Diagnostics of the formation of cognitive UUD
Presentation is prepared by : Bulygina A., Valkanovskaya R., Kolotovkina A., Pasevin V., Smertina V., Yakimova M. .
Diagnostics of cognitive UUD
Diagnostics – special kind activities representing establishment and study of signs characterizing state And results learning process, allowing on this basis predict possible deviations , O limit ways to prevent them And adjust learning process
First level
Second level
(individual, personal) - implements teacher, class teacher
(intraschool) - implements school administration
Diagnostics has the ability to:
- Tracking development dynamics individual achievements;
- The teacher's understanding of each of the students ;
- Possibility of successful differentiation of learning;
- Definition zones of proximal development .
concept "universal learning activities"
In a broad sense term " universal learning activities" means learning ability, i.e. subject's 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 student providing independent assimilation of new knowledge, the formation of skills, including organization of this process.
1. Personal
2. Regulatory (including also 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 educational
brain teaser
- Independent selection 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 arbitrary construction of a speech statement in oral and written form;
- Analysis;
- Synthesis;
- Selection of grounds and criteria for comparison, seriation, classification of objects;
- Summing up under the concept, derivation of consequences;
- Establishment of causal relationships;
- Building a logical chain of reasoning;
- Proof;
- Hypotheses and their justification.
- Formulation of the problem;
- Independent creation of ways to solve problems of a creative and exploratory nature.
general educational
- Choice of the most effective ways problem solving;
- Reflection of methods and conditions of action, control and evaluation of the process and results of activities;
- Semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose;
- Extracting the necessary information;
- Definition 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 the general laws that define this subject area.
Criteria for assessing the formation of universal learning activities of students
conformity of properties of universal actions to predetermined requirements
compliance with age-psychological regulatory requirements
Age features of development cognitive universal learning activities in younger students
One of the most important cognitive universal actions is ability to solve problems or problems.
- Mastering the general technique of solving problems in primary school is based on the formation of l logical operations - skill analyze object, implement comparison, allocate common and different, exercise classification, seriation, logical animation ( logical multiplication), set analogies.
When teaching various subjects, they use learning tasks.
With their help, subject knowledge, skills and abilities.
General reception solutions tasks includes:
- knowledge of decision steps(process);
- knowledge of methods(methods) of solution;
- knowledge of task types;
- knowledge of the grounds choice of solution method;
- possession of subject knowledge:
- concepts; definitions of terms; rules; formulas; logical methods and operations.
- concepts;
- definitions of terms;
- rules;
- formulas;
- logical methods and operations.
For successful education in primary school, the following universal learning activities should be formed:
- coding/replacing (use of signs and symbols as conditional substitutes for real objects and objects);
- decoding/reading information ;
- ability to use visual models (schemes, drawings, plans) reflecting the spatial arrangement of objects or the relationship between objects or their parts for solving problems;
- ability to build diagrams, models and so on.
Modeling
Stages of training simulation:
- preliminary analysis task text;
- Text translation on sign-symbolic language , which can be carried out by material or graphic means;
- model building;
- working with the 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 own funds, which according to psychological research should become an independent subject of assimilation
Methodology "Construction of a numerical equivalent or one-to-one correspondence"
Target: identification of the formation of logical actions of establishing a one-to-one correspondence and preserving a discrete set
Assessed universal learning activities: logical universal actions.
Grading method : individual work with a child.
Task description : 7 red chips (or egg coasters) are lined up in one row (at a distance of 2 cm from each other).
Age: 6.5-7 years old.
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: revealing the child's ability to distinguish between objective and speech reality.
Task description: The teacher reads out a sentence and asks the child to say how many words are in the sentence and name them. 1101. Say how many words are in a sentence. 2. Say the first word, the second, etc. Suggested sentences: Masha and Yura went to the forest. Tanya and Petya are playing ball.
Evaluation method: individual conversation with the child.
Age: 6.5-7 years.
Technique "Coding" (11th subtest of the D. Veksler test in the version of A. Yu. Panasyuk
Target: identifying the child's ability to encode using symbols
Assessed universal learning activities : sign-symbolic actions - coding (substitution); regulatory action control.
