Diagnostics of the formation of cognitive LUDs
Presentation is prepared by : Bulygina A., Valkanovskaya R., Kolotovkina A., Pasevin V., Smertina V., Yakimova M. .
Diagnostics of cognitive LUDs
Diagnostics – special kind activities , representing establishing and studying signs, characterizing state And results learning process, allowing on this basis predict possible deviations , O allocate ways to prevent them And adjust learning process
First level
Second level
(individual, personal) – carries out teacher, class teacher
(intra-school) – carries out school administration
Diagnostics has the following capabilities:
- Tracking dynamics of development individual achievements;
- Getting the teacher to understand each of the students ;
- Opportunity for success differentiation of training;
- Definition zones of proximal development .
Concept "universal learning activities"
In a broad sense term " universal learning activities" means ability to learn, i.e. subject ability To self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrower sense this term can be defined as set of modes of action students providing independent acquisition of new knowledge, formation of skills, including organization of this process.
1. Personal
2. Regulatory (also including self-regulation actions)
3.Cognitive
4.Communicative
Types of universal learning activities
As part of the main types of universal educational activities, corresponding to the key goals of general education, you can select four blocks:
General education
brain teaser
- Independent identification and formulation of a cognitive goal;
- Search and selection of necessary information;
- Application of information retrieval methods;
- Structuring knowledge;
Statement and solution of the problem
- Conscious and voluntary construction of speech utterances in oral and written form;
- Analysis;
- Synthesis;
- Selection of bases and criteria for comparison, seriation, classification of objects;
- Summarizing the concept, deriving consequences;
- Establishment of cause and effect relationships;
- Construction of a logical chain of reasoning;
- Proof;
- Proposing hypotheses and their substantiation.
- Formulating the problem;
- Independent creation of ways to solve problems of a creative and exploratory nature.
General education
- Choice of the most effective ways problem solving;
- Reflection on methods and conditions of action, control and evaluation of the process and results of activity;
- Meaningful reading as understanding the purpose of reading and choosing the type of reading depending on the purpose;
- Extracting the necessary information;
- Determination of primary and secondary information;
- Free orientation and perception of texts of various styles;
- Understanding and adequate assessment of the language of the media;
- Statement and formulation of the problem, independent creation of activity algorithms.
Sign-symbolic actions:
- Modeling
- Transformation of the model in order to identify general laws that define a given subject area.
Criteria for assessing the formation of universal student learning activities
compliance of the properties of universal actions with predetermined requirements
compliance with age-psychological regulatory requirements
Age-related developmental features cognitive universal educational activities among younger schoolchildren
One of the most important cognitive universal actions is ability to solve problems or problems.
- Mastering the general technique for solving problems in primary school is based on the formation of l logical operations - skill analyze object, implement comparison, highlight general and different, implement classification, seriation, logical animation ( logical multiplication), set analogies.
When teaching various subjects they are used educational tasks.
With their help, they are formed subject knowledge, skills, abilities.
General reception solutions tasks includes:
- knowledge of solution steps(process);
- knowledge of methods(methods of) solution;
- knowledge of task types;
- knowledge of the foundations choosing a solution method;
- possession of subject knowledge:
- concepts; definitions of terms; rules; formulas; logical techniques and operations.
- concepts;
- definitions of terms;
- rules;
- formulas;
- logical techniques and operations.
For successful learning in primary school, the following universal educational activities must be formed:
- encoding/replacement (the use of signs and symbols as conditional substitutes for real objects and objects);
- decoding/reading information ;
- ability to use visual models (diagrams, drawings, plans) reflecting the spatial arrangement of objects or the relationship between objects or their parts for solving problems;
- ability to build diagrams and models and so on.
Modeling
Stages of training modeling:
- preliminary analysis task text;
- Text translation on sign-symbolic language , which can be carried out by material or graphic means;
- building a model;
- working with a model ;
- correlation of results, obtained on the model, with reality (with texts).
Modeling
Each activity component modeling has its own content with his composition of operations And at our own expense, which according to psychological research should become an independent subject of learning
Methodology “Construction of a numerical equivalent or one-to-one correspondence”
Target: identifying the formation of logical actions of establishing one-to-one correspondence and preserving a discrete set
Assessed universal learning activities: logical universal actions.
