Education portal. Regulatory skills to organize their (including educational) activities
“The subjective position of the student. Formation of regulatory ECD: Development of self-control and self-esteem in primary schoolchildren "
In 2011, we began to work according to the Federal State Educational Standard, which sets requirements for the personal, meta-subject, subject results of students.
The meta-subject results of mastering the basic educational program of primary education include UUD (cognitive, regulatory and communicative), providing the formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve the result.
Educational activity has its own structure, which consists of interrelated components:
1) The learning task is what the student had to master.
2) Learning action - these are changes in the learning material that are necessary for assimilation, this is what the student must do in order to assimilate the material.
3) Control action is an indication of whether the student is correctly performing the action that matches the pattern.
4) Evaluation action - determining whether the student has achieved a result or not.
Particular importance is attached to the actions of control and assessment, since it is these actions that provide the ability to independently organize and regulate their activities. The action of self-control is seen as a necessary condition for the success of training.
Self-control it is the ability to independently find mistakes, inaccuracies, to outline ways to eliminate the gaps found.
Self-esteem- a person's ability to evaluate himself: his qualities, capabilities, abilities, and the peculiarities of his activities.
Self-assessment in the educational process occurs with the help of introspection of one's educational activity. Self-assessment allows you to set goals, plan ways and methods to achieve your goals.
Self-assessment functions
The teaching function consists in the fact that the student, evaluating his work, once again repeats the passed topic, performs exercises, makes comparisons with the standard.
Stimulating function - a stimulus encourages the student to improve self-assessment of knowledge, skills, and abilities of his own free will, willingly.
Motivational function - provides accustoming to systematic work, to productive work, the development of volitional efforts.
Educational and developmental functions are associated with the formation of adequate self-esteem. As a result of this process, some students get rid of excessive self-confidence, others begin to understand their shortcomings and difficulties, and still others realize that they have correctly assessed their capabilities.
Analytical function - associated with the reflection of the student, self-analysis of the student, identifying gaps, difficulties in the material studied.
The main task of the teacher is to teach students to independently evaluate their work, since the formation of self-esteem, namely adequate, is the key to the student's success.
Each student must go through all the stages of assessment activities in order to realize:
what needs to be assessed
how to evaluate
why evaluate
what forms of assessments exist.
Assessment of achievements does not take place in comparison with others, but with oneself, today's result is with the previous one, where any insignificant achievement is encouraged.
Self-esteem is one of the components of activity. Self-assessment is not related to grading, but is related to the procedure for assessing oneself. Self-esteem has more to do with performance characteristics than with grade. The advantage of self-esteem is that it allows the student to see his strengths and weaknesses.
It is advisable to deploy the first and second stages of the formation of evaluative independence in grades I - II.... The criterion that the first two stages of the formation of evaluative independence have been completed can be the ability of students to evaluate their work according to the developed criteria, to correlate it with the teacher's evaluation.
The third stage can be devoted to the third and fourth years of study.... This stage can be considered completed when students not only themselves can evaluate the work in points according to their own criteria, but can also draw up an individual program of preparation for similar work (determine the volume and content of the required additional training).
The last stage must be organized during the transition from primary to basic school (4th grade - 2nd half, 5th grade - 1st half) With such a stage in the formation of the assessment, the transition to any normative assessment system in basic school will not be traumatic for students and will contribute to the further formation of educational independence when students define their boundary of knowledge - ignorance.
Self-control and self-esteem are closely related to each other, self-esteem can be considered as the final component of the self-control process. Self-control cannot be exercised without the presence of something that is controlled. Self-control presupposes the presence of a standard (sample), that is, what should ideally be.
Types of self-control
1. Preliminary checks the level of readiness to complete tasks, to solve problems.
A student can determine the boundary of his capabilities, the boundary of his "knowledge - not knowledge" through predictive assessment.
2.Procedural (control in the process of performing oral and written work).
This type of control allows you to accurately determine in what actions an error occurs and to immediately correct the identified deficiencies.
3. Final control or control by result (upon completion of the assignment)
The main thing is to return to the goal again, to the task that was being solved.
What did you work on?
What should have been done?
How did we solve this problem?
The acquired skills and self-assessment skills are improved in the course of mutual control in various types of activities.
Control and assessment is based on a criterion, developed jointly with the students. The criteria must be unambiguous and extremely clear.
Criteria assessment implies a number of attitudes:
1. Only the student's work, and not his personality and personal qualities (pace of work, peculiarities of memory, attention, perception) can be evaluated with the help of marks.
2. The student's work is not compared directly with the work of other students, but with a standard (a sample of a job well done);
In criterion assessment, there are no conditions for comparing oneself with others. You are successful according to one criterion, and I - according to another. Labels such as "excellent student", "C grade", "good", disappear by themselves, but there are additional opportunities to evaluate and increase their achievements according to one criterion or another.
3. The standard is known to the students in advance.
At the stage of preliminary control, you need to teach children to highlight the criteria for the task, the answer:
What are we going to evaluate?
How will we evaluate?
Why do you think these criteria will be important?
Who could evaluate themselves?
To form an initial understanding of the criteria for assessing oral responses in students, the teacher gives a detailed meaningful assessment of the student's response, from which children determine the requirements for this type of response, these answers are the criteria for assessing the oral response.
“Listen carefully to how I will evaluate the answer, and try to determine what requirements are imposed on it. Vanya's answer was correct: he correctly defined the adjective, said how it changes, correctly named the singular and plural endings. The answer was incomplete: Ivan did not say about the connection of the adjective with the noun, about its role in speech. He did not give his examples. "
During the discussion, the evaluation criteria are written on the board.
Criteria for evaluating the answer to the topic:
1. Correctness of the answer.
2. Completeness of the answer.
3. The presence of examples.
A similar technique is used to evaluate oral responses containing a sequence of actions to be performed.
1. Correctness of performing each action
2. Observance of the required order of actions
For example, the assessment criteria for the task "Find as many cognate words for the word forest as possible"
Proof of the correct selection of each of the words: explaining it using the word forest
The number of words matched.
Thus, for each task, assessment criteria are determined together with the children.
Scale Steel Assessment Tool that remind a child of a measuring device. With its help, you can measure various parameters of the work performed (the correctness of the solution of the educational problem, accuracy, level of complexity, interest, etc.). The number of scales depends on the number of criteria developed by the teacher and students in the course of their joint activities in the lesson. Evaluation scales are lines that children draw in a notebook, right next to the work.
Self-assessment is the child's making a cross on a given scale, knowing that they put a cross at the top if this criterion is fully met, respectively below - if this criterion is not met at all. The teacher, in turn, considers the adequacy of self-esteem with each child individually, adjusting if necessary.
