Topic 3 Conceptual model of information security

TOPIC 3

Conceptual model of information security.

1.1 Educational technology model of training

Training time-2hour	Number of students: from 26 to 30
Form and type of exercise	Training on the acquisition of theoretical and new knowledge
Curriculum	1. Conceptual model of information security. 2. Information security factors. 3. Information protection.
The purpose of the training:A new topic for studentsTo provide theoretical insights on the conceptual model of information security, to form knowledge and skills on the topic.
Pedagogical tasks: The conceptual model of information security introduces the topic; Classifies plans according to a conceptual model of information security; Explains sections based on information security factors; Explains new knowledge on information security.		Learning Outcomes: Listen to the conceptual model of information security and write if necessary; Information security factors classify the knowledge acquired in the course; They say they have learned to protect information; Information protection storage and processing are described in an orderly manner.
Teaching methods:		Informative small talk, explanation, demonstration, mental attack.
Forms of organization of educational activities:		Mass, collective, group, individual in pairs
Teaching aids:		Textbook, projector, slide computer, texts, blackboard, video films
Training conditions:		Classroom designed for group work with special equipment.
Ways and means of feedback ways and means:		Oral control: questions and answers, tests, examples and exercises, evaluation of the completed educational task.

TECHNOLOGICAL MAP OF TRAINING

Form of training Stages and timing of work	Activity content
	Teacher	Of the reader
1. Introduction to the training	Organizational part: 1. Greet the students and check the attendance. Checks the readiness of students for the lesson by checking the availability of notebooks and books.	To training They are prepared.
2. The main stage.	Activation of basic knowledge: Supervises homework and asks students questions on the topic covered, evaluates them. Goal and task definition: Introduces the name, plan, purpose, and learning outcomes of the session. Introduces literature for independent work; Introduces the criteria and indicators for evaluating academic work in the classroom(Appendix 1). Activation of students' knowledge: It activates knowledge through quick-ask, question-answer, brainstorming, pinboard, “marry and share ideas in pairs,” and other techniques. Description of new training material: Describes the sequence of actions to organize the learning process in accordance with the plan and structure of the theoretical lesson. Records key cases; Describes the main theoretical aspects of the topic with the presentation and interpretation of slides in Power Point order(Appendix 2). Reinforcement of new training material: Asks questions to reinforce(Appendix 3).Indicates that the process will continue in small groups; It happens in small groups, introduces the rule of working in a small group(Appendix 4)assigns tasks to each group(Appendix 5)and introduces evaluation criteria.Provides work instructions Allows you to start work in groups. Each subgroup will provide feedback to ensure that each participant understands the order of the task. Monitors the implementation process, provides advice. Announces the end of work time, organizes group presentations. Remind the group members to listen carefully and ask questions, while also evaluating each other. Fills in answers and draws brief conclusions; The groups conduct a peer review of their work, draw conclusions on each part of the topic, focus on the most important ones, and remind them to record the information provided in a notebook. Concludes the topic by linking it to the importance of the topic in their professional activities.	They offer homework. They answer questions. They write down the name and plan of the topic. They pay attention. They answer questions. They record. They pay attention. They answer questions. They do the homework. They are divided into small groups. Get acquainted with the rules of working in a small group. Each group begins its work on its own worksheets. Each group leader says they will go out and present their work. They answer the additional questions given. The group mutually evaluates the results of the work. They record the information in a notebook.