Evaluation method : individual work with a child.
Task description : 7 red chips (or egg cups) are lined up in one row (at a distance of 2 cm from each other).
Age: 6.5-7 years.
There are two options
Methodology “Test to determine the number of words in a sentence”
: sign-symbolic cognitive actions, the ability to differentiate the plan of signs and symbols and the subject plan.
Target: identifying the child’s ability to distinguish between object and speech reality.
Task description: The teacher reads out the sentence and asks the child to say how many words are in the sentence and name them. 1101. Tell me how many words there are in the sentence. 2. Name the first word, the second, etc. Suggested sentences: Masha and Yura went into the forest. Tanya and Petya are playing ball.
Assessment method: individual conversation with the child.
Age: 6.5-7 years.
Methodology "Coding" (11th subtest of the D. Wexler test in the version of A. Yu. Panasyuk
Target: identifying a child’s ability to encode using symbols
Assessed Universal Learning Activities : sign-symbolic actions - coding (substitution); regulatory action of control.
Age: 6.5-7 years.
Evaluation method: individual or group work with children.
Task description : The child is asked to encode within 2 minutes by matching a certain image with a conventional symbol.
Diagnostics of the universal action of a general method of solving problems
Evaluation criteria : the ability to identify semantic units of a text and establish relationships between them, create solution schemes, build a sequence of operations, correlate the result of the solution with the original condition of the problem.
Target: identifying the maturity of the general method of solving problems.
Task description : All problems (depending on the age of the students) are proposed to be solved in an arithmetic (not algebraic) way. Records of the plan (progress) of the solution, calculations, and graphical analysis of the condition are allowed. The student must tell how he solved the problem and prove that the answer he received is correct.
Evaluation method: individual or group work of children.
Age : 6.5-10 years.
Methodology “Finding schemes for problems”
Assessed Universal Learning Activities : modeling, cognitive logical and symbolic actions.
Target: determining the student’s ability to identify the type of problem and how to solve it
Evaluation method : frontal survey or individual work with children.
Task description : The student is asked to find the appropriate diagram for each problem. In the diagrams
numbers are indicated by letters .
Age : 7-9 years.
Correction of cognitive learning factors in 1st grade. Exercise “Divide the circles.”
Target: teach your child to classify objects, develop the perception of color, size, shape.
Exercise: large and small, black and white circles are divided into 2 groups; The child needs to be told on what basis the circles are divided (by color, by size, by color and size).
Exercise "It flies - it doesn't fly."
Internet resource : http://azps.ru/training
Target: development of switching attention, arbitrariness in performing movements.
Instructions: The presenter names the items. If an object flies, children raise their hands. If it doesn’t fly, the children’s hands are down. The presenter may deliberately make mistakes; many children’s hands will rise involuntarily, due to imitation. It is necessary to hold back in a timely manner and not raise your hands when a non-flying object is named.
Exercise “Name the words.”
Internet resource: http://www.coolreferat.com
Target: development of mental flexibility.
Instructions: Invite your child to name as many words as possible that denote a concept.
For example: “Name the words for trees (animals, transport, vegetables, fruits, etc.)”
How to form a UUD?
How to assess the maturity of the UUD?
Development and assessment of personal universal learning activities
IN sphere of personal universal educational actions will be formed: internal position student, adequate motivation educational activities, including educational and cognitive motives, orientation towards moral standards and their implementation, the ability for moral decentralization.
The graduate will have the opportunity to form
- the student’s internal position at the level of a positive attitude towards educational institution, understanding of the need for learning, expressed in the predominance of educational and cognitive motives and the preference for a social way of assessing knowledge;
- expressed stable educational and cognitive motivation for learning;
sustainable educational and cognitive interest in new general ways of solving problems;
- adequate understanding of the reasons for the success/failure of educational activities;
Technological map for the formation of personal UUD
knowledge and self-determination
Levels of formation
medium low
venous-ethical orientation
feeling of need to study,
Forming your point of view,
Preference for “school” type lessons over “preschool” type lessons;
Adequate meaningful understanding of the school;
Preferring classroom group classes to individual classes at home,
Preference for a social way of assessing one's knowledge
education
positive attitude towards school;
Orientation to the meaningful aspects of school reality and the example of a “good student”,
The school attracts with extracurricular activities
Takes into account the subject’s feelings and emotions when moral norms are violated, is sensitive to injustice,
Has a basic understanding of moral standards
negative attitude towards school and going to school
The child wants to go to school, but while maintaining the preschool lifestyle.