Already in the first grade, students acquire the following skills:
* evaluate your work according to the criteria set by the teacher using a scale;
* correlate your grade with that of the teacher;
* agree on the choice of a sample to compare works;
* to detect the coincidence and difference of their actions with the sample.
In the first lessons, working on this, you can find out which element in the spelling of a letter is not working out for children and why, what needs to be done to achieve compliance with the pattern. It is necessary to discuss what a beautifully done job gives to oneself. After completing the proposed task, the student can fix on the margins of the notebook an opinion about the beauty of his work. Then, in joint activities, other criteria, understandable to children, are developed for assessing oral answers and written works. Each time, students improve their ability to evaluate their work, looking for reasons that do not yet allow them to achieve the desired result. Thus, first-graders evaluate their work as the sum of many skills, each of which has its own assessment criterion.
Along with the rating scale, it is also used tricolor indicator , for feedback in the lesson, when the teacher needs to see the whole class:
Red - I don't know, I ask for help
Blue - I doubt, I'm not sure
Green - I know, I can, I can help others.
Ladder students on the steps of the ladder note how they have mastered the material: the lower step - I did not understand, the second step - a little help or correction is required, the upper step - the child has mastered the material well and can do the work on his own.
Symbols The assessment is recorded as follows:
The student knows the material well, knows how to use knowledge in a non-standard situation
- the student knows the material, but does not apply knowledge by model in a non-standard situation;
The student has difficulty completing the assignment;
The student does not know the material and does not cope with the task.
In second grade children have assessment sheets, “Speedometer of success”, “I have such a PLUS” (Portfolio “What I know and can do”), in which the child records his knowledge and skills.
Assessment safety rules are created with the children.
For instance:
Do not skimp on praise
Praise the performer, criticize the performance (instead of "You made three mistakes in this sentence" it is better to say: "Let's find three mistakes in this sentence")
- "on a fly in the ointment - a barrel of honey" Even in the sea of failure, you can find an island of success and gain a foothold on it.
Set only specific goals for the child. Instead of the incantation: "Try to be attentive and do not miss letters", the setting "In the last dictation you missed six letters, today - no more than five"
- "chasing two hares ..." It is not necessary to set several tasks for the first grader at the same time. If today you set the task not to forget about the period at the end of the sentence, forgive him for forgetting how to spell the capital letter D.
The "again you are NOT ..." formula is a surefire way to raise a loser.
Teacher, start your assessment safety practice with your own self-assessment.
This list of assessment safety rules is fundamentally open and can be supplemented during the educational process.
Thus, the child sees exactly what skills he needs to work out.
Evaluation criteria for some forms of work in primary school
The ability to listen
1. Look at the speaker.
2. Sit quietly.
3. Be silent while someone is talking.
4. Asking questions to the speaker (if something is not clear or for clarification).
1. All words must be clear.
3. Everything should be heard.
4. Reading smoothness.
5. It is good to know the poem by heart.
6. Convey the mood of the poem ("draw" a picture with a voice)
Oral Response Criteria
1.Does the answer match the question asked?
2. Did you answer consistently?
4. Were there enough examples, facts to confirm the stated?
5. Were there any errors in the essence of the presentation?
In the 3rd grade, the question arose: What criteria should the group evaluate their activities?
Criteria for evaluating group work
Organization of work (quietly, do not disturb others, everyone should be heard)
Communication style (polite, tactful, don't interrupt)
Team response (clearly, convincingly, arguably)
Participation in the assessment of other groups (approval, execution, addition)
“The teacher and the student, if possible, determine the grade in dialogue. The student has the right to reasonably challenge the mark "
Self-Assessment Algorithm Basis(questions the student answers):
Step 1. What should have been done in this task (assignment)? What was the goal, what did you need to get?
Step 2. Did you get the result? Found a solution, an answer?
Step 3. Did you manage completely correctly or with a minor error (which, in what)?
Step 4. Did you manage completely on your own or with a little help (who helped, in what)?
Step 5. What skill did you use?
6 step. At what level of success was the task completed?
Not all students will be willing to admit their mistakes. However, an equal and honest conversation with them, even if it does not end with a compromise, still contributes to the development of adequate self-esteem in them, but the authoritarian decision of the teacher does not!
The gradual formation of control and assessment skills with a gradual complication of the requirements for them contributes to the effective achievement of independence in control and assessment activities of students.
A modern elementary school must lay the foundations for self-reliance
students, and this is the key to not only successful learning, but also the successful construction of any activity.
Pedagogical Council. Topic: "Subjective position of the student"
Report: "Formation of Regulatory UUD: Development of Self-Assessment and Self-Control Skills in Primary Schoolchildren."
Assessment on a single criterion basis, the formation of skills of reflection, introspection, self-control, self-assessment and mutual assessment enable teachers and students not only to master effective means of managing educational activities, but also contribute to the development of students' self-awareness, readiness to openly express and defend their position, the development of readiness for independent actions and actions, taking responsibility for their results. 1 In accordance with the Federal State Educational Standard, the creation of optimal psychological and pedagogical conditions for the formation of a child as a subject of educational activity, interested in self-change and capable of it, should be systematic and reflect the students' assessment of the dynamics of these achievements. Ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve the result; understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations of failure are related to regulatory ECD... One of these tools for assessing and fixing the level of formation of the UUD is the diary of achievements, developed by the teacher of the gymnasium Suleimanova E.M.The Achievements Diary is built taking into account the criteria-based assessment system in the system of developmental education (RO) by D.B. Elkonin - V.V. Davydov, using the scaling techniques described by Matveeva E.I., Tsukerman G.A. and Ginzburg D.V., the works of the teacher of Krasnoyarsk State Pedagogical College No. 1 Vakhromeeva T.A., in collaboration with the head. educational part of MBOU Gymnasium № 7 Korobeinikova NN, approved by the primary school teachers MBOU Gymnasium № 7.
The basis for the design of the "Diary of Achievements" was the "Student Portfolio" (author: A. Timchenko, Z. M. Molchanova, M. V. Tokareva, Publisher: Planeta (uch), 2014) and "Primary School Student Portfolio" (author: Kolesnikova E.V., Mishakina T.L., Publisher: Yuventa, 2013) and "My portfolio" (
The goal of the Achievement Diary is formation and assessment of regulatory universal learning actions.