Age: 6.5-7 years old.
Grading method: individual or group work with children.
Task description : the child is offered to carry out coding within 2 minutes, putting a conditional symbol in correspondence with a certain image.
Diagnostics of the universal action of the general method of solving problems
Evaluation criteria : the ability to highlight the semantic units of the text and establish relationships between them, create solution schemes, build a sequence of operations, correlate the result of the solution with the initial condition of the problem.
Target: revealing the formation of the general method of solving problems.
Task description : all tasks (depending on the age of the students) are offered for solving in an arithmetic (not algebraic) way. Records of the plan (progress) of the solution, calculations, graphical analysis of the condition are allowed. The student must tell how he solved the problem, prove that the answer received is correct.
Grading method: individual or group work of children.
Age : 6.5-10 years.
Methodology "Finding schemes for tasks"
Assessed universal learning activities : modeling, cognitive logical and sign-symbolic actions.
Target: determination of the student's ability to single out the type of problem and the way to solve it
Grading method : frontal survey or individual work with children.
Task description : The student is asked to find the appropriate diagram for each problem. In schemes
numbers are marked with letters .
Age : 7-9 years old.
Correction of cognitive UUD in grade 1. Exercise "Separate the circles."
Target: to teach the child to classify objects, to 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 "Flies - does not fly."
Internet resource : http://azps.ru/training
Target: development of switching attention, arbitrariness in performing movements.
Instruction: The leader names the items. If the object flies, the children raise their hands. If it does not fly, the children's hands are lowered. The leader can deliberately make mistakes, many guys will involuntarily raise their hands, by virtue of 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.
Instruction: Invite the child to name as many words as possible denoting a concept.
For example: "Name the words for trees (animals, vehicles, vegetables, fruits, etc.)"
How to form UUD?
How to assess the formation of UUD?
Development and evaluation of personal universal learning activities
IN sphere of personal universal educational activities will be formed: internal position student, adequate motivation learning activities, including educational and cognitive motives, orientation to moral norms and their implementation, the ability to moral decentration.
The graduate will have the opportunity to form
- internal position of the student at the level of a positive attitude towards educational institution understanding the need for learning, expressed in the predominance of educational and cognitive motives and the preference for a social way of assessing knowledge;
- pronounced sustainable educational and cognitive motivation of 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 of the formation of personal UUD
knowledge and self-determination
Levels of formation
medium low
venous-ethical orientation
a sense of the need for learning,
Forming your point of view
Preference for "school" type lessons over "preschool" type lessons;
Adequate meaningful representation of the school;
Preferring classroom group lessons over individual lessons at home,
Preference for a social way of assessing one's knowledge
education
positive attitude towards school;
Orientation to the meaningful moments of school reality and the model of a “good student”,
The school attracts extracurricular activities
Takes into account the feelings and emotions of the subject in violation of moral standards, sensitive to injustice,
Has a basic understanding of moral standards
negative attitudes towards school and schooling
The child wants to go to school, but while maintaining a preschool lifestyle.
focused on a moral standard (fair distribution, mutual assistance, truthfulness)
Partially takes into account the feelings and emotions of the subject in violation of moral standards,
Has a correct understanding of moral standards, but is not accurate and clear enough
interest in new things;
Formation of educational motives
- striving for high marks
misconceptions about moral standards,
Low level of empathy development
partially formed interest in the new;
Partially formed educational motives,
- Desire to get good grades
indifferent to school
The formation of educational motives is insufficient,
Monitoring the study of the readiness of first-graders to study at school 2011-2012 2012-2013
Personal UUDs are formed when:
- student learns to comprehend, to explain positive and negative assessments, including ambiguous actions, from the standpoint of universal and Russian civic values;
– student learns to explain to himself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results);
student learning to navigate in life values (in words) and act in accordance with them, being responsible for their actions (personal position, Russian and civil identity); respect other opinions, history and culture of other peoples and countries, not allow them to be insulted, ridiculed; to carry out good deeds that are useful to other people, to their country, including giving up some of their desires for their sake;
student learns to describe his act, including in ambiguously assessed situations; admit their bad deeds and voluntarily answer 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(conditional icons)
(to realize new knowledge)
(correct incorrect assumptions)
I knew it
This is completely new to me
(correct incorrect assumptions
(to induce further interest in the topic)
This is contrary to what I knew
I want to know more about it
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 act"
- Teacher observation
- Student self-assessment
Development and evaluation 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 methods of solving problems.