focused on a moral standard (fair distribution, mutual assistance, truthfulness)
Partially takes into account the subject’s feelings and emotions when moral norms are violated,
Has a correct idea of moral standards, but is not accurate and clear enough
interest in new things;
Formation of educational motives
- striving for high grades,
misconception about moral standards,
Low level of empathy development
interest in new things has been partially formed;
Learning motives are partially formed,
– desire to get good grades,
indifferent to school;
The formation of educational motives is insufficient,
Monitoring the study of first-graders’ readiness for school 2011-2012 2012-2013
Personal UUDs are formed when:
- the student learns to comprehend, explain positive and negative assessments, including controversial actions, from the perspective of universal and Russian civic values;
– student learns to explain to yourself: “what is good and what is bad about me” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results);
student learns to navigate in life values (in words) and act in accordance with them, being responsible for your actions (personal position, Russian and civil identity); respect different opinions, history and culture of other peoples and countries, do not allow them to be insulted or ridiculed; to carry out good deeds that are useful to other people and one’s country, including giving up some of one’s desires for them;
the student learns to characterize your actions, including in ambiguously assessed situations; admit your bad deeds and voluntarily take responsibility for them; the student learns to understand the importance of playing the role of a “good student”, the importance of studying and learning new things.
Insert(symbols)
(realize new knowledge)
(correct incorrect assumptions)
I knew it
This is completely new to me
(correct incorrect assumptions
(to stimulate further interest in the topic)
It's contrary to what I knew
I want to know more about this
Formation of personal UUD
- “Ladder” (grades 1-2).
- Assessment of school motivation (grades 1-2).
- “What is good and what is bad” (grades 1-2).
- Questionnaire “Evaluate the action”
- Teacher observation
- Student self-esteem
Development and assessment of cognitive universal learning activities
In the field of cognitive universal educational activities graduates will learn to perceive and analyze messages and their most important components - texts, use sign-symbolic means, including mastering the action of modeling, as well as a wide range of logical actions and operations, including general techniques for solving problems.
General educational universal actions:
- independent identification and formulation of a cognitive goal;
- search and selection of necessary information; application of information retrieval methods;
- sign-symbolic modeling;
- the ability to consciously and voluntarily construct a speech statement in oral and written form;
- choosing the most effective ways to solve problems depending on specific conditions;
- reflection on methods and conditions of action, control and evaluation of the process and results of activity;
- formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.
Universal logical actions:
- Compare, analyze, classify, generalize, establish an analogy .
Sign-symbolic action-modeling. Modeling stages
Verbal model
Sign-symbolic model
Mental model
- Word model
- Offer model
- Composition of the word
- "Zvukovichki"
- The ability to “read” diagrams and correlate them with the text of the problem.
- Compose tasks according to diagrams.
Techniques for developing forecasting skills
True and false statements
At the beginning of the lesson, statements are given on new topic, which you need to evaluate as true or false and justify your decisions.
At the reflection stage, you can invite the children to make up their own statements and exchange them to evaluate their correctness.
Formation of cognitive learning tools
List of monitoring techniques
- Test “Find some differences?”
Goal: identifying the level of development of the operation of logical thinking - analysis and comparison.
- Methodology “EXTRACTION OF SIGNIFICANT FEATURES”
Goal: identifying the level of development of the operation of logical thinking - highlighting
essential features
- Teacher observation
- Student self-esteem
Development and evaluation of regulatory universal learning activities
- In the field of regulatory universal educational activities graduates will master all types of educational activities aimed at organizing their work in the gymnasium and outside it, including the ability to accept and maintain an educational goal and task, plan its implementation (including internally), monitor and evaluate their actions, make appropriate adjustments to their implementation.
