Project thinking is an absolute advantage of a modern manager.

A leader responsible for eliminating bottlenecks is unlikely to succeed.

In general, the ideal of a company and people management system is far from the picture that the first and last Soviet electronic game paints for us, where the wolf from "Well, wait a minute!" catches in a basket eggs continuously rolling down from branches.

A successful leader is more like the captain of an ocean liner, who stands on the bridge and looks far ahead, where the ship is supposed to go.

In order to make effective forecasts for the future, you need to be able to set goals for the long term. Success, it seems to us, comes to those who look into the future and see themselves there - a person who has reached their goal.

Project management presupposes the presence of such a quality as "healthy disregard for the impossible." If you can dream of something, then you can get it. Project development is the reverse "unrolling" of the sequence of tasks from the moment when you have already achieved the result, until today: here I am, and what did I need to do in order for me to be here; and in order to be at the previous stage, etc.?

In the process of decomposing a project, it is important to decompose the task into components and evaluate how well the set of elements of each level of the task reflects the essence of this level.

Is further clarification, concretization of the task required, or is each of its elements described as detailed as possible? Is it possible to accurately determine the required resources and their cost for each low-level operation?

Here it becomes clear that for successful project planning it is extremely important to be able to clearly and specifically (point by point) set goals. Here we are ready to fully agree with those who advocate a system of SMART criteria for assessing the clarity of goals.

Communication skills

Endless conversations of old women on a bench at the entrance - is this really the notorious "ability to communicate" that business coaches talk about? Of course no. The number of words spoken per minute is not at all an indicator of the effectiveness of communication.

Simply put, communicative competence is knowing the answers to just three questions: who to say, what to say, and how to say?

Answering the three main questions of communication, we form a strategy for interacting with the target audience - any of our counterparties: a client, partner, competitor, subordinate, manager, etc.

It is very important to understand what our interlocutor is like. What does he want? What relationship do we have with him, and what roles do we play? What does it mean for us now?

Without finding this out, it is impossible to answer the next question: what to say to him? After all, in order to be heard, one must speak the language of the interlocutor. "Speak the customer's language," they convince us in sales training.

How can we speak his language if we don't know who he is?

Only by examining your target audience and having formed a unique selling proposition for it, we move on to the answer to the last question: how?

How to convey your idea to the consumer, preserving its original meaning? No way, because for us words mean one thing, but for our counterparty they mean something completely different.

Words are like phone cases, you can put completely different content into them. For example, the same word "phone". Say it in the circle of your friends and ask what each of them imagined at that moment: someone will imagine their favorite thin mobile phone, someone - the hated telephone handset on the desktop, someone - a pay phone slightly stuck in the past , and a young mother - a huge inflatable children's toy.

So, it is impossible to avoid a partial loss of the meaning of what is being said. The main thing is to minimize losses. To do this, it makes sense to involve as many communication tools as possible.

Why do successful presenters play with the rhythm and volume of their voice, use a projector, actively move, gesticulate and constantly address the audience?

Because, and practice confirms this, using as many communication tools as possible allows you to achieve the maximum effect.

Of course, Pinocchio was a brilliant communicator: he said one thing to Karabas, another to Malvina, and a third to Tortilla the turtle. In this sense, he found the key not only to the door behind the painted hearth, but also to the hearts of his partners. And readers.

This brings us to the next, fourth, success factor: emotionality.

The ability to consider a problem situation that has arisen in the course 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 encounter 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.

The second part of 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 teaching materials to the 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 general 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. 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 a little-explored area of ​​the Amazon River 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. 1.

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 office project, 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 variants answer, all of them 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 differently, 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 facilitator asks to read all the written options again and choose for himself the one that seems to be 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

Problems like this arise because people don't help. each other, 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 fairly 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 Everybody Participants will submit their answers. The game is considered successful if Everybody 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 main point mail games.

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 facilitator is unlikely to avoid clarifying the instructions, small hints to groups regarding organization of work, 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 presentation?
	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 "Cipher": 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

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 facilities, 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, they made important decisions without them, they dictated 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 the park areas you have chosen... 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 zone
_______________________________________

(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 must in their projects 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 field. 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 transfer everything (almost all) to the company, the leader must explain that this is a deliberately 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.