General educational universal actions:
- independent selection and formulation of a cognitive goal;
- search and selection of the necessary information; application of information retrieval methods;
- sign-symbolic modeling;
- the ability to consciously and voluntarily build a speech statement in oral and written form;
- selection of the most effective ways of solving problems depending on specific conditions;
- reflection of the methods and conditions of action, control and evaluation of the process and results of activities;
- statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.
Universal logical actions:
- Compare, analyze, classify, generalize, establish an analogy .
Sign-symbolic action-modelling. Modeling steps
verbal model
Sign-symbolic model
mental model
- word model
- Offer model
- Word composition
- "Sounds"
- The ability to "read" diagrams, correlate them with the text of the problem.
- Draw up tasks according to the schemes.
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 stage of reflection, you can invite the guys to make statements themselves and exchange them to assess their correctness.
Formation of cognitive UUD
List of methods for monitoring
- Test “Find a few differences?”
Purpose: to identify the level of development of the operation of logical thinking - analysis and comparison.
- Methodology "SPECIFICATION OF ESSENTIAL FEATURES"
Purpose: identifying the level of development of the operation of logical thinking - highlighting
essential features
- Teacher observation
- Student self-assessment
Development and evaluation of regulative universal learning activities
- In the field of regulatory universal learning 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 the educational goal and task, plan its implementation (including internally), control 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 points identified by the teacher in the new educational material
- set goals that allow you to solve educational and everyday problems;
- plan their 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 on the result;
- distinguish between the method and the result of an action;
- evaluate the correctness of the action according to external and internal criteria;
- make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the errors made;
- perform educational actions in a materialized, speech and mental form.
- exercise control over the result and the method of action; exercise actual control at the level of voluntary attention ;
TECHNOLOGICAL MAP OF FORMATION OF REGULATIVE UUD.
goal-setting - setting a learning task
Levels of formation
high medium low
control in the form of method comparison
action and its result with a given
standard
evaluation - selection and awareness
learning 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 regulates the entire process of implementation.
Determines the purpose of completing tasks in the lesson, in extracurricular activities,
The demand is only partially understood.
Willingly carries out the solution of a cognitive task,
The inability to solve a new practical problem explains the lack of adequate solutions
A high level of orientation to a given system of requirements, can consciously control their actions.
High levels of volume and concentration of attention.
Aware of the rule of control, but the simultaneous implementation of educational actions and control is difficult.
Mistakes are self-correcting.
Works exactly as expected.
Can evaluate the actions of other students.
Involved in work, quickly distracted or behaves chaotically.
Needs step-by-step supervision by 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 developed enough, which is due to the average level of development of arbitrariness.
Average indicators of volume and concentration of attention.
Diagnostics
teacher psychologist
Low levels of attention span and concentration.
Does not control learning activities, does not notice mistakes made.
Control is random and involuntary.
Can follow the pattern, but makes mistakes.
Can evaluate the completed task by parameters: easy to complete or difficult to complete.
Method "Drawing by points"
Failure to follow a pattern.
Low level of development of voluntary attention.
Cannot assess his strength in relation to the solution of the task.
Areas of work on the formation of regulatory UUD
- goal setting:
“I will name the topic, and you are the goal ...”, “Why know a new letter or sound?”
- planning
a picture plan, a verbal plan, a plan for solving a learning problem, creating problem situations.
- control and evaluation (standard),"Looking for bugs! ”, CONOP (quiz on a specific problem), “magic rulers”, sign assessment A, C, H, predictive score. signs: "+" - I know everything; "-" - Don't know; "?" - I doubt.