Tasks:
1. Provide a mechanism for collecting information on the level of formation of regulatory ELCs;
2. To identify and analyze the factors contributing to the formation of regulatory ELM;
3. To ensure continuity and uniformity in the procedures for assessing the quality of the results of primary school education in the context of the introduction of the new generation FSES. Allows you to find out the initial class level
The structure of the "Diary of Achievements" and the method of working with it
"Diary of Achievements" is universal for any teaching materials, which is important for our educational institution, which provides for teaching on teaching materials of the RO of D. B. Elkonin-V.V. Davydov, RO L. V. Zankov and the educational system "School 2100". Its content fully ensures the creation of conditions for the formation of regulatory ELM at any lesson in primary school. Main sections:
"My achievements in the subject"
"Goal setting by quarters"
"Goal setting for the year"
"Self-Assessment of Learning Activities"
Table 1. The structure of the "Achievements Diary"
Below are the main sections with an indication of the regulatory UUD, the formation of which is provided for by the PLO NOO MBOU Gymnasium No. 7.
Nomenclature of regulatory ECDs:
Evaluation - highlighting and understanding by students what has already been mastered and what is still subject to assimilation, awareness of the quality and level of assimilation;
UUD data are presented in the Achievements Diary as follows:
table 2
| № | Chapter | Regulatory UUD |
| 1 | "My achievements in the subject" | control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard; forecasting - anticipation of the result and the level of assimilation, its temporal characteristics; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product; |
| 2 | "Goal setting by quarters" | goal-setting as a formulation of an educational task on the basis of correlating what is already known and assimilated by students and what is still unknown; planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions; |
| 3 | "Goal setting for the year" | correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product; goal-setting as a formulation of an educational task on the basis of correlating what is already known and assimilated by students and what is still unknown; |
| 4 | "Assessment of communication" (in pairs and group) | correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product; volitional self-regulation as the ability to mobilize strength and energy; the ability to volitional effort - to make a choice in a situation of motivational conflict and to overcome obstacles. |
| 5 | "Control and reflection of educational skills" | control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard; |
| 6 | "Self-Assessment of Learning Activities" | assessment - the allocation and awareness by students of what has already been mastered and what is still subject to assimilation, awareness of the quality and level of assimilation. |
Also inserted is the section "My mood", the purpose of which is to assess your emotional state and mood.
(a) with the help of a teacher, seek unambiguous, extremely clear assessment criteria,
(b) participate in the development of rating scales with the teacher.
In grades 1-2, on the sheets "My achievements in the subject", assessment is carried out by means of "success bars" using the techniques that will be described below.
In grades 3 - 4, we undertook a transition from assessing "success rulers" in grades 1–2 to other criteria-based assessment methods related to the content of subjects. We took into account the thesis that the grading scales should be different all the time, so that the grading system is not tied only to a five - ten - one hundred point scale, but has flexibility, was able to subtly respond to progress (or regression) in student performance ( for example, she showed the difference between twenty and ten mistakes in dictation in a child with speech therapy problems (in a five-point grading system, a halving of the number of mistakes will not be reflected in the grade: for both works the student will receive a “two”) (Tsukerman G.A.). in assessing achievements in mathematics, diagrams, number rays, etc. are used as grading scales; in the Russian language - morphemes; in literary reading - stacks of books; in the world around us - speedometers, barometers, thermometers, etc. By this we increase learning motivation, avoiding coercion, maintaining interest in the study of the subject.
The changes also affected the content of the sections "Assessment of communication", "Goal-setting in quarters", "Goal-setting for the year", "Control and reflection of educational skills", "Self-assessment of educational actions". The frequency of assessment and goal-setting has been increased, and a variety of scaling is used. The differences between the "Diaries of Achievements" for students in grades 1-2 and students in grades 3-4 are presented in Appendix 1. The versatility of this tool is confirmed by the practice of teaching academic disciplines in different teaching materials of MBOU Gymnasium No. 7.
Systematic work with the "Diary of Achievements" gives the teacher a basis for conclusions about the level of formation of regulatory ECD, the adequacy of self-esteem of students, gives information about the emotional background in the lesson.
Description of the methodology for working with the "Achievements Diary"
Isection "My achievements in the subject" 3
The section of the "Diary of Achievements" "My achievements in the subject" is intended to be a tool for the implementation of all types of assessment, goal-setting, planning, in such types of educational activities as:
modeling;
control over the implementation of previous actions;
assessment of mastering the general method as a result of solving this educational problem.
When creating the "Diary of Achievements", we took into account the stages of the formation of control and assessment actions in younger schoolchildren, identified by A. B. Vorontsov: 2
Stage 1 (1st grade): mastering the following actions by the student:
- operational (procedural) control (comparison of their actions with a given pattern);
- correlating your assessment with the teacher's assessment, working on the assessment criteria;
- reflective assessment of work results (determination of knowledge or ignorance of educational material);
Stage 2 (grades 2-4): mastering the following actions by the student:
- Operational control as a means of identifying "dangerous" places, searching for possible causes of errors;
- reflexive control of their actions (analysis of the basis of their own actions);
- predictive assessment (selection of tasks);
Each stage is characterized by the inclusion in the course of the lesson of different techniques for the formation and assessment of students' actions of control and assessment. The appendix provides a description of fragments of lessons in primary grades using techniques for shaping students' actions of control and assessment. Summarizing and analyzing the works of A.B. Vorontsova, G.A. Zuckerman, E.I. Matveeva 3, as well as the experience of practicing teachers, we have identified a number of techniques for the formation of control and assessment in students at different stages of the formation of these actions.
The list of techniques for the formation of control and assessment actions in students is presented in table. 3.
Table 3.The list of techniques for the formation of control and assessment actions in students
| Techniques for the formation of control and assessment actions in 1st grade students | Techniques for the formation of control and assessment actions in students of grades 2-4 |
| 1. The teacher presents ready-made criteria for assessing the skills demonstrated by students in the completed assignment. The list of criteria must be presented to the student in writing (on a separate sheet or written out in the achievement diary or achievement notebook). Pupils evaluate their own result, their skills. This technique is described in the appendix in a fragment of lesson 1. 2. The teacher presents ready-made criteria for assessing the skills demonstrated by students in the completed assignment. The student criteria are presented as a model. Pupils evaluate their own result, their skills. This technique is described in the appendix in a fragment of lesson 2. 3. The teacher sets ready-made criteria for assessing the completed assignment, which contain unnecessary criteria that are not related to the presented assignment. Pupils evaluate their own skills, discover the redundancy of criteria. The criteria can be written down or presented in the form of models. 4. The teacher sets some criteria for assessing the skills demonstrated by students in the completed assignment. Students should complete the list of skills assessed. The criteria can be supplemented both in writing and in the form of models. This technique is described in the appendix in a fragment of lesson 1. 5.