The student will have the opportunity to learn:
- understand, accept and maintain the learning task,
- take into account the action guidelines identified by the teacher in the new educational material
- set goals that allow you to solve educational and everyday problems;
- plan your actions in accordance with the task and the conditions for its implementation;
- take into account planning rules and find control over the solution method;
- carry out final and step-by-step control based on the results;
- distinguish between the method and the result of an action;
- evaluate the correctness of the action according to external and internal criteria;
- make necessary adjustments to the action after its completion based on its evaluation and taking into account the nature of the errors made;
- perform educational actions in a materialized, verbal and mental form.
- exercise control based on the result and method of action; exercise actual control at the level of voluntary attention ;
TECHNOLOGICAL MAP OF FORMATION OF REGULATORY UUD.
goal setting - setting an educational task
Levels of formation
high average low
control in the form of method comparison
action and its result with a given
standard
assessment - highlighting and awareness
students of what has already been learned
and what else needs to be learned.
Realizes what needs to be done in the process of solving a practical problem and regulates the entire process of implementation.
Determines the purpose of completing tasks in class, in extracurricular activities,
The demand presented is only partially understood.
Willingly solves a cognitive problem,
The inability to solve a new practical problem explains the lack of adequate solutions
A high level of orientation towards a given system of requirements can consciously control their actions.
High levels of attention span and concentration.
Aware of the rule of control, but simultaneous implementation of educational actions and control is difficult.
Corrects errors independently.
Works exactly like the model.
Can evaluate the actions of other students.
When getting involved in work, he quickly gets distracted or behaves chaotically.
Needs step-by-step supervision from the teacher.
Cannot answer questions about what he is going to do or what he has done.
Orientation to the system of requirements is not sufficiently developed, which is due to the average level of development of voluntariness.
Average levels of attention span and concentration.
Diagnostics
teacher psychologist
Low levels of attention span and concentration.
Does not control educational activities, does not notice mistakes made.
Control is random and involuntary,
Can follow a pattern, but makes mistakes.
Can evaluate the completed task according to the following parameters: whether it was easy to complete or whether there were difficulties in completing it.
Methodology “Drawing by points”
Inability to rely on a model.
Low level of development of voluntary attention.
Cannot assess his strength in relation to solving the task.
Directions of work on the formation of regulatory control systems
- goal setting:
“I will name the topic, and you are the goal...”, “Why know a new letter or sound?”
- planning
picture plan, verbal plan, plan for solving an educational problem, creating problem situations.
- control and evaluation (standard),“I'm looking for mistakes! ", CONOP (test question on a specific problem), "magic rulers", sign assessment A, S, N, prognostic assessment. signs: “+” - I know everything; "-" - Don't know; "?" - I doubt.
Formation of regulatory control systems
List of monitoring techniques
- Methodology "Drawing by points"
Goal: level of orientation towards a given system of requirements, can consciously control one’s actions
- Methodology "Coding"
Goal: to identify the child’s ability to encode using symbols.
Development and assessment of communicative universal learning activities
- In the field of communicative universal educational activities graduates will acquire the ability to take into account the position of the interlocutor (partner), organize and carry out cooperation and cooperation with the teacher and peers, adequately perceive and transmit information, display the subject content and conditions of activity in messages, the most important components of which are texts.
The graduate will have the opportunity to learn:
- take into account and coordinate in cooperation;
- take into account different opinions and interests;
- understand the relativity of opinions and approaches to solving a problem;
- argue your position and coordinate it;
- productively promote conflict resolution based on taking into account the interests and positions of all participants;
- ask questions necessary to organize your own activities and cooperation with your partner;
- exercise mutual control and provide the necessary mutual assistance in cooperation;
- adequately use speech to plan and regulate one’s activities;
- work in groups, pairs, story games
- group work "Carousel"
- "Zigzag" technique
- creative technique “Circles on the water”
- the student learns to answer questions;
- the student learns to ask questions;
- the student learns to conduct a dialogue;
- the student learns to retell the plot;
- the student compares, proves, argues,
- draws up an assignment for a partner;
- writes a review of a friend’s work;
- participates in interactive listening;
- formulation of questions for feedback;
- “prepare a story...”, “describe orally...”, “explain...”
