The purpose of the article is to substantiate a block-modular constructor as a tool to overcome the costs of the traditional approach to design lessons. It is noted that it is applicable not only in the individual work of a teacher, but also in the activities of learning communities of teachers. The authors explain that an educational event as opposed to a traditional formal event can become personally significant and saturate educational activity with new discoveries, meanings and values. It can actualize the subjectivity of its participants. This is made possible by the selection of original and relevant content, which launches the engines for the appropriation of new knowledge – interest and surprise. The design and organization of the educational event, the revision of the ways of exchanging information and communicating with participants are also important. The article describes an approximate algorithm for working with a block-modular constructor, and also offers a navigator for designing an educational event, which allows teachers to work out its organizational, content and motivational components. A plan is presented that teachers can rely on in the joint development of an educational event, techniques of reflection and feedback are given to help the mentor of the learning community of teachers. In general, the idea of our article is to interest learning communities of teachers and their mentors in the possibilities of turning traditional formal events into personally significant educational events and collaboratively design educational events using a block-modular constructor.

The article presents an analysis of the concept and characteristics of learning communities of teachers, as well as the experience of organizing the activities of various associations of teachers, described in Russian and foreign literature. As a result of theoretical research, the authors identified three models for the creation and development of learning communities of teachers: problem-oriented, communication and mixed. This is the scientific novelty of the work carried out. The practical significance of the study is due to the potential to use models in the design, creation and development of learning communities at the level of a separate school, city, region, etc. It is noted that problem-oriented communities appear when there is a problem, the importance of solving which is recognized by all its participants. The main activities of such communities are Lesson Study and pedagogical supervision. Teachers meet to find a solution to a problem together, jointly develop a plan for the upcoming lesson and reflect on what has taken place. For the emergence of communication communities, the need for teachers to exchange experiences is necessary. Such associations are based on mutual learning and are organized as platforms for communication, offsite events, team competitions, mutual visits to classes, etc. Mixed communities have characteristics of both a problem-oriented and communication model. The article provides examples of Russian and foreign learning communities of teachers, which can be attributed to one of the models. In Russian practice, considerable experience has been accumulated in organizing communication learning communities at the level of cities, regions, and the whole country: all kinds of projects, festivals, competitions in which both beginners and experienced teachers can freely participate. According to the authors, in Russia they are more common than problem-oriented learning communities. Nevertheless, the latter may be of great practical interest for the teaching staff of separate schools.

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