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 party. 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:

Today, design thinking is one of the key competencies in business. And it's clear why. This type of thinking allows you to achieve planned results when the tasks are complex, unclear, confusing, there are many unknowns and risks that are difficult to assess. And conditions can change all the time. These are the classic introductory "epochs of turbulence". And not just for business. So what is design thinking and how can it be used in everyday reality?

What is it

First and foremost is practical thinking. There is nothing abstract here, "from the head." The principle is this: invented-tried-made a conclusion. And further according to this scheme - until the desired result is achieved. By the way, about the result. He is the most important. For him, everything is up and running. First, a clear image of the desired outcome. Then there is a plan to achieve it.

The second is controlled risk, orderly chaos and unraveling even the most confusing. A designer is a person who is not afraid of such “little things”. He knows that with a little work, everything can be made manageable. And in the end, come to the previously drawn picture. The ability to think and act on a project basis helps to foresee everything: deadlines, resources, priorities, sequence, risks, etc.

Third - how to learn it? This is an experience. But he doesn't come right away. And immediately there is a goal, the need to achieve it and courage with a certain amount of healthy adventurism. Courage coming from a meaningful goal. Such courage gives unshakable confidence that "you can do anything." If you don't know, you will find where to find out. There are not enough resources - you will find where to get it. It doesn’t work right away - you will find how to make it work.

What is a project and what is not

But for starters, it would be nice to define the concepts. What can be called a project? A project is a specific task with clear deadlines and a result - a goal and a plan.

Therefore, the desire to earn more is not a project. It is not clear how much you need to increase income, when and at what expense. This is a direction that, if desired, can be converted into a project. “I want to double my income within six months. To do this, I need a higher paying job in a large company. My resume meets these requirements. To achieve the desired result, you need to take the following steps. Great, now this is a fruitful debut idea for the project. You can move on with it.

How does this happen

In order for the project to begin to be implemented, it must be checked against the checklist of work stages. Design thinking is based on the "golden triangle": Result - Cost - Time. To put it simply, the result is achieved in the best way, taking into account the price-quality ratio within the specified time frame. And this is the main guideline. If you cut this elephant into pieces, then the following stages of project development can be distinguished:

Stage 1 - situation analysis

Each project has a context - a kind of environment. And in order to make a decision whether to open this project or not, an analysis is needed.

Why is this project needed, what are the prospects and risks. In order to make the right decision - look at the realism, profitability and meaning of the project for yourself. Is it real for you here and now? Do you have the right resources and can you find what is missing? By implementing this project, will you gain more than you spend? Are you personally interested in this? Is this project connected to something even more important in your life?

Stage 2 - formulating the goal of the project

To implement a project, you must be clear and precise about what you want to achieve as a result. And the goal should be clear, precise, formulated in a positive statement (without the “not” particle). For the formulation, you can use the SMART principle.

The goal must be written down! As long as it is only in your head - this is not a goal, these are dreams.

Stage 3 - planning

Each project should answer the questions “What?”, “When?” and "For how much?". What will be done, in what time frame, how much resources will be required. Some of these parameters can be defined at the input, some cannot. It will be refined during the planning and implementation process.

The plan answers the question "How?" and represents a sequence of tasks and deadlines. A detailed plan may not be born immediately. It can be modified during the course of the project.

For the primary plan, a general vision of major stages - the phases of the project - is sufficient. And it is more important at this stage to ask yourself the question: how will I know that I have achieved this and identify specific figures, facts, etc.

Stage 4 - risk assessment

At the 1st stage, a general assessment of resources was carried out. And now we need to do it in more detail. What do you already have and what do you need more. And where can I get it. It is also necessary to assess the risks and consider how they can be minimized. What can prevent you from fulfilling your plans, and what or who will support you. Such a “Plan B” will be very helpful during the implementation phase.

Stage 5 - control

This is the final stage of preparation. Here the general plan is already divided into smaller subtasks. Deadlines are set. It remains only to decide how and by whom the control over their implementation will be carried out.