Differences in communication skills with peers
Technological map for the formation of communicative educational activities in primary school
Normative
UUD indicator
Communication as cooperation
Answer questions from the teacher and classmates.
Participate in dialogue in class and outside of class.
Work in pairs.
Communication as interaction
Levels of formation
medium low
Follow the simplest rules speech etiquette: say hello, say goodbye, thank you.
Understand another person's speech.
Communication as interiorization
answers all questions.
Consciously strives for cooperation.
Listen and understand the speech of others
Partially answers questions.
Works in pairs situationally.
Hears, understands and gives feedback to the interlocutor
Does not make contact (aggressive or passive).
Diagnostics
teacher psychologist
Partially observes etiquette.
tactful, polite, observes etiquette.
Understands another person's speech
Method "Mittens"
Silent or aggressive.
Partially observes etiquette.
Doesn't always understand another person's speech
Silent or aggressive.
Does not understand another person's speech.
Methodology “Pattern by dictation”
Formation of communicative UUD
List of monitoring techniques
- Teacher observation
- Student self-esteem
- "Pattern by dictation" Assessed UUD: ability to identify and display in speech significant guidelines for action, as well as convey (report) them to a partner, planning and regulating function of speech
- Task "Mittens" (G.A. Tsukerman) Evaluated UUD: communicative actions to coordinate efforts in the process of organizing and implementing cooperation (cooperation)
Project activities develops All universal educational actions
Sasha Goryachev
List of individual achievements in the Russian language
Skills
Start
I can distinguish between sounds and letters
1 quarter
vowels and consonants
2nd quarter
hard and soft consonants
3rd quarter
voiceless and voiced consonants
4th quarter
word and sentence
I can make a word model
I can copy printed and written text
I know the alphabet
I can divide words for hyphenation
I can put stress in a word
I can write down transcriptions of words
I can ask questions to words that call:
items
action
Finding a root in a group of words with the same root
I can identify “dangerous” places in words
I know and can write spelling correctly:
letter combinations zhi - shi, cha - sha, chu - schu
make an offer
unverifiable letters in words (1st grade vocabulary words)
Capital letter in proper names
correctly write down individual words under dictation from the teacher and independently (where spelling and spelling coincide)
Number of points
Level
Sheet individual achievements in reading technology
Sheet of individual achievements in working with information
Standard requirements
1 class
- I use different types of reading: continuous;
Summary of the year
Frontier
selective;
3rd grade
Summary of the year
by role;
- I use the reference apparatus of the textbook;
Frontier
4th grade
Summary of the year
- I can compose on my own:
Frontier
simple plan;
Summary of the year
- I distinguish the main elements of the book;
- I give an assessment of what I listened to or read;
- I can find the necessary information in the text;
- I can reproduce the content of what I read or heard;
- I can work with a dictionary and other reference books;
- I can navigate an index card;
- I can independently choose and read children's books and periodicals.
Date of observation ______________ 1st grade. Observation sheet for the formation of regulatory UUD
(only positive results are presented)
Item: __________________________________________
Scheme for recording observation results:
№ P / P
Full name of students
1st class
The ability to learn to determine the purpose of an activity in a lesson with the help of a teacher
Tishchenko Dmitry
Prog skill
describe the sequence of actions in the lesson
Demyanenko Tatyana
Ability to learn sayings
submit your proposal (version)
Petrova Alina
GENERALIZED OUTPUT by class
Work skills
thief proposed
new plan
Ability to give emotional
assessment of class activities in the lesson
The ability to distinguish a correctly completed task from an incorrect one
CONCLUSIONS
for each student
Mathematics
Communication
Regulatory
Cognitive UUD
Personal
Write down the most difficult equations and practice solving them with your deskmate.
Find a diagram that matches the conditions of this problem and complete the solution.
93*3+93*7=
What law allows you to find the meaning of an expression in a rational way?
Determine which expressions are simple for you to solve and complete them orally.
Personal
Regulatory
Cognitive UUD
Communication
Masha highlighted some endings in the words, Alyosha – others. And what do you think? Whose opinion do you agree with?