Pupils with a teacher orally identify the criteria for pair and group work. In this case, students evaluate not the result, but the process of work. | 1. Before the assignment, the teacher asks the students to highlight: Criteria for evaluating the results of work; Skills that they will use and evaluate in the presented assignment. Pupils record the assessment criteria in the achievement diary, discussing these criteria orally (predictive assessment). They evaluate their skills according to the selected criteria. After completing the assignment, the teacher organizes a discussion with the students regarding the compliance of the selected criteria with the work performed. Then the children re-evaluate their work (retrospective evaluation), correlate the two types of evaluation. This technique is described in the appendix in a fragment of lesson 3. 2.
Before the assignment, the teacher asks students to highlight the criteria for assessing the process of performing work (group, pair). Pupils record the achievement of the criteria in the diary. After completing the work, they return to the criteria and re-evaluate the work process. The teacher organizes a discussion of the results of the two types of assessment |
Analyzing the data in the table, it can be seen that the number of techniques used by teachers from 1st to 2nd grade is decreasing. In our opinion, if a teacher systematically works on the formation of control and assessment actions among students in the 1st grade, then the number of techniques will decrease in the future. And in the process of collective oral discussions of the assessment criteria with students by the 4th grade, they will sufficiently master the actions of control and assessment.
In addition to fixing the levels of achievements in subjects, students are invited to assess the dynamics of their formation for a quarter and a year (grade 1-2); a quarter, half a year and a year (3-4 grade).
At the end of the quarter, the teacher conducts a control lesson in assessing skills. Students evaluate the growth or decline of achievements in each subject and record the conclusions in color: in the sheet "My achievements in the subject" color a cell of the table
Red (if the skill is formed at a high level);
Yellow (if the skill is formed at the above-average level);
Green (if the skill is formed at the middle level);
Blue (if the skill is formed at a below-average, low level).
The results are transferred to the sheet "Quarterly goal setting". The skill number is written in the corresponding square with a frame of the same color.
Multiple repetition and fixation of skills contributes to meaningful reflection, analysis and goal-setting for the next quarter. At the end of the year, similar goal-setting actions are carried out for the next year. The order and timing of work is presented in table 4.
Table 4... "My achievements in the subject" (1-2 grade)
Lesson
Goal setting by quarters
Self-assessment by quarters (+ teacher feedback)
Goal setting for a year (+ teacher feedback)
My goals for the 2nd quarter:
1._____________________
2._____________________
My goals for the 3rd quarter:
IIsection "Evaluation of communication"
The implementation of group (pair) work on the basis of a systemic - activity approach in teaching allows the teacher to increase the motivation of students, teach children to be creative, bring up an independent personality in each child who can find effective ways to solve a problem, relying on existing life experience, search for the necessary information critically think, enter into discussion. In the context of specially organized educational cooperation, the formation of communicative actions has the following components (V.V. Rubtsov, 1998):
1. Distribution of initial actions and operations, given by the subject condition of joint work.
2. Exchange of modes of action, given the need to include different models of action for the participants as a means to obtain a product of collaboration.
3. Mutual understanding, which determines for the participants the nature of the inclusion of various models of action in the general way of action.
4. Communication (communication), ensuring the implementation of the processes of distribution, exchange and mutual understanding.
5. Planning of general methods of work, based on the foresight and determination by the participants of the conditions for the course of activities adequate to the task and the construction of appropriate schemes (work plans).
6. Reflection, which ensures overcoming the limitations of one's own action in relation to the general scheme of activity (through reflection, the participant's attitude to his own action is established, thereby ensuring a change in this action in relation to the content and form of joint work).
"Diary of Achievements" fully implements the last point on creating conditions for reflection on one's own action in pair and group work. Without looking back at the adult, as a result of communication "child - child", a defining reflection is formed, i.e. without external stimulus, encouragement, punishment from an adult.
The assessment of communication has its own varied characteristics in relation to the parallelism of 1-2 grades and 3-4 grades.
At the first stage (1-2 grade) group work is the most relevant. The principle "We are together" works, the student feels skillful and knowledgeable, ready for any activity, incl. and to the training. The concept of educational cooperation assumes that most of the training is built using such forms of work as the organization of mutual checking of assignments, mutual assignments of groups, educational conflict, as well as discussion of the methods of their action by the participants. For example, in the course of peer review, the groups carry out those forms of review that were previously performed by the teacher. Through the "Diary of Achievements", the quality of communication is assessed by lessons, for a quarter and a year.
Communication is assessed for each lesson if appropriate forms of work are involved. To compare your actions with the standard, a sheet is given in which the rules for working in a group and a pair are fixed. (see Attachment)
3-4 grade communication assessment is carried out in stages:
every hour (depending on the content of the lesson) - sheet "Work in pairs and groups";
assessment of the results of a quarter (control lesson in a quarter) - sheet “My self-esteem. I communicate";
teacher's feedback on the student's interaction with classmates in the "Map of individual achievements in the subject", which summarizes the results of the first and second semester and year.
ChapterIII"Goal setting"
In personality-oriented learning, goal-setting goes through the entire process of education, performing in it the functions of motivating students' activities, stabilizing the educational process, and diagnosing learning outcomes.
The goal is the anticipation in the consciousness of a cognizing person of the result, towards the achievement of which his actions are directed. Goal setting is the initial stage of activity.
Work on goal-setting involves the inclusion of students at various levels in it:
1st level. The predominance of students' formal goals related to getting a good grade, praise from the teacher or parents, memorizing specific material, etc.
2nd level... The setting by students of semantic goals related to the conscious perception of the material of the academic subject.
Level 3. The presence of creative goals, involving the implementation of creative tasks in the course of the studied subject.
As a regulatory LUD, assessment includes highlighting to students what has already been learned and what still needs to be learned, awareness of the quality of assimilation and determination of the level. These student actions are designed to provide Quarter and Year Goal Setting Sheets (see Attachment)
Often, the goals of educational programs differ significantly from the real benchmarks of students, i.e. there is a mismatch between the desired and the actual in learning. To prevent this, it is necessary to include students in the goal-setting process from the very beginning of the course.
The algorithm of the goal-setting process carried out by the teacher when planning training in his discipline includes the following steps:
Formation of learning objectives for this discipline based on the requirements of the standard;
Specification of learning goals, taking into account the characteristics of the class, group, each student and his personal meaning in learning, specific conditions, means and methods of achievement;
Determination of learning objectives by sections, topics, modules, etc .;
Goal setting is carried out by students at 1-2 class based on the results of the quarter and year. It is discussed with the children how it is necessary to set a goal, what it should be. A “smart” goal should be specific, measurable, meaningful, achievable, and time-bound. The significance of a goal is determined by the answer to the question: is it important for achieving higher-level goals? The teacher organizes a control lesson, which analyzes those skills that need correction, as well as skills that are formed at a high level. They are highlighted in color (as described above), then transferred to the goal setting sheets. In the first lesson of the next quarter, the teacher returns to the notes on the children's goal-setting sheets, pronounces the students' notes.