Formation of regulatory UUD
List of methods for monitoring
- Technique "Drawing by points"
Purpose: the level of orientation to a given system of requirements, can consciously control their actions
- Technique "Coding"
Purpose: to reveal the child's ability to encode using symbols.
Development and evaluation 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 implement 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 problem solving;
- argue your position and coordinate it;
- productively contribute to the resolution of conflicts on the basis of taking into account the interests and positions of all participants;
- ask questions necessary for organizing your own activities and cooperation with a partner;,
- exercise mutual control and provide necessary mutual assistance in cooperation;
- adequately use speech to plan and regulate their activities;
- work in groups, pairs, story games
- group work "Carousel"
- reception "Zigzag"
- 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 story;
- the student compares, proves, argues,
- composes a task for a partner;
- makes a review of the work of a friend;
- participates in interactive listening;
- formulation of questions for feedback;
- “prepare a story...”, “describe verbally...”, “explain...”
Differences in the ability to interact with peers
Technological map of the formation of communicative UUD in elementary school
Normative
UUD indicator
Communication as cooperation
Answer questions from teachers and classmates.
Participate in dialogue in class and outside of class.
Work in pairs.
Communication as interaction
Levels of formation
medium low
Follow the simple rules speech etiquette: say hello, say goodbye, thank you.
Understand the speech of another person.
Communication as internalization
answers all questions.
Consciously seeks cooperation.
Listen to 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 other people's speech
Silent or aggressive.
Does not understand the speech of another person.
Methodology "Pattern under dictation"
Formation of communicative UUD
List of methods for monitoring
- Teacher observation
- Student self-assessment
- "Pattern from dictation" Assessed UUD: the ability to identify and display in speech the essential guidelines for action, as well as to convey (inform) them to a partner, planning and regulating the function of speech
- Mission "Mittens" (G.A. Zuckerman) Assessed UUD: communicative actions to coordinate efforts in the process of organizing and implementing cooperation (cooperation)
Project activity develops All universal educational actions
Sasha Goryachev
List of individual achievements in the Russian language
Skills
Start
I can distinguish: sounds and letters
1 quarter
vowels and consonants
2 quarter
hard and soft consonants
3 quarter
voiceless and voiced consonants
4 quarter
word and sentence
I can make a word model
I can copy printed text and written
I know the alphabet
I can divide words for transfer
I know how to put stress in the word stress
I can write transcription of words
I know how to ask questions to words that call:
items
action
I find the 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 - cha, chu - shu
draw up an offer
unchecked letters in words (grade 1 vocabulary words)
Capital letter in proper nouns
competently write down separate words under the dictation of the teacher and independently, (where the spelling and spelling coincide)
Number of points
Level
Sheet individual achievements in reading technique
List of individual achievements in working with information
Standard requirements
1 class
- I use different types of reading: continuous;
Total of the year
Frontier
selective;
3rd grade
Total of the year
by roles;
- I use the reference apparatus of the textbook;
Frontier
4th grade
Total of the year
- I can make my own:
Frontier
simple plan;
Total of the year
- I distinguish the main elements of the book;
- I give an assessment to what I heard or read;
- I can find the necessary information in the text;
- I can reproduce the content of what I have read or heard;
- I know how to work with a dictionary and other reference literature;
- I know how to navigate the catalog card;
- I can independently choose and read children's books, periodicals.
Date of observation ______________ Grade 1. List of observations for the formation of regulatory UUD
(only positive results are presented)
Item: __________________________________________
Scheme for fixing the results of observation:
№ P / P
Full name of students
1st class
The ability to learn to determine the purpose of the activity in the lesson with the help of a teacher
Tishchenko Dmitry
Prog skill
draw the sequence of actions in the lesson
Demyanenko Tatiana
Ability to learn sayings
submit your proposal (version)
Petrova Alina
GENERALIZED OUTPUT by class
Work skill
thief by proposed
plan
Ability to give emotion
assessment of class activities in the lesson
The ability to distinguish between a correctly completed task and an incorrect one
CONCLUSIONS
for each student
Mathematics
Communicative
Regulatory
Cognitive UUD
Personal
Write down the most difficult equations and practice solving them with your desk mate.
