Synopsis of a correctional lesson on the development of cognitive activity. Plan-summary of the lesson (grade 1) on the topic: Correctional lesson on the development of cognitive processes
Purpose of the lesson: development of interhemispheric specialization and interhemispheric interaction, voluntary auditory attention and memory.
Correction-developing:
1. development of interhemispheric specialization and interhemispheric interaction (synchronization of the work of the cerebral hemispheres, development of abilities, memory, attention, speech, thinking);
2. increase in the volume of voluntary auditory attention and memory;
3. improvement of graphomotor skills.
Correctional and educational:
1. education of the ability to adequately evaluate the result of one's own and others' activities;
2. formation of the ability to participate in the competition;
3. development of the ability to act according to the rules.
Health-saving technologies:
1. prevention of visual impairment;
2. prevention of disorders and posture;
3. relaxation of tense muscles of the cervical spine.
Materials and equipment: sample pictures with contour images of flowers (tulip, rose, chamomile, bunch of lilacs), colored pencils, chips for rewarding.
Lesson progress
1. Ritual of greeting.
Teacher-psychologist: - Guys, I'm glad new meeting with you and as always, let's say hello to each other with fingers.
Exercise for the development of interhemispheric specialization and interhemispheric interaction.
Hello golden sun...(direct and reverse order)
tips thumbs right and left hands alternately touch the tips of the index, middle, ring fingers and little fingers.
Hello golden sun!
Hello blue sky!
Hello, free breeze,
Hello little oak tree!
We live in the same area
I welcome you all!
2. Development exercise auditory memory and an increase in voluntary auditory attention.
Teacher-psychologist: - Let's play with you the game "Collect a bouquet."
Instruction. I name a flower, the second child repeats and adds his own, the third repeats the names of these two flowers and also adds his own flower to the “bouquet”, etc. Please do not stop. Now try to list all the flowers in our bouquet from memory. Who can "collect" the most big bouquet? (The one whose bouquet turned out to be the most complete,- winner.)
3. Breathing exercise"Butterfly".
Teacher-psychologist: - Guys, do you want to feel like light and graceful butterflies?
Instruction. Starting position: squatting, bowing your head, hugging your shoulders. Take a slow breath, standing up, raise your arms through the sides up, exhale. Hold your breath. Take a slow breath again, lower your straight arms through the sides to shoulder level. Hold your breath. Again, take a slow deep exhalation, while the hands make smooth swings (“butterfly wings”) in time with the exhalation.
4. Exercise for the development of intellectual and thought processes"Chain".
Teacher-psychologist: - We had a little rest, and now it's time to let our fingers play.
big and index fingers right and left hands in a ring. Rings are passed alternately from the fingers of the right hand through the rings of the left hand:- index, large - medium, etc. All fingers participate in the exercise.
Fingers sorted out
And we get a chain.
5. Exercise for the development of sensorimotor skills.
Teacher-psychologist: - Here comes the most interesting moment. We will draw perfectly with you in an unusual way. We will draw with both hands at the same time.
Instruction. Consider a sample picture. Take out your sketchbooks, take a simple pencil in each hand, draw flowers with both hands at the same time according to the pattern of our choice.
6. Exercise for the prevention of visual impairment.
Teacher-psychologist: - It was not easy, but very an exciting exercise, and now we need to give a rest to our eyes.
Instruction. Sit comfortably with your head still. “Draw” with your eyes a flower with five petals, first clockwise, then counterclockwise.
7. Exercise for relaxation of the muscles of the cervical region.
Teacher-psychologist: - The eyes have rested, now we will give the opportunity to relax the neck.
Instruction. Starting position: sitting. We will perform head turns with resistance. Base thumb put your right hand on the right cheekbone. While inhaling, turn your head to the right until you feel tension (5-7 seconds), while exhaling - turn your head to the left with muscle stretching (10-15 seconds). Repeat 2 times. A similar exercise is performed on the left side.