What becomes possible

Now it remains to fill out a checklist for yourself at the entrance to the project, then act according to the plan, adapting flexibly to current conditions, planning risks and being guided by the “triangle” of project management. Yes, difficulties will arise, especially when the experience of thinking in a project-based way is only being gained. But it's worth it. Design thinking does not guarantee absolute success - it is not a magic pill. But it provides opportunities!

In fact, design thinking gives survivability– we learn to find a way out that suits us even from the most difficult and difficult situation. From what we have now, we find the way to what we want - a clear and definite result.

More freedom- since we know that we can organize decent conditions for ourselves in almost any situation, we become less dependent: on fear, on the opinions and whims of other people, on circumstances, etc. You can experiment and choose different ways to achieve the result, use different, and not just traditional means. And another amazing thing is our freedom before the project. We can start it or not, and close it if we want.

mindfulness is a fashionable term. But, nevertheless, it is so. Design thinking teaches us awareness and trains it in us. In the project, we must observe and monitor all the time - monitor the course of actions, and their effectiveness, and ourselves. The answer to a simple question: “How do I influence the course of events and what else can I do with myself to ensure the optimal movement of my project to the desired result in terms of the “result-cost-time” parameter?” - will bring more awareness than many complex practices.

Opportunity to increase income. With the help of design thinking, losses are reduced, specific measurable benefits are increased. And where, if not in such a paradigm, is there financial prosperity?

And interesting life- because it is very exciting to realize your dreams.

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 primary school and a collage for the lesson of English language. 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, projects at school 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 must) 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 doesn't 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, work progress, 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 templates to the guys, 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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Introduction to work

Relevance of the research topic due to the acceleration of the offensive and the increase in the scale of the irreversible consequences of human activity in the design and restructuring of one's own being.

A characteristic feature of the modern era is the high dynamics of socio-cultural and socio-economic processes. Changes have captured not only the spheres of economy, economics and politics, but also the fundamental foundations of the reproduction of Man as a socio-cultural being, and at the same time the practice of education and thinking. Rational designing and building by social subjects of their own existence gives rise to an effect called by E. Toffler "collision with the future": society is irreversibly changing, presenting a person with new requirements, threats and challenges. Responding to these challenges, a person changes social reality more and more intensively and irreversibly changes himself. The social qualities and practices of the “projecting person” are changing in an unpredictable way, his existential world is irreversibly changing: thinking, perception of reality and himself.

The weakening of social control allows a person to design his own existence more and more arbitrarily: he can choose hobbies, profession, partner, marriage age, etc. But actively participating simultaneously in many of his own and other people's projects, he is not able to foresee and realize most of their consequences. Hurrying to part with the past and the present, shifting the fulcrum of his being into the future, he suddenly finds himself in a new, rapidly changing reality - in the world of competing projects, where traditional ways of social behavior and thinking are ineffective, so he has to design his activities in conditions lack of generally accepted reliable samples.

In this situation, the need for a philosophical and anthropological understanding of the phenomenon of design thinking, its evolution and its influence on human existence is actualized.

The degree of scientific development of the problem. Attempts to design new social forms and processes have been made throughout the history of philosophical thought - from Antiquity to the present day.

Ideas about social design as a mental activity aimed at transforming social reality can already be found in ancient philosophy: in Aristotle, Plato, Democritus, etc. The social projects of Plato, F. Aquinas, N. Machiavelli, T. Mora, I A. Comenius, K. Marx.

Utopia as an image of a perfect future was developed in the works of F. Bacon, T. Campanella, T. More, E. Rotterdamsky, in the works of utopian socialists R. Owen, C. A. Saint-Simon, C. Fourier, the works of Russian authors V. F. Odoevsky, N. G. Chernyshevsky.

The projects of an ideal society were developed by the great philosophers of the past: Plato, Aristotle, Cicero, Heraclitus, F. Bacon, T. Campanella, T. More, R. Owen, A. Saint-Simon, C. Fourier. In German classical philosophy - G. Hegel, I. Kant, I. Fichte, F. Schelling. In Russian philosophy - V. G. Belinsky, A. I. Herzen, M. V. Lomonosov, A. N. Radishchev, N. G. Chernyshevsky, N. A. Berdyaev, L. N. Gumilyov, V. Davidovich and others

The ideal society was designed by V. G. Belinsky, A. I. Herzen, M. V. Lomonosov, R. Owen, A. N. Radishchev, A. Saint-Simon, O. Wilde, C. Fourier, N. G. Chernyshevsky and others.