Find a scheme that matches the condition of this problem, and complete the solution.
93*3+93*7=
What law allows you to find the value of an expression in a rational way?
Decide which expressions are easy for you to solve and complete them orally.
Personal
Regulatory
Cognitive UUD
Communicative
Masha singled out some endings in words, Alyosha - others. And what do you think? Whose opinion do you agree with?
Match objects and sound models of words.
In Russian, there are two words - 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 on individual slides:
1 slide
Description of the slide:
Diagnostics of Regulatory Universal Learning Actions
2 slide
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The function of regulatory UUD is the organization by students of their activities (including educational) © Fokina Lidia Petrovna
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REGULATORY UUD provide students with the organization of their educational activities Regulatory UUD Goal setting Planning Evaluation Prediction Correction Control Volitional self-regulation © Fokina Lidia Petrovna
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Techniques for the formation of goal-setting skills 1. Formation of a goal with the help of supporting verbs; 2. Work on the concept; 3. Leading dialogue; 4. Creation of problem situations. © Fokina Lidia Petrovna
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Diagnostics of goal-setting skills 1. What was the goal of the lesson for you at 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 __________ today in class. I can explain to another ____________. I still need to work on _________. © Fokina Lidia Petrovna © Fokina Lidia Petrovna
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Planning Effective techniques: 1) discussion ready plan solving a learning problem; 2) work with a deformed plan for solving a learning problem; 3) using a plan with missing or excess items; 4) drawing up your own plan for solving the educational problem. 5) For first-graders who are not yet able to read, a graphic lesson plan is possible. © Fokina Lidia Petrovna © Fokina Lidia Petrovna
7 slide
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Diagnosis of the ability to draw up a work plan Basic level Grade 1 Dad and Yura decided to grow a flower for mom by March 8th. Help dad and Yura make a plan of action: number the pictures. grow, cook, plant, buy flower, ground, bulb, pot Evaluation criteria: 1 point – coped with the task; 0 points - did not start execution or made a mistake. © Fokina Lidia Petrovna © Fokina Lidia Petrovna
8 slide
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Diagnosis of the ability to draw up a work plan Basic level Grade 3 Dunno flew to the moon. He wanted to leave his mark there. He put on a spacesuit and went out for a walk on the lunar surface. © Fokina Lidia Petrovna © Fokina Lidia Petrovna
9 slide
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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 © Fokina Lidia Petrovna © Fokina Lidia Petrovna
10 slide
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Diagnostics of the features of the development of search planning (method of A.Z. Zak) Purpose: to identify the formation of the action of search planning as the ability to develop a program for the implementation of actions to achieve the goal. Age: elementary education level (9-11 years). © Fokina Lidia Petrovna © Fokina Lidia Petrovna
11 slide
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Diagnosis of the control action Grade 1 Our Taya is crying loudly: She crushed the ball into speech. Tighter, Tanechka, don't mess up, The ball won't sink in the river. Grade 2 Old swans bowed their proud necks before him. Adults and children crowded on the shore. Below them was an icy desert. In response, I nodded to him. The sun had reached the tops of the trees and was hiding behind them. Weeds are hardy and prolific. I was already asleep when someone called to me. There was a map of our city on the table. The plane is here to help people. Soon I succeeded by car © Fokina Lidia Petrovna © Fokina Lidia Petrovna
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, continuous spelling of a word with a preposition, semantic errors, etc. Levels of attention formation: 0-2 - the highest level of attention, 3-4 - the average level attention, more than 5 - low level of attention. © Fokina Lidia Petrovna © Fokina Lidia Petrovna
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Correction of activities a) Organization of mutual assistance; b) the use of various memos. © Fokina Lidia Petrovna © Fokina Lidia Petrovna
