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connected with the social environment with

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government processes before us.

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One of the very first tasks that

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was opened on the eve of the first

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study on financial literacy in

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2012, the

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task was called in the market and it It was very

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different from the bank of tasks

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that teachers were used to using. In

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that era, there really was a task that

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allowed one to argue that it was more profitable to buy a

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box of tomatoes or a kilogram. The situation

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took place

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in a state from India. That is why

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you have money meters on it. This is

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such an independent state,

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independent international, it is not clear

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what monetary units But the logic is

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very simple, I can come to the market and

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buy a kilogram of tomatoes for

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275 zda or a box, it is clear that the cost of a

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kilogram in a box will be significantly

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less and the first question of our hero is,

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in fact, very much about buying a box of

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tomatoes, is that right and we can find different

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justifications to agree with this

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hero and on the other hand, the next

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question tells us absolutely the

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opposite: for some people,

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buying a box - This is a bad financial

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decision and it is necessary to explain why

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such a dialectic was initially built into these tasks;

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and the second level of difficulty

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Another task that was

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opened at the same time, it was called a

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new proposal, in fact we are talking about

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refinancing, we have a heroine

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who lives in this country and who

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has already taken out a certain loan, the interest

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rate was

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15% Yes, and she pays 150 monthly

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There is a lucrative offer, it seems like an

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advantageous offer from another bank

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to take out another loan with an interest rate of

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13% and also the monthly payments will

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be only 150 Zdo, but the

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loan amount is more than what our

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heroine needs and the question arises: Is it worth

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doing the first question for this task

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fifth the level of difficulty is the highest

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what will happen? What other financial

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advantages will our heroine receive? But the

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next second

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question gives us the opportunity to speculate

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about the financial negative consequences

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that Alla Petrovna will face, a

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difficult task and again based on the

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dialectic of the dialectic and the development of the

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financial history that could

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happen to ours heroes who

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buy tomatoes and who take out

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loans task Time is changing, changing,

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in 2018 a series of

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interactive tasks appears and You and I are already

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seeing, yes, what is obvious here is that the

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seriality of this task is clearly becoming

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more than four the task imagines

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this complex complex about the Z

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bike this interactivity also appears,

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every time

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these windows appear which indicate that you

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need to calculate something using

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this built-in program for

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bicycle rental, and

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the answer if

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the program is not used is not accepted as correct,

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and each of these tasks will

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set its own the goal somewhere is to identify

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information, somewhere it is an assessment of financial

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problems and the most interesting will be the

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fourth task the fourth task where it will be

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necessary to explain whether choosing a program for six months or a year is a good

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choice for one of the heroes of this

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situation

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and here the question arises yes or

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no, our hero chose this bike rental program for a year, is

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it good, yes or no, they ask the student and

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ask him to explain his answer.

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It’s interesting that there is no correct

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answer because there are arguments

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both in favor and in favor of against. This is what the

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international

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tools that they brought looked like Yes,

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they showed us on the site and on its basis

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they began to develop those

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tasks that we talked about with you

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at the last meeting and those tasks

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that we will talk about now. Let's

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try to

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analyze

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the characteristics of that special educational

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task that becomes the main

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tool of the teacher in the formation

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functional

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literacy What are the features of these for,

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firstly,

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complexity, I repeat once again, the situation

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is developing and gives rise to a whole complex of

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questions, and secondly, this problem will

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necessarily be at the heart of this situation, there will

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be some kind of financial problem

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that needs to be resolved, a very important

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characteristic is

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contextuality, the contextuality of tasks

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because each of which is based on

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some

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life situations that are very understandable to the student;

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personal involvement; our

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student and you must want to solve this

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or that task; it must be interesting for

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him;

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level; really different in level;

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and they allow us to diagnose different

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levels and raise the child to a more

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complex level; finally competence

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competence is manifested in the fact that

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various cognitive processes are also covered.