8. Exercise for memorization.
Teacher-psychologist: - We drew, rested, relaxed, and now it's time to remember the names of the flowers from our bouquet.
Instruction. Please remember the names of all the flowers in our bouquet. By the number of chips, you can determine whether more or fewer flowers you "gathered" this time.
9. Exercise for the development of self-regulation.
Game "Snail".
Instruction. Get back to your starting position and, at the signal, start moving towards the exit. The winner will be the one who moves the slowest of all. Remember: you can't stop! The one who has stopped returns to the starting point of the movement.
Irina Kozhedub
Subject classes: « Develop memory and attention»
Tasks:
1. Memory development, attention, fine motor skills;
2. Development spatial representations (learning the concepts "follow", are in front of", "left", "on right");
3. Creating a friendly atmosphere when interacting children.
Lesson progress:
Psychologist welcomes children“I am very glad to meet you. Guys signal to start classes will be such words: listen:
One, two, three listen and see!
Three, two, one - we'll start now!
Guys in order for our lesson started Let's say these words together. Stand up, please look at me and repeat the movements that I will show.
The psychologist pronounces words that serve as a signal to start classes, accompanying them with the following movements: one two Three (clap hands three times)- Listen (points to ears) and look (points to eyes). Three, two, one (claps hands three times)- we'll start now! (holds out hands to the group, palms up). I would like to wish good morning to everyone, everyone, each of you.
A game « Good morning»
Psychologist: "I will say words: "Good morning…". And I'll call someone from the group. Those whom I name will wave to me, which means you have heard and are responding to my greeting. Begin!"
Good morning to all girls!
Good morning all boys!
Good morning candy lovers!
Good morning to everyone who wants to know what we will play today...
Psychologist: Today we will learn to memorize different words in order. To do this, you need to imagine that the words are the characters of a story. Let's see how this can be done. Let's take words: CITY, ELEPHANT, FLOWER, BIRD, CAT. Here is a story that turn out: an elephant was walking around the city, he saw a flower on the lawn, when the elephant came closer, a bird flew out from behind the flower, frightenedly flapping its wings. Out of surprise, the elephant backed away and stepped on the cat (Fig. 1). To remember the words, close your eyes and try to imagine the story as clearly as if you were watching a movie. (Words come to mind on their own). Guys, let's remember what words I called in order. Rice. 1
Exercise "Count and Do"
Children, together with a psychologist, perform movements in accordance with the text.
One is to get up, get up
Two - bend, unbend
Three in hands three claps,
Three head nods
Four - arms wider
Five - wave your hands
Six - sit quietly in place.
Exercise "Listen attentively»
Psychologist dictates words: cat, ruler, elephant, garlic, water, goose, subway, cloud, elephant, watermelon, hedgehog, umbrella, screen, sleep, school, elephant, desk, dance, bed. Children say which word occurs more often than others.
Exercise "Lock"
There is a lock on the door,
Who could open it (clasp hands together, interlacing fingers)
knocked (tap with the base of the palm without disengaging the fingers)
Twisted (twirl with brushes without splitting fingers)
pulled (putting hands in different sides without disengaging fingers)
And they opened it.
Exercise "Riding the Tracks"
Psychologist: “Who will tell me on what we will travel along the paths? Name the modes of transport that are drawn on the paths.
Psychologist: “Imagine that you are sitting behind the wheel of a car, your back should touch the back of the car seat. Feet are firmly planted on the floor. We will move along the path from left to right. You need to drive in the middle of the path without moving to the side of the road. The pencil must not be taken off the paper.
Psychologist draws attention on correct position pencil in hand.
Psychologist: “Except for us, the whole car will go family: mom, dad, son, grandma and grandpa.
Psychologist shows and names everything fingers: "Grandfather and grandmother old, they will go to back seat. Grandpa and grandma will hold the steering wheel. Dad is the head of the family, he is her support. Dad will hold the steering wheel - a pencil. Put the pencil on middle finger. Mom and son help dad and hold the steering wheel from above.