Match objects and sound patterns of words.
There are two words in the Russian language - the homonym LIST. Think about what reference literature you need to use to find out the meaning of the word.
How would you explain to your classmate what related words are?
Description of the presentation by individual slides:
1 slide
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Diagnostics of regulatory universal educational actions
2 slide
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The function of regulatory UUD is the organization of students’ activities (including educational ones) © Lidiya Petrovna Fokina
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REGULATORY UUD provide students with the organization of their educational activities Regulatory UUD Goal-setting Planning Assessment Forecasting Correction Control Volitional self-regulation © Lidia Petrovna Fokina
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Techniques for developing goal-setting skills 1. Forming a goal using supporting verbs; 2. Work on the concept; 3. Leading dialogue; 4. Creation of problematic situations. © Fokina Lidia Petrovna
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Diagnostics of goal-setting skills 1. What lesson goal was set for you during the lesson? To answer, continue one of the sentences: Learn __________________________. Understand ____________________________. Train _____________________. To know ____________________________. 2. What tasks helped to achieve the goal of the lesson? 3. Continue one of the sentences: I learned __________ in class today. I can explain ____________ to someone else. I still need to work on _________. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
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Planning Effective techniques: 1) discussion ready plan solving a learning problem; 2) working with a deformed plan for solving an educational problem; 3) using a plan with missing or redundant items; 4) drawing up your own plan for solving the educational problem. 5) For first-graders who do not yet know how to read, a graphic lesson plan is possible. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
7 slide
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Diagnostics of the ability to draw up a work plan Basic level 1st grade Dad and Yura decided to grow a flower for mom by March 8th. Help dad and Yura draw up an action plan: number the pictures. grow prepare plant buy flower soil bulb pot Evaluation criteria: 1 point – coped with the task; 0 points – did not start implementation or made a mistake. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
8 slide
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Diagnostics of the ability to draw up a work plan Basic level 3rd grade Dunno flew to the moon. He wanted to leave his mark there. I put on a spacesuit and went for a walk on the lunar surface. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
Slide 9
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Evaluation criteria 1 point – chose the correct sequence of actions 0 points – did not start the task or completed it with an error © Lidiya Petrovna Fokina © Lidiya Petrovna Fokina
10 slide
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Diagnostics of the development features of search planning (methodology of A.Z. Zak) Purpose: identifying the formation of the action of search planning as the ability to develop a program of actions to achieve the goal. Age: primary education stage (9-11 years). © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
11 slide
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Diagnostics of control actions, grade 1 Our Taya is crying loudly: She dropped the ball in her speech. Hush, Tanechka, don’t get upset, the ball won’t drown in the river. 2nd grade The old swans bowed their proud necks before him. Adults and children crowded on the shore. Below them lay an icy desert. In response, I nodded to him. The sun reached the tops of the trees and hovered behind them. Weeds are tenacious and prolific. I had already fallen asleep when someone called out to me. There was a map of our city on the table. The plane is here to help people. I soon succeeded by car © Lidiya Petrovna Fokina © Lidiya Petrovna Fokina
12 slide
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Evaluation criteria The number of missed errors is counted. The researcher should pay attention to the quality of missed errors: omission of words in a sentence, letters in a word, substitution of letters, misspelling of a word with a preposition, semantic errors, etc. Levels of attention formation: 0-2 - the highest level of attention, 3-4 - average level attention, more than 5 - low level of attention. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
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Correction of activities a) Organization of mutual assistance; b) use of various reminders. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
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Rating On at this stage the following techniques are used: 1) the “magic ruler” technique; 2) color signals of self-esteem; 3) ladder of success; 4) interactive methods of self-assessment; 5) using a “trap task” to reflect on the learned method of action; 6) the technique of “comparing your actions and results with a model”; 7) “smart questions” technique © Lidiya Petrovna Fokina © Lidiya Petrovna Fokina
