| Content of action |
Pedagogical action levels |
| 1 |
2 |
3 |
| 1. Preparing for lessons and self-reflecting |
| 1.1. Selecting key (core) concepts of the subjectTask #1 |
Does not distinguish between the key concepts underlying the general way of action and the manifestations of this concept in all possible specific-practical situations. Understands subject matter as a set of uncompiled facts not connected by common grounds. |
Is able to identify the key concept but cannot construct a teaching situation which leads to it, reducing his/her pedagogical actions to translation of ready-made ways of action. Is unable to select task material through which the multidimensionality of the concept in question is manifested. |
Selects key concepts, builds pedagogical actions on their introduction and selects or develops tasks of different levels, allowing him/her to analyze the understanding of the concept through its various manifestations. |
| 1.2. Planning pedagogical actions to introduce the conceptTask #2 |
Ready to set forth a problem to the class and demonstrate a way to solve it. The presentation is jammed with secondary information not directly related to the matter in hand. Prepares tasks of a purely reproductive nature for students. |
Prepares questions for students which unambiguously lead them to the correct way of solving a new task. Selects tasks mainly at the reproductive level; more difficult tasks are offered only to "strong" students or if one so desires. |
Predicts possible variations of hypotheses and actions of students in the course of mastering a new concept and plans appropriate pedagogical actions. Uses multilevel tasks. |
| 1.3. Work with teaching and learning aidsTask #3 |
Uses a model curriculum in its entirety without modifying it. Prepares a linear outline of a lesson based on a resource book. Strictly adheres to recommended practices. Uses mostly textbook for work in class and at home. |
Makes changes in a model curriculum and modifies resource materials according to own creative ideas. The textbook is used by students mostly for work at home. |
Is able to transform teaching materials into a lesson project, taking into account different possible routes. Independently develops a lesson scenario in accordance with the activity approach. Designs his/her own (author's) work program. |