3-4 grade the degree of independence in goal-setting increases, the form of presentation of results changes ( see Attachment) At the control lesson, students are presented with all control, test and independent work, test results, checks on reading techniques and expert sheets. Goal-setting sheets are filled in according to the results of half a year and a year, objects are placed on the "Pedestal of Success". The teacher acts as an organizer of independent active cognitive activity of students, does not pretend to possess a monopoly of knowledge, he takes the position of a consultant (regulates, directs) the process.
The teacher analyzes the sheets of goal-setting, making a conclusion about the adequacy of the student's self-esteem, records the results in the sheets of the formation of the UUD.
So, at all stages lthe edge of the formation of regulatory ECD next:
at the beginning, when studying various academic subjects, the student develops a primary experience in the implementation of the UUD and the motivation for its independent implementation;
4) in the end, the control of the level of formation of this UUD is organized and its systematic practical use in educational practice, both in the classroom and in extracurricular activities.
The formation and development of regulatory actions is possible if the teacher observes the following conditions:
1.Changes in educational activity are regularly discussed with students on the basis of a comparison of his previous and subsequent achievements, analysis of the reasons for failure and highlighting the missing operations and conditions that would ensure the successful completion of the educational task.
2. Evaluation becomes necessary in order to understand and understand what exactly and how should be improved.
3. The use of color and graphic forms for presenting assessments (indicated by squares of different colors and presented in tables, in which the results of homework and control work are separately recorded, the use of a "promotion schedule", which will allow children to track their growth and determine the tasks and directions of their activities.
4. Encouragement of children for activity, cognitive initiative, any efforts aimed at solving the problem, any answer, even not the correct one.
5. Use in the educational process of such forms of work as:
Organization of mutual verification of assignments,
Mutual tasks of groups,
Educational conflict,
Participants' discussion of their methods of action
Filling out a reflective portfolio, etc.
High-quality, systematic, consistent work with the diary of achievements within the educational process will allow the majority of students to form adequate self-esteem by the middle of grade 3. A student ... "possessing the basics of the ability to learn, capable of organizing his own activities; ... benevolent, able to listen and hear the interlocutor, justify his position, express his opinion" 4. The levels of self-assessment are determined by the diagnostic materials of the external examination of the regional center for assessing the quality of education in the city of Krasnoyarsk (ID2, ID3, ID4).
Annex 1
1 The system for assessing the achievement of the planned results of mastering the basic educational program of primary general education; FGOS NOO, p.31
2 Vorontsov A.B. Pedagogical technology for monitoring and evaluating educational activities. M., 2002. Vorontsov A.B. Collection of sample programs for primary school. M., 2011. Video lectures by A.B. Vorontsov "A system for assessing educational results and individual progress of students in accordance with the Federal State Educational Standard of NOO and LLC": www.youtube.com/watch?v=hYDcR3xJNNo. Vorontsov A.B. - Cand. ped. Sci., General Director of the Open Institute for Developing Education. - Note. ed.
3 Vakhromeeva T.A., Korobeinikova N.N. - 2014. - No. 4. - P. 27-32
3
Matveeva E.I. Criteria Assessment in Primary School: A Teacher's Manual. M., 2011. - Notes. ed.
4 Portrait of an elementary school graduate. Federal State Educational Standard of Primary General Education
Speech on the topic:
Its activity ".
Prepared by:
primary school teacher
Zalygaeva Olga Mikhailovna
Petrovsk
2014
Self-control in the student
Self-esteem in a student
1) Color grade. 2) Self-check sheet.3) Encrypted drawing
b) a herringbone made of triangles:
d) composition:
2. The game "Ladder".
3. Game "Number-controller".
Correct memos;
For instance:
In 4th grade creative work.
Drawing up a collage scheme;
Conclusion
Preview:
Municipal budgetary general education
institution "Secondary school No. 8 in Petrovsk"
Speech on the topic:
"Ways of forming students
ability to independently control and evaluate
Its activity ".
Prepared by:
primary school teacher
Zalygaeva Olga Mikhailovna
Petrovsk
2014
An important point in the educational process isthe formation of self-control and self-esteem in younger students... Without these qualities, one cannot speak of a full-fledged ability to learn.
Self-control in the studentis the child's ability to control himself, whether he has learned oral lessons, and whether he has done written lessons, whether he has collected a portfolio, i.e. the ability to control whether he did a particular action.
Self-esteem in a student- this is the ability to assess whether he learned oral lessons well, whether he did the written ones correctly and whether he put everything in a portfolio, i.e. it is the ability to assess the quality of the performance of an action.
Self-control and self-esteem are closely related. By forming in children various methods of self-control, we thereby educate them the ability to self-esteem.
A student in the 1st grade is already able to control his behavior, but he cannot yet take control of his mental activity.
Thus, it is advisable to start developing the skills of self-control and self-assessment from the very first days of schooling for children.
The textbooks on the new FSES already contain tasks for the formation of self-control and self-esteem. Electronic supplements to textbooks allow the child to work out and test their own knowledge at home on their own.
So in grade 1 I offer students the following assignments:
1) Color grade. At the bottom of the page, students draw two circles. After evaluating their work, the children paint over one circle, the teacher paints the other circle when checking. The meaning of the color is discussed in advance. For example, red - everything worked out, green - there are flaws, but I tried, blue - it turned out badly, I'm not satisfied with the work, yellow - I can't appreciate it. At the beginning of the next lesson, the student looks to see if his grade matches the teacher's grade.
2)
Self-check sheet.After completing the work on his own, the child takes a self-control sheet (with answers) from the teacher and checks himself on his own.
3) Encrypted drawing... On the sheets of paper, a table with numbers, examples below. Solving the example, the child paints over the cell with the corresponding number. If the work is done correctly, a drawing is obtained.
I use exercises where the child has the opportunity to compare educational actions and their final result with a given pattern.
Add simple patterns or drawings from the geometric shapes available to children, for example:
a) a square of triangles according to a given pattern:
b) a herringbone made of triangles:
c) a pattern of geometric shapes:
d) composition:
e) decompose geometric shapes in a given order:
The tasks are easily modified.
After completing the work, the students independently check it according to the sample.
2. The game "Ladder".
Each pair of children is given one card with examples:
The examples are structured in such a way that the answer of one is the beginning of the other. Students write the answer for each example on the appropriate step. Each student can control himself.
3. Game "Number-controller".
Pupils receive flashcards with examples:
Having solved these examples, they can control themselves - the sum of all answers is equal to the number 10.