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And most importantly, we achieve the

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ability to apply our

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knowledge. The Uchiru program. The Uchiru program

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helps to develop financial

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literacy. We come with you to one of these

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hospitable pages of this

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resource and see

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the name of the tasks that are offered.

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Let's analyze the topic

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deposits

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scammers bank and so on Well, here are the three

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most

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telling names I pulled from this

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list and you and I understand for sure that

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if we talk about deposits, most likely

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we will be asked to

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analyze them. If we come across

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you with scammers, then you and I

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will be presented with a situation which

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will be based on fraudulent activities in the

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field of finance and each of us

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must evaluate the potential of what topic is

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most relevant for that class for the

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group of children with whom I work

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today, but no less important will be the

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assessment of the formats of these

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tasks. Now we will

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see how different tasks will

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play on the manifestation of different

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cognitive processes And how we can

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actually use them in the educational

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process So tasks on knowledge and

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understanding they will complement the school

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curriculum and Well, for example, we can

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easily integrate them into

00:11:51

social studies courses and mathematics courses are

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quite complex The topic that

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social studies teachers are struggling with is related to the

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analysis of the law of supply and demand, but the

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children are not immediately able to figure it out, but

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those life situations about potatoes

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or about supply problems and their

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expression in certain graphs

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lead the children to an understanding of what we

00:12:22

are talking about and actually fail them To

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understand the basic key

00:12:29

definitions, we are working with a

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series of terminology. Another task,

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taxes, eighth grade, we are educating

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future taxpayers. And here, too,

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the task about the King that is offered,

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it really has a very serious

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educational potential, since

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it helps to solve this problem, educating a

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responsible taxpayer and

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assessing the role of taxes and their importance in the

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life of the state; rational behavior of

00:13:07

the consumer; in fact, this

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position of the Federal State

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Educational Standard is directly

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consistent with the main result of

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the formation of financial literacy, and

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indeed, if our student

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can estimate the optimal costs and

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can choose

00:13:30

his actions such that will lead him

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to rational behavior, then we with you we

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achieved the desired educational

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result rational choice

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maximum benefit relatively low

00:13:46

costs all the keywords are included in the

00:13:50

task another interesting task it is

00:13:53

related to lending and you and I are

00:13:56

probably already accustomed to the fact that when the topic comes up, they

00:13:58

usually offer to immediately

00:14:00

calculate the loan, its profitability is not

00:14:03

profitable and so on, but here’s one of the

00:14:06

tasks of the .ru platform, it’s about another, it’s

00:14:10

about the social roles that can be

00:14:14

performed by taking on the credit

00:14:17

load and Probably if such a task

00:14:20

is,

00:14:21

uh, sort of a preliminary to studying the topic of

00:14:25

lending, then that’s it. And everything else

00:14:29

will fall more squarely on the consciousness of our

00:14:32

schoolchildren with you because they will

00:14:35

understand the entire procedure of

00:14:38

lending, actually. What does it mean to take out a loan?

00:14:41

what social roles will

00:14:45

tasks be performed on simple and complex

00:14:48

calculations? Well, here’s one of these tasks

00:14:53

for mathematicians. I think it has a

00:14:55

very good motivational component;

00:14:58

it’s about making a purchase.

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bike you need to calculate the desired

00:15:04

purchase and different

00:15:07

stores are offered. Everything is like in life and solve the issue

00:15:10

of affordability of the purchase from the point of view of

00:15:13

budget planning. Now let’s especially

00:15:17

focus on game formats.

00:15:20

Moreover, the game format is proposed

00:15:22

to be used in different classes and the game

00:15:25

format includes tasks

00:15:29

understanding and even a task for application,

00:15:32

such a task, a game with an opponent,

00:15:36

invites students to fight with

00:15:39

artificial

00:15:40

intelligence, a mini quiz, diverse

00:15:44

questions from understanding to application. Well,

00:15:48

these two questions are more about

00:15:52

understanding, for example,

00:15:54

understanding what

00:15:57

regular sources of income are, and finally the

00:16:00

second question about understanding the

00:16:03

dependence of addiction between

00:16:05

profitability and financial risks, knowledge

00:16:09

and understanding are quite traditional

00:16:12

questions for a quiz, but we have a mini

00:16:15

quiz on financial literacy and

00:16:18

wonderful questions. You and I can

00:16:20

see about the risks. What actions need to be taken?