The phenomenon of social design was studied from various methodological positions in the works of K. Jaspers, M. Weber, A. F. Losev, A. G. Rappaport, G. P. Shchedrovitsky, A. V. Rozenberg, V. M. Rozin, S. E. Zuev, O. I. Genisaretsky, S. V. Popov, V. I. Kurbatov, P. G. Shchedrovitsky.

Ways for the study of social design within the framework of the dialectical system of theorizing are indicated in the works of N. A. Berdyaev, A. A. Bogdanov, V. I. Vernadsky, A. I. Herzen, A. F. Losev, K. Marx, I. R. Prigogine, A. S. Khomyakova, N. A. Umova, N. M. Churinov, F. Engels, etc.

The existential world of a person who comprehends and designs his own being was considered from various methodological positions by M. Scheler, A. Camus, K. Jaspers, H. Ortega y Gasset, J.-P. Sartre, E. Fromm, M. Heidegger, P. Teilhard de Chardin.

The social component in architectural design was studied by I. Vereshchagin and A. V. Rozenberg, who developed the concept of introducing new patterns of behavior and thinking into public life by placing a person in a specially designed environment - "public buildings".

A large-scale attempt to study one of the most significant social projects in the history of mankind - the theory of building a communist society - was made by N. A. Berdyaev, who analyzed the doctrine of K. Marx both from the standpoint of historical (economic) materialism itself, and from the standpoint of philosophical anthropology of the twentieth century.

In Russian philosophy in the second half of the 20th century, social design became the subject of special attention. Questions concerning the history and prospects of design thinking, as well as the specifics of engineering, technical and social thinking, were studied by O. I. Genisaretsky, S. E. Zuev, V. I. Kurbatov, S. V. Popov, A.G. Rappaport, V. M. Rozin, G. P. Shchedrovitsky, P. G. Shchedrovitsky. In the works of these authors, methodological problems were posed associated with the emergence of a class of new complex design problems in the field of economics, culture, urban planning, and design that cannot be solved by traditional methods.

Modern problems of the development of design thinking associated with entry into a post-industrial society are considered in the works of O. I. Genisaretsky, S. F. Denisov, V. L. Glazychev, A. G. Rappaport, V. M. Rozin.

The object-oriented approach in the study of social design is presented in the works of N. A. Aitov, G. A. Antonyuk, N. I. Lapin, Zh. T. Toshchenko. The problem-oriented or predictive approach is being developed by T. M. Dridze, E. A. Orlova, O. E. Trushchenko, O. N. Yanitsky. The subject-oriented or thesaurological approach is being developed by V. A. Lukov.

The specifics and problems of the formation of project thinking in the educational process and the upbringing of a “responsible person” are studied by the following modern authors: G. B. Golub, V. P. Zinchenko, V. A. Kozyrev, V. A. Lukov, Ya. V. Minevich, E. A. Perelygina, N. F. Radionova, D. M. Fedyaev, L. V. Fedyaeva, A. A. Filimonov, O. V. Churakova.

Research problem can be formulated in the form of the following questions. What changes are undergoing design thinking in modern society? How does the existential world of a person change as a result of project activity? How is the socio-cultural environment being transformed in the “society of designers”, what new requirements does it impose on the educational process?

The purpose of the study is the understanding of design thinking as a phenomenon of human existence.

To achieve this goal, the following tasks:

To reveal the existential specifics of design thinking;

Reveal the features of the existential world of the "man designing";

Explore the existential features of design thinking within the framework of the subject-object paradigm;

To explore the specifics of the "being of design thought" in the design of social objects within the framework of the subject-subject paradigm;

Present an organizational activity game (OGA) as a technology for the formation of project thinking in the educational process.