In grades 2 - 3, students are invited to:
Compare the intermediate result with the standard; either through a system of conditions;
Correct memos;
Follow the instructions in which some links are missing;
Carry out a self-test according to a plan that includes 3-4 points;
Drawing up test tasks for self-control.
For instance:
- the proposed solution to the problem contains fundamental gaps that students need to find.
- cards with the procedure for conducting self-control, performing a check.
- mathematical dictations using carbon copies.
In 4th grade one of the forms of organizing independent work, contributing to the development of self-control, iscreative work.
When doing creative independent work, I use:
Brain attack; methodology "Flight log";
Drawing up a collage scheme;
Self-control on your own initiative.
Particular attention should be paid to mutual evaluation. A classmate's assessment is perceived as more concrete, business-like. The systematic involvement of children in evaluative activity makes it possible to form an adequate self-esteem, since, evaluating the response of others, he evaluates in relation to himself.
Conclusion
Thus, it is advisable to develop the first and second stages of the formation of evaluative independence in grades I - II. The criterion that the first two stages of the formation of evaluative independence have been completed can bethe ability of students to assess their work according to the developed criteria, to correlate it with the teacher's assessment.
The third stage can be devoted to the third and fourth years of study. This stage can be considered completed whenstudents not only themselves can evaluate the work in points according to their own criteria, but they can also draw up an individual program of preparation for similar work.
Such a gradual complication of tasks from the first to the fourth grade, the possibility of repeated exercises throughout the year on different subject material (Russian, mathematics, fine arts, the world around them) contribute to a clear development of each self-control action.
The art of a primary school teacher is to in every possible way stimulate the cognitive activity and independence of children in the classroom, at the same time to guide them, carefully help them in independent work, prevent mistakes, encourage them to self-control and involve them in work on their shortcomings - in a word, teach them to learn.
These approaches to the formation of self-esteem and self-control of students guarantee a high quality of learning and development of children.
Municipal budgetary general education
institution "Secondary school No. 8 in Petrovsk"
Speech on the topic:
"Ways of forming students
ability to independently control and evaluate
their activities ".
Prepared by:
primary school teacher
Zalygaeva Olga Mikhailovna
Petrovsk
2014
An important point in the educational process is the formation of self-control and self-esteem in younger students... Without these qualities, one cannot speak of a full-fledged ability to learn.
Self-control in the student is the child's ability to control himself, whether he learned oral lessons, and whether he did written lessons, whether he collected a portfolio, i.e. the ability to control whether he did a particular action.
Self-esteem in a student is the ability to assess whether he has learned oral lessons well, whether he has done written lessons correctly and whether he has put everything in a portfolio, i.e. it is the ability to assess the quality of the performance of an action.
Self-control and self-esteem are closely related. By forming in children various methods of self-control, we thereby educate them the ability to self-esteem.
A student in the 1st grade is already able to control his behavior, but he cannot yet take control of his mental activity.
Thus, it is advisable to start developing the skills of self-control and self-assessment from the very first days of schooling for children.
The textbooks on the new FSES already contain tasks for the formation of self-control and self-esteem. Electronic supplements to textbooks allow the child to work out and test their own knowledge at home on their own.
So in grade 1 I offer students the following assignments:
1)
Color grade. At the bottom of the page, students draw two circles. After evaluating their work, the children paint over one circle, the teacher paints the other circle when checking. The meaning of the color is discussed in advance. For example, red - everything worked out, green - there are flaws, but I tried, blue - it turned out badly, I'm not satisfied with the work, yellow - I can't appreciate it. At the beginning of the next lesson, the student looks to see if his grade matches the teacher's grade.
2)
Self-check sheet. After completing the work on his own, the child takes a self-control sheet (with answers) from the teacher and checks himself on his own.
3) Encrypted drawing... On the sheets of paper, a table with numbers, examples below. Solving the example, the child paints over the cell with the corresponding number. If the work is done correctly, a drawing is obtained.
I use exercises where the child has the opportunity to compare educational actions and their final result with a given pattern.
Add simple patterns or drawings from the geometric shapes available to children, for example:
a) a square of triangles according to a given pattern.
The formation of regulatory universal educational actions It is necessary to teach not the content of science, but the activities for its assimilation. V.G. Belinsky Plan: 1. Regulatory skills. 2. Technique for the formation of skills. 3. Formation of regulatory universal educational actions on the example of the educational complex "Planet of Knowledge". 4. Characteristics of the results of the formation of UUD in elementary school at different stages of learning on the EMC "Planet of Knowledge" implementation (including in the internal plan), control and evaluate their actions, make appropriate adjustments to their implementation. " ? Mastering the ability to accept and maintain the goals and objectives of educational activities, search for means of its implementation; ? Formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; ? Formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations of failure. 2. Methodology for the formation of skills The teacher is faced with the problem of selection of methodological techniques for the formation of regulatory universal educational actions. The methodology for the formation of any skill presupposes certain stages. So we can distinguish 3 stages. 1. Motivational stage. Creation of positive motivation to master the specified skill. 2. Familiarization with the individual components of regulatory universal learning actions. 3. Conscious mastering of the integral structure of the ECD, the implementation of independent learning behavior, the use of ECD in the conditions of educational and extra-curricular activities. ? STAGE The need for the first stage is due to the fact that practically no first-grader feels like learning to work independently, that is, children do not even know that this can be learned. Consequently, the task of this stage is to generate interest and desire to learn how to work independently. And also to provide children with a clear understanding of the importance and significance of this skill. All this is revealed in specially organized conversations, works of art known to children are used, stories from the life experience of the students themselves. So after reading the story of N. Nosov "Mishkina porridge" a conversation is held: - Can we say that Mishka is an independent person? - Why do you think so? - For what reason was Mishka unable to cope with the work? (I didn't know exactly what to do and how to do it) So, in order to independently perform any work, only desire is not enough, you also need to know how to do it and be able to do it. In order for the children to pay attention to the level of their independence in life, they were asked to answer questions on the topic “What can I do myself”. - What kind of work do you do yourself every day? - Do you always manage to cope on your own, without the help of adults? - Why? - What do you think, is it possible to learn how to do any work on your own? - Where can you learn this? - Is it possible to become independent in educational activities? Here the teacher explained to the children that it only seems so that the teacher teaches the student everything, including teaching him to learn. This is not true. The teacher only helps; a person can learn only himself, thanks to his own efforts. If a student abandons this rule, he will never become independent, either in educational or in any other activity. This means that the main task that a student solves in primary school is to learn how to work so that he can do it on his own. The attention of the children was drawn to the fact that when doing independent work, difficulties would certainly be encountered that should not be feared. To show the joy of overcoming them in order to get joy from