At the command of the Psychologist, the children perform the exercise "Riding the Tracks".
Exercise "Icicle"
Squeeze your hands (as much as possible while inhaling, as if you are squeezing an icicle strongly, unclench your fists as you exhale.
Exercise "Remember Shapes"
The psychologist shows a card with figures for 10 seconds (Fig. 2, then removes it. Children reproduce the same figures and place them on a sheet of paper in the same way.
Exercise "Butterfly"
Flatten the shoulder blades while inhaling (as if a butterfly folded its wings). On exhalation, the shoulder blades breed(butterfly spread its wings).
Exercise "Paper Orientation"
Psychologist: On the sheet in the place where the dots are placed, you need to draw what I say. And where to draw you will learn if listen to me carefully.
1. Autumn has come, the flowers have withered. draw with a simple pencil flower in the upper left corner.
2. In autumn, the leaves on the trees change color and fall off. Draw a leaf in the lower left corner.
3. We are waiting for spring to come, because at this time the sun begins to shine brightly. Draw a sun in the upper right corner.
4. When the sun comes out, we have fun. Draw a smile in the lower right corner.
The psychologist opens the board, the children compare their drawings with samples.
Exercise "Sun"
Psychologist: In the morning the sun rises, higher-higher-higher! (children raise their hands up and stretch on their toes). By night it will go lower-lower-lower. (squat and put hands down). The sun extended its right ray to us (children stretch forward right hand) . Stretched out the left beam (children stretch forward left hand) . smiled (everyone smiles). Stroked our hair, cheeks, arms, tummy, legs (children perform the necessary movements).
Reflection classes.
Psychologist: “You were great today, you completed all the tasks
What did you do today?
What was interesting about classes?
What mood do you end up with class?»
Psychologist: "Is our lesson has come to an end. On the next classes you have to learn a lot of new, interesting and important things; do exercises that be careful, witty and intelligent. And now we will finish our class thank you friend friend: make eye contact with the person you want to thank and silently nod your head. Thank you guys for all your hard work, see you next time classes!»
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Image Library:
State educational institution
« high school No. 13 Mogilev
Outline plan
remedial lesson
in an integrated group of students
3 "A" class
Movement coordination
fingers and hands of both hands
Prepared
defectologist teacher
Danilova I. G.
2015
Topic: Coordination of movements of fingers and hands of both hands.
Tasks: 1) Develop coordination of movements of the fingers: the skills of simultaneously performing movements with the fingers and hands of both hands (coordination of the actions of both hands)
2) Create conditions for the manifestation of a benevolent attitude towards each other, the desire for mutual assistance.
Equipment: plasticine, cubes for the development of motor skills, cards for tracing the figure of a kolobok, a set of geometric shapes Velcro and boards made of carpet fabric, individual sets of geometric shapes (“Tangram”), devices for mobile physical education (a cut-off plastic bottle with a lid tied on a rope), a green circle of paper for gymnastics for the eyes, tables with vocabulary words, pictures on the topic “Vegetables - Fruits”, a computer with audio recordings of melodies.
Lesson progress:
I. Introduction
Organizing time.
tasksAnd: organize children for upcoming activities in class.
The sun rises early
And quickly goes around.
- How do you guys live?
How is your health, how is your stomach?
Has drowsiness overcome you?
Reluctant to do?
I advise everyone to start!
After all, we have a job!
In today's lesson, we will develop our fingers, hands.
2) Mental attitude
( James Last's "The Lonely Shepherd"
I invite you to our source of energy. Let's sit in a circle. Imagine that a small fire is burning in the center of the circle. Turn your palms towards the center outside, then the inside - let's warm them up. Let's warm the hand. warm hands apply to the eyes, give them warmth and energy. I count to five, then at my command you open your eyes. Get up, raise your hands to the sun, take its energy too! The sun sends you its warmth. They held hands, conveyed warmth, mentally wished all the best, smiled at each other.