Theoretical and methodological basis of dissertation research are the following philosophical and general scientific principles:

- the dialectical method, which made it possible to reveal the essence and internal logic of the development of design thinking;

- a systematic approach that made it possible to identify the structure of design thinking and the links between its components;

- comparative historical method in the study of the formation of historical forms of design thinking;

– analysis and synthesis in the study of the features of design thinking in the technical and social spheres.

on existential problems of designing a person's own being - the works of M. Scheler, K. Jaspers, J.-P. Sartre, E. Fromm;

about the specifics of engineering, technical and social design thinking - the works of O. I. Genisaretsky, A. G. Rappaport, V. M. Rozin, G. P. Shchedrovitsky, P. G. Shchedrovitsky;

on the problems of the development of design thinking associated with entering a post-industrial society - the works of V. L. Glazychev, S. F. Denisov, A. G. Rappaport, V. M. Rozin;

about the formation of project thinking in the educational process - the works of V. A. Lukov, E. A. Perelygina, D. M. Fedyaev and L. V. Fedyaeva, O. V. Churakova.

Scientific novelty of the research:

1. The content of the concept of "design thinking" has been clarified. The “existential states (phases)” characteristic of project thinking are identified.

2. A "project shift" in the thinking of a modern person is revealed, which causes existential changes in his life world. Discovered and described new form self-alienation of a person with a design shift in thinking. The features of the existential living of the "projecting person" of the past, present and future time are described.

3. It has been established that project thinking within the framework of the subject-object paradigm is characterized by the existential position of the “demiurge”: the desire for complete control over the process of translating into reality a rigidly fixed image of the desired future; reducing the role of co-executors of the project to the functions of "tools" for solving project problems. The insufficient effectiveness of this paradigm for the design of social phenomena and processes is proved. The necessity of transition in social design to the subject-subject paradigm is substantiated.

4. Existential differences in design thinking within the subject-object and subject-subject paradigms are revealed. It has been established that currently in social design there is a change in the subject-object paradigm, which is more effective when designing systems that do not include conscious elements, to the subject-subject paradigm, which focuses, firstly, on the “openness” of the project to emerging the course of its implementation, adjustments due to the effect of unpredictable consequences; secondly, to build subject-subject relations between designers and performers.

5. The effectiveness of the formation of project thinking in the educational process through organizational and activity games has been demonstrated.

The main provisions for defense:

1. Design thinking can be defined as a special type of attitude to reality, the essence of which is to study the possibilities, ways and means of "rearranging" a certain fragment of reality in order to bring it into line with a "certain idea", an ideal. The main "existential phases" of project thinking are: discovery, comprehension and existential denial of the "defect" in the existing being; constructing an image of the desired "defect-free" future; development of a plan for translating this image into reality; reflective control over the implementation of the developed plan and its adjustment; critical reflection on the results of project activities.

2. Project thinking actualizes and exaggerates such existential states of the subject as:

a) the perception of "being in the project" as the only true reality, and the existence outside the project - as devoid of basic meanings and values;

b) a temporal shift of consciousness towards the future: “a person in the project” tends to regard being in the past and present times as incomplete, incomplete, gaining justification and true meaning only in the future being (thus, the values ​​of the present and the past are devalued, and the main values ​​of being are transferred to the future as the only true time);

c) in the act of self-designing, the subject occupies the ambivalent position of the “creator” and at the same time the “creature”, at the same time the “creator of himself” and “the being created by reality”. Projecting oneself is experienced as a challenge to the universe, which, in turn, is perceived either as a certain (it is not known whose) project, or as a receptacle for many chaotically interacting projects;

d) due to the fact that a person is forced to participate simultaneously in many poorly coordinated projects, his perception of the world becomes more and more disordered, “mosaic” in nature, and his own being is perceived by him as an unfinished project, as an inauthentic “as-if-being” ".

3. In the process of evolution of project activity, two paradigms of project thinking have developed: subject-object and subject-subject.

The subject-object paradigm is characterized by a metaphysical style of thinking, which implies the installation of a rigidly fixed image of the desired future and the development of an exhaustive plan for its achievement, containing technologies that ensure its rigorous implementation. At the same time, the project developer considers all its executors as objects of manipulation, as tools for solving design problems.