educational work, children are offered deliberately difficult tasks, while at the same time, when the first difficulties arise, they were allowed to stop working. Those who coped were asked the question: - What did you feel when you were able to complete this task? At the same time, attention is focused on the fact that success in performing the work was achieved by the one who managed to force himself to complete the task, despite the difficulties. Another task that was solved during stage 1 was the creation of a crisis situation when children already want to, but cannot cope with the task due to insufficient knowledge and skills. Pupils are offered a task of a type that they have not yet met during the training. - Why were you unable to complete this task on your own? (Didn't know how to do it). This means that the desire to cope with the work on your own is not enough, you need special knowledge of the skill. This made it possible to put forward a new task - to master this knowledge and skills, which will be solved within the framework of the second stage. Thus, at stage 1, students develop a desire to act without outside help. As a result, an internal motive appears that allows them to carry out educational work on their own, there is an interest in further learning. ?? STAGE This stage was aimed at familiarization with each component of the structure of regulatory universal educational actions: awareness of the purpose of the work, the ability to plan, perform and check your work, give it an assessment. This work begins by introducing students to the concept of a learning task. First of all, work begins in mathematics lessons, because it is with this subject that students associate problem solving. Children, under the guidance of a teacher, find out that a task is a task in which, according to a given condition, it is necessary to answer a question. And, therefore, any mathematical task can be called a task. Also, schoolchildren are given the concept of an educational task, its difference from a concrete-practical one is clearly shown. It turns out that there are no educational tasks in the textbook, therefore, the students themselves will have to highlight it. When developing the ability to highlight an educational task, the teacher himself first formulated it in the lesson. So, before doing the exercise in the Russian language, the teacher showed a sample of the formulation of an educational task, which was formulated as follows: "By completing this task, we will learn to write words with unstressed vowels." Then, in the process of work, the teacher, with the help of special tasks, problem situations and questions, led the students to an independent formulation of the educational task. So, for example, in the lesson on the topic "Addition of single-digit numbers", at the beginning of the lesson, the teacher suggested that the children do the calculations on their own: 6 + 4 4 + 3 10 + 3 6 + 7 9 + 1 1 + 4 10 + 4 9 + 5 8+ 2 2 + 2 10 + 2 8 + 4 Most of the children quickly coped with the examples of the first three columns, and the solution of the fourth caused bewilderment. (“We did not solve such examples”). This is how the learning task arose: to find a way to solve such examples. What is the difference between such expressions from the previous ones is easy to find out, since the first 3 columns are designed with a 4-column orientation, that is, children see that they will learn to add single-digit numbers, and the result is a two-digit number greater than 10. This is how the students are brought to the formulation of the educational problem. Thus, the tasks were gradually becoming more complicated both due to the reduction in the share of participation, and due to the subject content, as well as the transition from reproductive tasks to creative ones. If at first, in the formation of this skill, such techniques were used where students were offered ready-made formulations of answers, then gradually there was a transition to an independent formulation of the problem. For example: - Compare which of the students correctly highlighted the learning task in the lesson: “In the reading lesson, the children made a story plan and retelling it according to the plan. At the end of the lesson, the teacher asked the students: "What did you learn in the lesson?" Vanya replied: "Read the story." Ira said: "Answer questions." Sveta replied: "Make a plan and retell." - Which of the students correctly identified the learning problem in the lesson? Further, at this stage, a collective goal was set for each work. Moreover, attention was paid to this both before the immediate execution of the task, and after it. Later, the children showed a greater degree of independence, answering the question: "What will you learn by completing this task?" Also at the end of the lesson, the teacher asked: "Did you manage to solve the learning problem?", "What did we learn in the lesson?" At the same stage, along with the ability to single out the educational task, the teacher focused the attention of schoolchildren on the assimilation of the method of action, the system of operations with the help of which a certain goal is achieved. For example, completing an exercise in the Russian language, we determined the goal of the forthcoming work: "By completing this exercise, we will learn to write a text from memory." To do this, you need to do the following: 1) Read the text. 2) Ask the teacher for the meaning of incomprehensible words. 3) Memorize the text, etc. Thus, schoolchildren are taught not only to determine the goal of the activity, but also, which is very important, the means of achieving it. Naturally, the operations that make up the method of action are first deduced by the teacher, relying on certain rules studied on different subject content. That is, at first, the work is carried out according to a ready-made plan: the algorithm proposed by the teacher, a memo, a rule in a textbook. However, the orientation of schoolchildren to planning a method of action is accompanied not only by simple reproduction and memorization of formulations, but also by understanding the meaning of the actions being performed and their sequence. Therefore, after completing the appropriate tasks, the students are asked the following questions: - What did you learn by completing this task? How did you act? - Why did you do the task? - Where can the ability to perform such tasks come in handy? - What stages of work were the most difficult? Further, in order to form the ability to plan their work, students are invited to compose and implement a system of actions themselves when performing any task. The following questions and tasks are practiced here: - Determine yourself why you did this task? - Indicate the purpose of your work after completing it. - Formulate what actions you should take to control your work yourself? - Why do you need to plan your work, and not act blindly? - Draw up an algorithm, scheme, working in pairs or groups. - What mark would you give yourself for completing this task and why? Here, the students are shown the need for control action, and not only the final one, after completing the task, but also the current one, that is, control not only of the result of the decision, but also of the process itself. At this stage, control is carried out mainly with the help of a teacher, but self-examination and mutual examination techniques are also used. Also, at this stage, the student must master the procedure for self-assessment: Self-assessment algorithm (questions the student answers): 1 step. What should have been done in this task (assignment)? What was the goal, what did you need to get? Step 2. Did you get the result? Found a solution, an answer? Step 3. Did you manage completely correctly or with a minor error (which, in what)? Step 4. Did you manage completely on your own or with a little help (who helped, in what)? Starting from the 2nd grade, after teaching the children to use the table of requirements (see the 4th rule), a new item can be added to this algorithm: step 5. What skill did you practice while completing this assignment? Starting from the 3rd grade, after the introduction of the rule of success levels (see below), new points can be added to this algorithm for the student to grade his own success and determine his digital mark: step 6. What was the level of the task-task - We have solved such tasks many times, only old, long-learned knowledge was needed? (Required level) - In this task, we faced an unusual situation (either we need old knowledge in a new situation, or we need new knowledge that is just now being studied)? (Program level) - We have never learned to solve such problems OR have we used the knowledge that we have never studied together in the lesson? (Maximum level) 7 step. Determine the level of success at which you solved the problem. Step 8. Based on your demonstrated level of success, define a benchmark that you can give yourself. Thus, within the framework of the second stage, on the basis of familiarity with the structure of regulatory ECDs, students' ideas about independence in educational activities are clarified, expanded and concretized. III STAGE. The purpose of the third stage is the conscious mastery of the structure of regulatory universal educational actions. To do this, students again turn to solving specific problems, but at a new, theoretical level of generalization. So in the process of analyzing the solution of problems, together with the students, a memo is drawn up: 1. Read the problem. Try to isolate the known and the unknown. 