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Conditions for the formation and development of regulatory actions 1) Accustom the student to use the words in speech: in order to…(goal)…must…(action). 2) The child is given the task of evaluating the results of the activity. 3) Regularly discuss changes in learning activities with students based on a comparison of their previous and subsequent achievements. 4) Use color and graphic forms of self-assessment. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
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Conditions for the formation and development of regulatory actions 4) Use color and graphic forms of self-assessment. 5) Encourage children for activity, cognitive initiative, and any effort. 6)Use in educational process such forms of work as: -organization of mutual checking of assignments, -mutual assignments of groups, -discussion by participants of their methods of action; - filling out a reflective portfolio. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
18 slide
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An approximate methodological complex for diagnosing the level of formation of regulatory control systems 1st grade Start Final 2nd grade 3rd grade 4th grade Graphic dictation Methodology “Coding”, “Proofreading test” Test “Complex figure” (A. Rey), method “Pictogram” (A.R. Luria ) Attention test (P.Ya. Galperin and S.L. Kabelnitskaya) Methodology for diagnosing the level of formation of action (A.Z. Zak) “Pattern and rule” (A.L. Wenger, G.A. Tsukerman) “Diagnostics of meta-subject and personal results primary education" 1st grade (E.V. Buneev, A.A. Vakhrushev, etc.) "Diagnostics of meta-subject and personal results of primary education" 2nd grade (E.V. Buneev, A.A. Vakhrushev, etc.) "Diagnostics of meta-subject and personal results of primary education " 3rd grade (E.V. Buneev, A.A. Vakhrushev, etc.) "Diagnostics of meta-subject and personal results of primary education" 4th grade (E.V. Buneev, A.A. Vakhrushev, etc.) © Lidiya Petrovna Fokina © Fokina Lidia Petrovna
Slide 19
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List of methods for diagnosing regulatory UUDs Methodology "Corrective test" (letter version). Purpose: to determine the amount of attention (by the number of letters viewed) and its concentration - by the number of mistakes made. Example: © Lidiya Petrovna Fokina © Lidiya Petrovna Fokina
20 slide
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List of methods for diagnosing regulatory UUDs Methodology “Coding” © Lidiya Petrovna Fokina © Lidiya Petrovna Fokina
21 slides
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List of methods for diagnosing regulatory UUD Attention test (P. Ya. Galperin and S. L. Kabylnitskaya) Purpose: identifying the level of formation of attention and self-control. Age: primary education level (10.5 – 11 years). Form and situation of assessment: frontal written survey. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
22 slide
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List of methods for diagnosing regulatory UUD Laying out a pattern from cubes Purpose: identifying the development of regulatory actions when performing the task of laying out a pattern according to a pattern. Age: stage of pre-school education (6.5 – 7 years). Form: individual work. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
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List of methods for diagnosing regulatory UUDs Attention test (searching for differences in images) Purpose: identifying the ability to find differences in objects. Age: pre-school stage (6.5 – 7 years). Form and situation of assessment: individual work with the child. Two similar pictures with 5 differences are presented. The child is asked to find and show (name) the differences between the pictures. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
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List of methods for diagnosing regulatory UUDs Diagnostics of the development features of search planning (methodology of A.Z. Zak) Purpose: identifying the maturity of the action of search planning as the ability to develop a program for performing actions to achieve the goal. Age: primary education stage (9-11 years). © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna
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List of methods for diagnosing regulatory UUD Methodology for identifying the ability to accept and retain the task of reproducing a sample © Lidiya Petrovna Fokina © Lidiya Petrovna Fokina
Contingent of students Total number – 259: I level – 103 people, II level – 131 people, III level – 25 people. In total, children of 8 nationalities study at the school (11% of the total number): Russians, Tajiks, Azerbaijanis, Moldavians, Dagestanis and Tabasarans, Gypsies, Meskhetian Turks).
Indicators influencing the level of development of children's health status; performance in core subjects; level of speech development; degree of Russian language proficiency; the ability to listen and hear the teacher, ask questions; the desire to accept and solve a learning task; communication skills with peers; the ability to control one’s actions in the classroom.