Thinking within the framework of the subject-object paradigm is most effective when designing "first-order systems" that do not contain as their elements subjects that themselves are capable of designing.

4. Thinking within the framework of the subject-subject paradigm allows you to design “second-order systems” containing as their elements subjects with their own thinking and their own existential projects. Project thinking within the framework of the subject-subject paradigm involves the rejection of the claim to total control over the implementation of the project and positioning itself as a fragment of social reality in which many subjects interact, implementing their own projects.

The effectiveness of the interaction of the designer with the performers participating simultaneously in several projects depends significantly on how their projects are consistent with each other, so the developer considers the performers as accomplices and co-authors of the project. This paradigm is characterized by a dialectical style of thinking, which takes into account the inevitability of changes in the process of design activities and the image of the desired future, and plans and technologies to achieve it, and the designer himself.

In the process of changing the paradigms of project thinking to replace the “modern” person, which is characterized by a steady movement towards a once intended goal, a new type of person comes - “Homo projectus”, capable of adjusting the goals and technologies of activity in the process of working on a project (reforecasting, retargeting, technological rearmament).

5. The crisis of the traditional education system is largely due to the fact that it is a product of the subject-object paradigm of thinking. The interaction between a teacher and a student in the modern educational process is designed in accordance with the canons of this paradigm: the teacher takes the position of a demiurge designer, and the student gets the roles of “blank”, task executor and “product of production”. As a result, the student learns the subject-object paradigm of thinking, while in life after receiving a diploma, he will need the skills and abilities of thinking within the framework of the subject-subject paradigm. Overcoming this crisis is impossible without the introduction of educational technologies that form subject-subject design thinking in students. Such technologies are present in organizational and activity games, the format of which allows teachers and trainees to “live” the situation together. professional communication design, perceive each other as co-participants and co-creators of being.

Theoretical and practical significance of the research:

The theoretical significance lies in identifying the changes taking place in the existential world of a person in connection with the development of project activities. The results of the study can be useful in understanding the inner world of a modern person and in theoretical modeling of the consequences of the expansion of project thinking and project activity in modern society.

The work is of practical importance in the context of the development and implementation of innovative forms of education in the educational process. Its results can be used to enrich curricula in terms of methodology, as well as to prepare lectures, articles, scientific materials and special courses in universities. The work contains recommendations for the development and implementation of organizational and activity games for students majoring in philosophy, sociology, political science, and public relations.

Approbation of the results of the work:

The main provisions of the dissertation and the results obtained were discussed at the Department of Sociology and Public Relations of the Institute of Pedagogy, Psychology and Sociology of the Siberian Federal University, at the Department of Philosophy of the Omsk State Pedagogical University.

The main provisions of the study were presented at the following International, All-Russian and regional conferences: "The modern state and the world: the specifics of relations in the era of globalization" (St. Petersburg, 2007), "Actual issues of public relations and advertising" (Krasnoyarsk, 2008), " Psychological, pedagogical and social sciences in the training of personnel for the innovative development of the Krasnoyarsk Territory: modern approaches and technologies" (Krasnoyarsk, 2008), "Youth in the socio-cultural space" (Tobolsk, 2009), "The Fourth Kovalev Readings" (St. Petersburg, 2009) , "Innovation in Russia: successes, problems and prospects" (Penza, 2009), "Actual issues of modern philosophy and political science" (Lipetsk, 2009), "Krasnoyarsk Territory: past, present, future" (Krasnoyarsk, 2009), "Modern research of social problems” (Krasnoyarsk, 2009), “Man. Culture. Society” (Penza, 2010). The theoretical material of the dissertation was published in the form of articles in periodicals: "Scientific notes of the Russian State Social University" (Moscow, 2008), "In the world of scientific discoveries" (Krasnoyarsk, 2010), "In the world of scientific discoveries" (Krasnoyarsk, 2011).

The structure and scope of the dissertation:

The text of the dissertation research consists of an introduction, two chapters, including 5 paragraphs, a conclusion and a bibliographic list containing 164 sources, of which 6 are in a foreign language. The total volume of the dissertation is 132 pages.