Contents introduction chapter 1

block learning
is carried out on the basis of a flexible program and consists of sequentially executed blocks that guarantee the assimilation of a specific topic:
- information block;
- test -information block (checking what has been learned);
-correction-information block;
-problem block (problem solving based on acquired knowledge);
- block of check and correction.
All topics repeat the above sequence.
Modular learning
Individualized self-learning, which uses a curriculum made up of modules.
A module is a functional unit, which is a training program, individualized according to the activity performed.
The module is the content of the course in three levels: full, reduced, in-depth. The student chooses for himself any level. The learning content is presented in completed blocks; each student receives written recommendations from the teacher on how to act, where to look for the necessary material; the student works maximum time independently, which gives him the opportunity to realize himself in the process of performing the activity.
The essence of modular training is that the student independently achieves the specific goals of educational and cognitive activity in the process of working with the module.
In the conditions of additional education of children, today there is a real opportunity to allocate the time necessary for the assimilation of educational material to each child: to complete level groups, or to organize work within the group according to individual plans.
Gaming technologies
Game technologies have the means to activate and intensify the activity of students. They are based on the pedagogical game as the main activity aimed at the assimilation of social experience.
There are the following classifications of pedagogical games:
-by type of activity (physical, intellectual, labor, social, psychological);
-by the nature of the pedagogical process (teaching, training, cognitive, training, controlling, cognitive, developing, reproductive, creative, communicative, etc.);
- according to the game method (plot, role-playing, business, simulation, etc.);
- according to the gaming environment (with and without an object, desktop, indoor, outdoor, computer, etc.).
Basic principles of gaming technologies:
- natural and cultural conformity ;
- the ability to model, dramatize;
-freedom of activity;
- emotional elation;
-equality.
Goals game technology educations are extensive:
-didactic: broadening one's horizons, applying ZUN in practice, developing certain skills and abilities;
- educational: education of independence, cooperation, sociability, communication;
-developing: development of personality qualities and structures;
-social: familiarization with the norms and values of society, adaptation to environmental conditions.
The ability to get involved in the game is not related to age, but the content and features of the methodology for conducting games depend on age.
In practical work, teachers of additional education often use ready-made, well-designed games with the attached educational and didactic material. Thematic games are related to the material being studied, for example, "Modeling cases from life", "Natural disaster", "Time travel", etc. A feature of such classes is the preparation of students to solve vital problems and real difficulties. An imitation of a real life situation is created in which the student needs to act.
Usually the group is divided into subgroups, each of which independently works on a task. Then the results of the activities of the subgroups are discussed, evaluated, and the most interesting developments are determined.
Game technology is used by teachers in working with students of various ages, from the youngest to high school students , and is used in organizing classes in all areas of activity, which helps children feel in a real situation, prepare for making decisions in life. All groups of early development of preschoolers use game technologies.
Conducting a lesson-game consists of the following stages:

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  Stage of preparation (determination of the educational goal, description of the problem under study, drawing up a plan for conducting and a general description of the game, developing a scenario, arranging actors, agreeing on conditions and rules, consultations).
  
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  Stage of conducting (directly the process of the game: performances of groups, discussions, defending the results, examination).
  
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  The stage of analysis and discussion of the results (analysis, reflection, evaluation, self-assessment, conclusions, generalizations, recommendations).Speaking of gaming technologies, one cannot fail to mention another modern trend in this area, namely, gamification.Gamification is one of the main trends in online learning. The trend towards the use of games in e-learning is partly due to the rise in popularity complex , well-executed games for PlayStation and mobile devices.Even from the most superficial observation of children, it becomes clear that there is a connection between play, learning and memory. Gabe Zimmerman and Christopher Cunningham say the following: So, can children learn by playing? Undoubtedly. A study by Dr. Arne May from the University of Regensburg (Germany) proves that as a result of mastering a new skill, gray matter growth occurs in a matter of weeks. In addition, scientists from around the world agree that the game (namely the task-achievement-reward cycle itself) increases the production of dopamine in the brain, which only increases our desire to play.