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Grade On this stage techniques are used: 1) reception "magic rulers"; 2) color signals of self-esteem; 3) ladder of success; 4) interactive methods of self-assessment; 5) the reception of the "task - trap" for the reflection of the learned mode of action; 6) the method of "comparing one's actions and results with a model"; 7) reception "smart questions" © Fokina Lidia Petrovna © Fokina Lidia Petrovna
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Conditions for the formation and development of regulatory actions 1) Teach the student to use words in speech: in order to ... (goal) ... it is necessary ... (action). 2) The child is given the task of evaluating the results of activities. 3) Regularly discuss changes in educational activities with students based on a comparison of his previous and subsequent achievements. 4) Use color and graphic self-assessment forms. © Fokina Lidia Petrovna © Fokina Lidia Petrovna
17 slide
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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, any efforts. 6)Use in educational process such forms of work as: - organization of mutual verification of tasks, - mutual tasks of groups, - discussion by participants of the methods of their action; - filling out a reflective portfolio. © Fokina Lidia Petrovna © Fokina Lidia Petrovna
18 slide
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Approximate methodological complex for diagnosing the level of formation of regulatory UUD Grade 1 Starting Final Grade 2 Grade 3 Grade 4 Graphic dictation Method "Coding", "Correction test" Test "Complex figure" (A. Rey), method "Pictogram" (A.R. Luria ) Attention test (P.Ya. Galperin and S.L. Kabelnitskaya) Method for diagnosing the level of formation of an action (A.Z. Zak) "Sample and rule" (A.L. Wenger, G.A. Zuckerman) "Diagnostics of metasubject and personal results primary education"Grade 1 (E.V. Buneev, A.A. Vakhrushev and others) "Diagnostics of subject and personal results of primary education" Grade 2 (E.V. Buneev, A.A. Vakhrushev and others) "Diagnostics of meta-subject and personal results of primary education "Grade 3 (E.V. Buneev, A.A. Vakhrushev and others) "Diagnostics of the subject and personal results of primary education" Grade 4 (E.V. Buneev, A.A. Vakhrushev and others) © Fokina Lidia Petrovna © Fokina Lidia Petrovna
19 slide
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List of techniques for diagnosing regulatory UUD Methodology "Correction 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: © Fokina Lidia Petrovna © Fokina Lidia Petrovna
20 slide
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List of methods for diagnosing regulative UUD Method "Coding" © Fokina Lidia P. © Fokina Lidia P.
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List of techniques for diagnosing regulatory UUD Attention test (P. Ya. Galperin and S. L. Kabylnitskaya) Purpose: to identify the level of formation of attention and self-control. Age: primary education level (10.5 – 11 years old). Form and situation of assessment: frontal written survey. © Fokina Lidia Petrovna © Fokina Lidia Petrovna
22 slide
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List of techniques for diagnosing regulatory UUD Laying out a pattern from cubes Purpose: to identify the development of regulatory actions when performing the task of laying out a pattern according to a sample. Age: pre-school education level (6.5 - 7 years). Form: individual work. © Fokina Lidia Petrovna © Fokina Lidia Petrovna
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List of techniques for diagnosing regulatory UUD Attention test (searching for differences in images) Purpose: to identify the ability to find differences in objects. Age: preschool stage (6.5 - 7 years). Form and situation of assessment: individual work with a child. Two similar pictures with 5 differences are presented. The child is asked to find and show (name) the differences between the pictures. © Fokina Lidia Petrovna © Fokina Lidia Petrovna
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List of methods for diagnosing regulatory UUD Diagnostics of the features of the development of search planning (method of A.Z. Zak) Purpose: to identify the formation of the action of search planning as the ability to develop a program for the implementation of actions to achieve the goal. Age: elementary education level (9-11 years). © Fokina Lidia Petrovna © Fokina Lidia Petrovna
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List of methods for diagnosing regulatory UUD Methods for identifying the ability to accept and maintain the task of reproducing a sample © Fokina Lidia Petrovna © Fokina Lidia Petrovna
The contingent of students Total number - 259: Stage I - 103 people, Stage II - 131 people, Stage III - 25 people. In total, children of 8 nationalities (11% of the total number) study at the school: Russians, Tajiks, Azerbaijanis, Moldovans, Dagestanis and Tabasarans, Gypsies, Meskhetian Turks).