00:16:25

Yes, what action will we choose

00:16:27

to

00:16:29

avoid financial risks? And finally, a

00:16:32

question about the right habits about

00:16:35

algorithms of actions in the field of finance,

00:16:39

and finally, those tasks that we

00:16:41

immediately agreed to pay

00:16:43

special attention to. This task is about models of

00:16:48

reasonable financial behavior, when the

00:16:52

whole task focuses on

00:16:55

this aspect, this task is

00:17:00

proposed about safe online shopping.

00:17:06

What are we really doing here? we

00:17:09

buy a scooter, a scooter through an

00:17:13

online store, firstly, through the eyes of the

00:17:17

child, he once again records the rules of

00:17:21

safe purchases, secondly, he has

00:17:24

the opportunity to

00:17:25

practice analyzing the

00:17:28

information offered on sites, and finally, solving

00:17:32

this task leads us to a choice; we

00:17:36

make a specific purchase choice in

00:17:40

this case buying a scooter Another

00:17:44

task just about

00:17:47

scammers allows you to live a real

00:17:51

situation, it’s very interesting, it’s

00:17:54

designed Yes, the design of

00:17:58

this task is very bright because it’s clear that

00:18:01

we’re being bothered by someone on the phone with an

00:18:04

unknown number, then we pick up

00:18:07

the phone, supposedly it’s a bank employee, and

00:18:12

so on Let’s imagine that we chose all the

00:18:15

wrong actions that

00:18:16

could be chosen, we reported all the

00:18:19

necessary Number codes from all the cards

00:18:24

that we have and what this could

00:18:27

lead to. But if the child really

00:18:30

chose the wrong actions, then at

00:18:33

the end this very

00:18:36

unpleasant board pops up incorrectly and this is

00:18:40

incorrect, it should irritate the consciousness of

00:18:43

our schoolchildren, this incorrectly indicates

00:18:46

that there is a danger here. This means that

00:18:50

such a warning, this is

00:18:54

incorrect, allows us to prevent the

00:18:57

occurrence of various kinds of financial

00:19:00

problems, how educational tasks are selected

00:19:03

Well, we have already understood with you that we are still

00:19:06

pushing away from the topic e topics of

00:19:09

what we want to talk about with our

00:19:11

schoolchildren and about the formats in which we

00:19:14

want to do this the topic should be

00:19:17

relevant, interesting, perhaps a little

00:19:20

unusual, perhaps work a little ahead of

00:19:23

the curve, but the topic should be

00:19:27

digestible, it is clear that

00:19:29

we are unlikely to discuss the topic of investment let's offer it to a

00:19:31

fifth-grader. But financial

00:19:33

fraud at a certain level

00:19:36

will already be easily accessible to him.