WITH good mood We start our work, sit down.
ІІ. Main th part
1) Ready And telny stage
Problematic situation.
Guys, look carefully at your workplaces, at my desk. What did you notice? (Figurines of a hare, a wolf, a bear, a fox appeared on the students' desks, and a bun appeared on the teacher's desk)
What fairy tale do you think these characters are from? (Kolobok)
Today we are going to an amusing trip along the path with Kolobok.
Do you like the ending of the fairy tale? Let's try to help Kolobok get away from the fox. By completing various tasks, what qualities of a student will we take on a journey? (Attention, patience, diligence, mutual assistance
Kinesiology exercises
Tasks: to activate the work of both hemispheres of the brain, to develop the ability to carry out coordinated movements of the fingers and hands of both hands.
Let's do exercises that help successful work in the lesson "For good luck."
On the board you see a white sheet of paper with intersecting lines. Repeat the exercises after me and look at the center of the intersecting lines.
Clap your hands 3 times.
Rub the earlobes vigorously 3 times.
3 times we will perform the exercise "Ear - nose"
Stretch the little fingers of both hands 3 times.
Restoring the content of a fairy tale in memory and checking the assimilation of tasks previous lesson.
Remember the fairy tale and stand the one who has the character of the fairy tale on his desk, who was the first to meet Kolobok on the way. (Hare)
Hiding under the tree
Like a leaf, it trembles.
Look - through the forestbunny
Gray runs.
Speech warm-up:
Let's repeat the song Kolobok.
I'm a bun, a bun!
According to the barn metyon,
Scraped by the bottom of the barrel,
Mixed with sour cream
Planted in the oven!
It's cold on the window!
I left my grandmother
I left my grandfather
And the hare is not cunning to get away from you.
2) Formative stage
Let's help Kolobok get away from the Hare.
Task 1. "Modeling a spherical object from plasticine"
Tasks: develop coordinated movements of the fingers and hands of both hands; promote the desire for mutual assistance
Let's prepare the plasticine for work and sculpt the figure of Kolobok (Performed to the music of Grigory Gladkov's song "Plasticine Crow")
Let's remember how we learned to trace along the contour in the previous lesson and circle the Kolobok figure along the contour, starting from the top of the drawing, and in different directions with both hands. We need to practice doing things like this.
We left the Hare and find the missing element on the game-constructor “Kolobok.
He looks like a dog.
Teeth sharp as a knife.
Howled at the moon and fell silent
Went hunting ... (wolf)
Show a picture of a wolf
Guys! Let's help the kolobok? ..
Task 2. “Meet the Wolf » The wolf is on the way of the boastful Kolobok.
Tasks: improving fine motor skills of the hands by performing differentiated exercises simultaneously with both hands.
The task of the wolf will be performed in pairs. We collect the faces of the miracle cube (laces, buttons, Velcro, zippers, pigtails), we work with both hands. We help each other if necessary.
We left the Wolf and find one more missing element on the Kolobok construction game.
The gingerbread man rolled along the path, and he met two funny frogs
Physical education minute (perform 1 time)
There are two frogs in the swamp
washed early in the morning
rubbed with a towel
stomped their feet, clapped their paws
tilted left and right
and returned back.
Here is the secret of health!
Hello to all fitness friends!
Exercise "Frog"
Task: develop coordinated movements with both hands, eye.
Do you know what frogs are good for? (With a sticky tongue, they capture various insect pests, slugs)
Let's do an exercise that imitates the swallowing movement of a frog. (To the cut off plastic bottle attached "kinder-surprise" (lid). Throwing up, you need to catch it with a bottle.) And now let's try to perform this exercise simultaneously with both hands.
They left the Wolf - on the way
Big, brown, shaggy,
clumsy, clumsy,
Likes to roar loudly
And his name is ... (bear).