Pedagogical technologies that provide effective development UUD Pedagogical technologies Priority types of formed UUD Educational subjects on the priority use of pedagogical technologies Technology of project-based learning Communicative Cognitive Regulatory Personal Technology Foreign (English) language Natural science subjects Physical Culture and the fundamentals of life safety Technology of problematic presentation of educational material Cognitive. Mathematics and computer science Natural science subjects Philology Life Safety Technology of research activities Cognitive. Regulatory Personal. Natural science subjects Philology Mathematics and computer science
Pedagogical technologies that ensure the effective development of educational instruction Pedagogical technologies Priority types of educational instruction being formed Educational subjects for the priority use of pedagogical technologies Communication and dialogue technologies Communicative Regulatory Philology Art Natural science subjects Technology for the development of critical thinking Cognitive Communicative Natural science subjects Philology Mathematics and computer science
Pedagogical technologies that ensure the effective development of UUD Pedagogical technologies Priority types of formed UUD Educational subjects on the priority use of pedagogical technologies Modular learning technology Cognitive Regulatory Chemistry Social scientific subjects Case - technology Cognitive Regulatory. Communicative Social and scientific subjects Educational game technology Communicative Regulatory Physical education
Forms of cooperation that allow the formation of UUD. Form of cooperation Main components of cooperation UUD Educational cooperation Distribution of initial actions and operations specified by the subject condition of joint work. Exchange of methods of action. Understanding. Communication. Planning common methods work. Reflection CUUD Joint activity Joint setting of work goals. Collaboratively determine how to get work done. Restructuring your own activities taking into account changing working conditions. Understanding and taking into account the position of other participants in the performance of work LUUD RUUD Multi-age cooperation Work from the position of a teacher in relation to another. Testing with subsequent analysis and generalization of means and methods of educational activities of ECUD
Forms of cooperation that allow the formation of UUD. Form of cooperation Main components of cooperation UUD Project activity (as a form of cooperation) Distribution of responsibilities. Rating your friend's answer. Following the rules of working in a group. Transition from the position of a student to a teacher of oneself. Development of individual styles of cooperation KUUD RUUD PUUD LUUD Discussion Formation of one's own point of view. Coordinating the points of view of others with the subsequent formulation of a conclusion. Formulating your own opinion with appropriate formatting in oral or written speech. Conducting a mental dialogue with the authors scientific texts(in a situation of written discussion) followed by obtaining information about views on the problems of LUUD RUUD CUUD PUUD
Forms of cooperation that allow the formation of UUD. Form of cooperation The main components of cooperation UUD Educational evidence (as a special way of organizing knowledge acquisition) Proposition of a thesis (statement). Providing arguments. Drawing conclusions (reasoning during which a new judgment is born) PUUD CUUD Reflection Setting a new task as a task with missing data. Analysis of the availability of ways and means to complete a task. Assessing your readiness to solve the problem. Independent search missing information. Independent invention of the missing method of action All types of UUD
Pedagogical diagnostics of the level of formation of UUD. Diagnostic tasks: 1) identifying the degree of formation of universal educational actions; 2) interpretation of the results of diagnostic sections (by year of study - 5, 6, 7, 8, 9 grade); 3) analysis of changes in diagnosed indicators. Diagnostics is carried out in stages.
Stages of pedagogical diagnostics Statement and study of the problem - clarification. Development of an action algorithm Formulation of hypotheses “result limitations” Selection of diagnostic tools Collection of material (information) Data processing (calculation, analysis) Interpretation, recommendations. Forecasting the results of diagnostic practice..
Psychological diagnostics of the degree of formation of UUD. assessment of maturity professional self-determination 5th grade - questionnaire DDO E.A. Klimova. 6th and 7th grades - “Map of Interests” methodology; 8th and 9th grades - “Professional orientation” questionnaire by L.N. Kabardova.
Psychological diagnostics of the degree of formation of UUD. assessment of the formation of self-awareness and personality traits using the method of “Socio-psychological adaptation” by R. Diamond and K. Rogers, which allows one to draw a conclusion about development. Additionally, you can use the Cattell test or the Schmisek questionnaire.
Psychological diagnostics of the degree of formation of UUD. formation of value-semantic attitudes 5th and 6th grades - method of “Assessing the level of development of moral consciousness” by J. Piaget 7-9 grades - method of “Assessing the level of development of moral consciousness” (L. Kohlberg’s dilemmas).
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