Indicators affecting the level of formation of UUD children's health status; performance in core subjects; level of development of speech; degree of proficiency in Russian; the ability to listen and hear the teacher, ask questions; the desire to accept and solve a learning problem; communication skills with peers; the ability to control their actions in the classroom.
Pedagogical technologies providing effective development UUD Pedagogical technologies Priority types of formed UUD Educational subjects on the priority use of pedagogical technologies Project-based learning technology Communicative Cognitive Regulatory Personal Technology Foreign (English) language Natural science subjects Physical Culture and basics of life safety Technology of problematic presentation of educational material Cognitive. Mathematics and computer science Natural science subjects Philology of life safety Technology of research activities Cognitive. Regulatory Personality. 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 Communicative and interactive technologies Communicative Regulatory Philology Art Natural science subjects Technology for the development of critical thinking Cognitive Communicative Natural science subjects Philology Mathematics and Informatics
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 science subjects Case - technology Cognitive Regulatory. Communicative Social science subjects Educational game technology Communicative Regulatory Physical culture
Forms of cooperation that allow the formation of UUD. Form of cooperation The main components of cooperation UUD Educational cooperation Distribution of initial actions and operations, given by the subject condition of joint work. Exchange of methods of action. Understanding. Communication. Planning common ways work. Reflection KUUD Joint activities Joint setting of work goals. Shared definition of how to get the job done. Reorganization of own activity taking into account the changing working conditions. Understanding and taking into account the position of other participants in the performance of work LUUD RUUD Collaboration of different ages Work from the position of a teacher in relation to another. Approbation with subsequent analysis and generalization of means and methods of educational activities of the KUUD
Forms of cooperation that allow the formation of UUD. Form of cooperation The main components of cooperation UUD Project activity (as a form of cooperation) Distribution of responsibilities. Evaluation of a friend's answer. Follow the rules of the group. Transition from the position of the learner to the teaching self. Development of individual styles of cooperation KUUD RUOD PUUD LUUD Discussion Formation of one's own point of view. Coordination of the points of view of others with the subsequent formulation of the conclusion. Formulation of one's own opinion with the appropriate design in oral or written speech. Conducting a mental dialogue with the authors scientific texts(in a situation of written discussion) with the subsequent receipt of information about the views on the problems of LUUD RUUD KUUD PUUD
Forms of cooperation that allow the formation of UUD. Form of cooperation The main components of cooperation UUD Educational proof (as a special way of organizing the assimilation of knowledge) Proposing a thesis (statement). Providing arguments. Conclusion of conclusions (reasoning, during which a new judgment is born) PUUD KUUD Reflection Statement of a new problem as a problem with missing data. Analysis of the availability of ways and means to complete the task. Assessing your readiness to solve a problem. Independent search for missing information. Independent invention of the missing mode of action All types of UUD
Pedagogical diagnostics of the level of UUD formation. Tasks of diagnostics: 1) identification of the degree of formation of universal educational activities; 2) interpretation of the results of diagnostic sections (by year of study - 5th, 6th, 7th, 8th, 9th 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 algorithm of actions Formulation of hypotheses of "restriction of the result" 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 UUD formation. formation assessment professional self-determination Grade 5 - questionnaire DDO E.A. Klimov. 6th and 7th grades - methodology "Map of interests" 8th and 9th grades - questionnaire "Professional orientation" Kabardova L.N.
Psychological diagnostics of the degree of UUD formation. assessment of the formation of self-consciousness and personality traits, the method of "Socio-psychological adaptation" by R. Diamond and K. Rogers, which allows us to draw a conclusion about development. Additionally, you can use the Cattell test or the Schmishek questionnaire.
Psychological diagnostics of the degree of UUD formation. the formation of value-semantic attitudes Grades 5 and 6 - the method of "Evaluation of the level of development of moral consciousness" by J. Piaget Grades 7-9 - the method of "Evaluation of the level of development of moral consciousness" (L. Kohlberg's dilemmas).
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