2. Think about what you will learn by completing this assignment. 3. Remember the rules that will help you solve the problem. 4. Make a plan for the solution. 5. Solve the problem. 6. Check the solution. 7. Determine what you learned in this assignment. 8. Rate your work. At the same time, the work is aimed at comprehending and memorizing this sequence of actions, while the role of the teacher is gradually decreasing. Thus, students realize that any problem in any academic subject can be solved with the help of this memo. As each student assimilates this structure, the proportion of schoolchildren's independence in performing any task increases, when the children themselves determine the educational task of the lesson, propose and implement a system for solving it with the obligatory action of control and assessment. As a result, when students perform educational tasks, special work is carried out to master the integral structure of mastering regulatory universal educational actions by students, due to the awareness of the sequence of structural components and an increase in the proportion of students' independence. Conclusion. Taking into account all of the above, it can be confidently asserted that the implementation of the new FSES of LEO is possible subject to a change in the nature of the educational activities of primary schoolchildren, in particular, when students form regulatory universal educational actions. Such an organization of training is characterized by the following features: The educational material with which the student works should be included in the content of the purpose of his action. Thanks to this, the student is consciously oriented in the subject of his activity, constantly regulating its approach to solving problems. ? Next, the student needs to outline the course of actions, for which the ability to plan his work is significant. ? Then the student performs independent actions, which are formed by transforming conscious learning actions into actually conscious actions. At the same time, constant self-control is necessary, both in the course of performing the actions themselves, and upon achieving a certain result, assessment and self-assessment of one's work. 3. EMC "Planet of Knowledge" provides great opportunities for the formation of regulatory educational actions. The general structure of all textbooks in the set plays an important role in their formation. one). The route sheets that precede each topic clearly represent the learning tasks facing the students. Working with routes allows you to formulate educational goals, track progress on the educational topic, conduct reflection and set tasks. 2). The system of tasks also serves to form regulatory universal educational actions: (invariant and variable parts The educational material of the lesson is divided into invariant and variable parts. Different colors of the margins of the pages of the textbook show the ratio of these parts for each lesson. material. Completion of all tasks in the invariant part indicates that the student has achieved the nearest goal - the compulsory minimum content is mastered. The variational part includes additional material. Completion of the tasks in the variable part shows that the student has reached the maximum level of mastering the material. Tasks for "information retrieval" require children's appeals to the adults around them, to cognitive literature and dictionaries. "Differentiated tasks" provide students with the opportunity to choose in a narrower space (from 1-3) tasks adequate to the level of their preparedness Tasks "intellect The Actual Marathon "are aimed at developing children's independence, initiative, and creative abilities, at the formation of the ability to use knowledge correctly in a non-standard situation" Creative tasks "are aimed at developing students' imagination, spatial ideas, cognitive interests, and creative abilities. 3). For the formation of self-control and self-assessment skills in the educational complex "Planet of Knowledge" sheets with test and training tasks have been developed, which are both in the textbook and in workbooks. These sheets allow students to independently determine the level of assimilation of a particular subject topic and find the necessary tasks to eliminate the identified gaps in knowledge. 4). The textbooks offer many directions for project activities on topics close to educational ones. In the course of project activities, the ability to set a goal, hold it and plan steps to achieve it is formed. Teaching these skills is based on the Work on Projects worksheets developed in the workbooks for self-completion by students. The system of tasks also serves to form regulatory universal educational actions. Already during training according to the "Primer", tasks are given for self-checking the result, evaluating the result, correcting (Find and correct the error). In the textbooks of mathematics from the 1st grade, tasks are given aimed at assessing, estimating and predicting the result of calculations; tasks teaching step-by-step and final control over the results of calculations, planning a solution to a problem and predicting the result, tasks containing elements of research activity (observation of the properties of numbers, operations of arithmetic operations, dependencies between quantities). 4. Characteristics of the results of the formation of UUD in elementary school at different stages of training on the EMC "Planet of Knowledge" Grade 1 1. Organize your workplace under the guidance of a teacher. 2. Exercise control in the form of comparing your work with a given standard. 3. Make the necessary additions, corrections to your work, if it differs from the standard (sample). 4. In cooperation with the teacher, determine the sequence of studying the material, based on the illustrative series of the "route sheet". Grade 2 1. Organize your workplace independently. 2. Follow the mode of organizing educational and extracurricular activities. 3. Determine the goal of educational activities with the help of a teacher. 4. Determine the plan for completing assignments in the classroom, extracurricular activities, life situations under the guidance of a teacher. 5. Follow the instructions of the teacher and the algorithms describing standard learning activities when completing the assignments. 6. Carry out self-and mutual verification of works. 7. Correct the execution of the task. 8. Evaluate the performance of your task according to the following parameters: easy or difficult to perform, what is the complexity of the implementation. Grade 3 1. Independently organize your workplace in accordance with the purpose of completing tasks. 2. Determine the goal of educational activities with the help of a teacher and independently, correlate your actions with the goal. 4. Make a plan for completing assignments in the classroom, extracurricular activities, life situations under the guidance of a teacher. 5. Be aware of the ways and methods of action when solving educational problems. 6. Carry out self-and mutual verification of works. 7. Evaluate the correctness of the completed assignment based on comparison with previous assignments or on the basis of various samples and criteria. 8. Correct the execution of the task in accordance with the plan, the conditions of execution, the result of actions at a certain stage. 9. Make a choice for a specific task of literature, tools, devices. 10. Assess your own success in completing assignments Grade 4 1. To independently formulate a task: determine its goal, plan your actions to implement tasks, predict results, intelligently choose ways and methods of action, adjust work in the course of execution. 2. Choose different means for performing a certain task: reference books, ICT, tools and devices. 3. To carry out the final and step-by-step control of the results. 4. Evaluate the results of their own activities, explain by what criteria the assessment was carried out. 5. Adequately perceive well-reasoned criticism of errors and take it into account when working on errors. 6. Set a goal for your own cognitive activity (within the framework of educational and project activities) and keep it. 7. Plan your own extracurricular activities (within the framework of project activities) based on textbooks and workbooks. 8. Regulate your behavior in accordance with the recognized moral standards and ethical requirements. 9. Plan your own activities related to everyday life situations: route of movement, time, consumption of products, costs, etc.
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