Bear. -To get away from the bear, you need to assemble a house according to the pattern shown on the carpet board
Task 3. The game "Tangram" ("Collect a house")
Tasks: the development of coordinated movements with the fingers of both hands on the plane, the development visual memory, fostering the desire for mutual assistance.
Equipment: on the board - a carpet board, geometric shapes with Velcro, a diagram of a house. Children name geometric shapes.
The scheme of the house is demonstrated for 1 minute, then it is removed. The students build a house from memory. individual figures. And at will, one student builds on the board.
Physical education for the eyes
Follow the teacher with a pointer in his hand, moving in different directions in a green circle on the board
But it's not so easy to get away from the Bear. He asks you to do one more task.
Task 4. “Spread the pictures into different baskets”
Pictures with images of vegetables and fruits are shown on the board. Children take turns going to the board, calling a fruit or vegetable, taking a picture with a magnet and putting it in two baskets.
Let's workon one's own and then check each other out.
On the desks you have cards with a contour image of vegetables and fruits. Identify a fruit or vegetable and arrange the cards in different baskets on your desks. If you work with both hands at the same time, then complete the task faster.
Let's hit the road again with Kolobok.
3) Stage independent activity students
They left the Bear - the Fox is on the way
That's so red cheat,
Covers his trail cleverly!
Hens to carry a great craftswoman,
And her name is ... (fox)
Guys, what to do, how to help the kolobok? (Complete her task.)
And the Fox prepared a difficult task, but I'm sure that you can handle it and help Kolobok get away from the Fox.
Task 1. "Fix the mistake."
Tasks: to develop coordination of movements of both hands when writing letters.
Equipment: letter elementsO from paper, cards with words, tasks on the computer.
Remember the name of our fairy tale (The word is written on the board"TO A l A side")
If you notice mistakes, correct them. Is it possible to check the letters o? (No). Pay attention - spellingolo spelled with o.
Assemble the letterO from various elements of letters.
Task 2. "Olo"
Task: to identify the state of formation of the ability to carry out simultaneous coordinated movements of the fingers and hands of both hands when writing letter combinationsolo
Letter in individual cards:
Write letter combinationsolo from the middle of the line to the end 3 times.
oh oh oh oh oh oh oh oh
- Now write the name of the main character of the fairy tale Kolobok.
Kolobok
With letter combinationolo there are many words. Let's read them on the board. (Milk, hammer, about, stripe, youth, chisel, cleaning, oatmeal)
The fox was sly and asked to read the word on the table. Naming the letters in the direction of the arrow, we will read the word that Kolobok told us, successfully leaving the Fox with our help. (well done)
We left the fox and find the missing element on the Kolobok construction game.
ІІІ. Final part
Reflection
Task: develop reflective skills of students
In memory of today's lesson, Kolobok gives you his portraits. Choose a Kolobok that suits your mood.
If everything worked out for you, you felt comfortable - choose a cheerful Kolobok.
If you feel comfortable, but not everything worked out - choose a serious Kolobok.
Summary of the lesson
So, traveling down the track with Kolobok, what were we working on?
(Developed fingers, attention, learned to write words beautifully and correctly with letter combinationsolo , practiced orientation on a plane)
What helped Kolobok get away from the fox? (Ingenuity, attention, the ability to help each other, patience in completing tasks, as well as knowledge gained in other lessons)
What do you think was the most difficult task? Which one is the easiest?
Still need to work on motor skills correct letter words.
you tried hard today
Work well
For guests to want
Come here again for you!
IOrganizing time.
Allocation of the fourth superfluous.
Please look at the screen.
(Children come to the board with the pictures shown).
Name the pictures that are drawn, choose extra picture. Why did you decide that it is redundant?
How did you guess that the other pictures are winter?
(Children offer their answers, explaining).
IIIntroduction to the topic.
1. Observation and experimentation.
Today we will watch the ice. Let's see what he is. Come to the table. Each of you has an ice cube prepared on a plate.
