This study is part of the OECD Center for Educational Research and Innovation's project Teaching, Assessing and Learning Creative and Critical Thinking Skills in Education and uses action research methods. It seeks to elaborate a teaching format to develop 21st century skills within the framework of a particular school subject, making participation in such classes available for as many teachers and students as possible. The study puts forward an approach to designing contextual problems that students are offered to solve collaboratively in the classroom. Key components of such assignments are described, which allow for fostering creativity within specific school subject domains. The results from testing the validity of such assignments are presented. Accessibility of subject-specific teaching practices enhancing 21st century skills is assessed by analyzing the outcomes of focus groups consisting of teachers and students who participated in the assignment validity assessment.

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Introduction and goal. The article deals with the actual problem associated with the development of various methodological aspects of preparing scripts for math lessons in the Moscow E-School (MESH), which have not yet been considered in the methodology, which will help the mathematics teacher to get involved in active and productive work on the use of a new electronic resource. Research objectives were definition of approaches to the development of a typology of scenarios of math lessons in MESH and creation of a model of the most popular types of scenarios. Materials and methods. The definition of approaches to creation of typology of scenarios of lessons of mathematics was carried out on the basis of the analysis of scientific literature, analytical activity, a method of modeling and carrying out questioning of workers of education. Results. The most often applied types of scenarios for mathematics lessons which can be created by the teacher by means of the available MESH resources have been developed and described. Such types of scenarios reflect the model made on a basis of system-activity approach, and include motivational, activity, control and reflective blocks. The proposed model provides for the possibility of a unified representation of scenarios. Conclusions. The application of the developed approaches will ensure the efficiency of work of the teacher, rational use of software, technological advantages and key opportunities of tools of MESH, will facilitate search of the necessary scenario in MESH.