00:19:39

Indeed, a lot depends on the

00:19:41

portrait of the class of the group and the specific

00:19:44

individual

00:19:46

student because each

00:19:48

teacher usually analyzes the

00:19:51

content deficits cognitive

00:19:54

deficits what our children cannot do

00:19:57

our children really do not

00:20:00

demonstrate such skills very clearly

00:20:03

how they can apply analysis not very clearly Yes, they can apply

00:20:07

their knowledge and they have to work for it,

00:20:11

and finally, every teacher knows what are the

00:20:14

possibilities of the educational

00:20:16

space that he actually

00:20:19

sees around him, he is

00:20:21

holding a master class today or he has

00:20:24

a meeting today, a parent’s evening for

00:20:28

financial literacy with fifth-

00:20:31

grade students, the formats can be very different,

00:20:33

and these possibilities of the educational

00:20:36

space certainly also need to be

00:20:38

taken into account, and finally, what can you do

00:20:41

with each of these tasks? I

00:20:44

showed you the tasks and we kind of

00:20:46

talked through them while solving them. But in fact, this is

00:20:49

not the only action. which can be

00:20:52

done with each of these tasks, we can

00:20:55

offer an extended Pedagogical

00:20:57

commentary, the guys

00:21:03

stumbled along with them on some

00:21:07

special requirements When communicating with

00:21:10

strangers, that is, such a

00:21:12

Pedagogical commentary we add to the

00:21:15

completion of this

00:21:17

task, a

00:21:21

methodological technique about analysis and evaluation works very well

00:21:25

other people’s answers, we can not just offer

00:21:29

tasks, but we can offer these

00:21:31

incorrectly solved tasks, or

00:21:33

maybe correctly solved tasks.

00:21:36

Let the guys themselves comment on

00:21:39

what’s wrong here, and what’s wrong, and finally,

00:21:43

each of these situations has already been proposed and

00:21:47

already written out, and even possibly written out

00:21:49

for 8 9 10 steps How this is done in the

00:21:53

transformers tasks that we

00:21:55

talked about, it allows you to develop this

00:21:58

situation. Further, you can assume what

00:22:01

else could happen to the heroes of these

00:22:04

situations and accordingly formulate

00:22:07

questions for these situations and give the

00:22:11

task. So, let’s summarize, I would like to once

00:22:16

again look at the suitcase of

00:22:18

tools that we take in our hands, but

00:22:21

we understand perfectly well that if this

00:22:24

tool works, then we must praise the hands of the

00:22:28

master and the skillful hands of the teacher into

00:22:32

whom this tool fell; whether

00:22:36

it will work or not largely depends,

00:22:39

of course, on the

00:22:42

teacher himself and in As a result of our

00:22:45

meeting today, I hope that we

00:22:49

understand that Modern pedagogical

00:22:52

tools make it possible to effectively

00:22:54

form the financial literacy of

00:22:56

students

00:22:58

only by correctly integrating them into the Educational

00:23:01

process, and each of us is probably already

00:23:06

ready to use modern

00:23:08

tools because he understands

00:23:11

the basis for selecting educational tasks, he

00:23:14

knows how to identify that Pedagogical

00:23:16

potential, he sees the peculiarity of game

00:23:19

forms that can be used in the

00:23:21

educational process and finally we understand

00:23:25

together that a special place in the educational

00:23:28

process should be occupied by those tasks

00:23:31

that form models of financially

00:23:35

literate behavior

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Why does my computer freeze when loading a "Видеолекция 3.7, Анастасия Половникова, КПК «Функциональная грамотность»" video?

The browser/computer should not freeze completely! If this happens, please report it with a link to the video. Sometimes videos cannot be downloaded directly in a suitable format, so we have added the ability to convert the file to the desired format. In some cases, this process may actively use computer resources.

How can I download "Видеолекция 3.7, Анастасия Половникова, КПК «Функциональная грамотность»" video to my phone?

You can download a video to your smartphone using the website or the PWA application UDL Lite. It is also possible to send a download link via QR code using the UDL Helper extension.

How can I download an audio track (music) to MP3 "Видеолекция 3.7, Анастасия Половникова, КПК «Функциональная грамотность»"?

The most convenient way is to use the UDL Client program, which supports converting video to MP3 format. In some cases, MP3 can also be downloaded through the UDL Helper extension.

How can I save a frame from a video "Видеолекция 3.7, Анастасия Половникова, КПК «Функциональная грамотность»"?

This feature is available in the UDL Helper extension. Make sure that "Show the video snapshot button" is checked in the settings. A camera icon should appear in the lower right corner of the player to the left of the "Settings" icon. When you click on it, the current frame from the video will be saved to your computer in JPEG format.

What's the price of all this stuff?

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