Touch her. What does she feel like. What do you feel? Cold, hard.
The ice is cold, but what about your palms? Warm.
Let's see what happens from cold ice in warm hands? Let's heat the ice! Let's hold on a little. Water appears.
Where did the water come from? From ice. The ice began to melt.
Is the ice the same as it was, or has its size changed? The pieces got smaller.
What has the ice become? The ice turned into water.
So when does the ice melt? When it is warm.
Look, what else is ice? If we take it in our hands, and he jumps out? Ice is slippery.
We have already said that it is solid, but how to check it? Let's hit the ice.
Look, I'll give you more ice cubes. What are they? (I lead the children to the answer with gestures). Thick and thin ice.
And if you look through the ice, what do you notice? List what they see.
So, ice, what else? Transparent.
Are your hands frozen? Let's warm our hands.
2. Finger gymnastics(“Let's warm our fingers”)
Children do gymnastics.
We held the ice with our hands Clenching and unclenching the fingers of both hands
And the palms are frozen
We will grind them. Three palm on palm
We will keep them warm. We make a boat and blow inside
Are the handles warm?
3. Perception of superimposed images.
(Children are offered cards with contour superimposed images of objects on the lexical topics covered).
Let's look at the screen. Who is depicted there? What are cartoon characters doing? This is Winnie the Pooh with friends. They are skating.
Why can you skate on ice? Did we already say what ice? Slippery, hard.
Winnie the Pooh and his friends left patterns on the ice, look at your cards, what do your patterns look like?
4. Improving the ability to generalize.
Let's call a common word, what is drawn on the cards.
Well done! You all did a great job.
5. Observation, experimentation.
Now let's get back to our ice cubes.
Show thin slice.
What is the thickness of this piece?
Try to press on it, hit it with a hammer. What happened? Cracked, split, broken.
If it cracked, cracked, then it is brittle, fragile.
6. Reconstruction of the whole from parts.
(Children lay out whole geometric shapes from parts of a planar wooden constructor).
You have parts of different geometric shapes on the trays. Imagine that it was ice floes that cracked, and you need to collect them, make them whole.
Let's see who, what figure turned out?
Well done! You have completed the task.
IIIFizkultminutka ("Winter fun").
(Children imitate movements).
We are skiing with you. They go skiing.
Snow cold skis licks.
And then on skates. Ride.
But we fell. Oh! Are falling.
And then the snowballs were made. They stand and squeeze an imaginary snowball.
And then the snowballs rolled. Rolling an imaginary snowball.
And then they collapsed helplessly. Are falling.
And we ran home. They run in circles.
7. Quantitative counting using auditory perception.
Children count (if the answers match the number, we play further, if not, we listen again: 3,2,4,1).
We rested with you. Now let's get back to our ice cubes.
Now we will count the ice. How many sounds you hear, put so many pieces of ice in a bowl.
How many ice cubes did you put in?
Why? Because 3 sounds, etc.
8. Observation of floating ice.
What is happening now with ice cubes?
So ice can float.
9. Summary of the properties of ice.
(The teacher demonstrates photo reminders of the properties of ice).
Today we played and watched the ice. Let's remember what we learned about ice? What is he? Cold, thick, thin, slippery, transparent. Ice floats.
IVOutcome.
Construction of an ice building.
Look at the last photo. What do you see? House, castles, hills.
What are they made of? From ice.
You and I will also build an ice building, but not from ice, but from a constructor.
(Children complete their constructions).
You have some very interesting buildings.
VActivity evaluation.
Let's remember what we did in class today. What did they do with the ice? What did you enjoy doing the most?
Today at the lesson everyone was great. You correctly completed the tasks, were attentive, told a lot of interesting things about the ice (an individual assessment is also given for each child).
VIOrganization of the end of the lesson.
Our lesson has come to an end, and I want to ask you to help me put the cards in a folder and put away the molds.
Thank you bye.
