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And methodological recommendations addressed to primary school teachers described the program of pedagogical diagnosis and assessment of the child's startup readiness to successfully learning in elementary school. The diagnosis is carried out in the third and fourth week of learning children at school. Her goal is to determine the level of readiness of each child to master the curriculum and the achievement of educational results in accordance with GEF NOO.
Methodical recommendations contain a detailed description of the diagnostic procedure, evaluation and analysis of its results. The manual may be useful to educators using various UMCs, as well as school psychologists and parents.
The ability to establish a relationship type "Rhodes" between concepts.
Task Characteristic: In the working notebook (p. 9 of the working notebook), five items are drawn and five suitcases. Four suitcases have names, one is not named. It is necessary to "decompose" objects according to the corresponding suitcases. Children also need to understand which item can be put in a suitcase without a name, and to draw another such subject in it. In order for pupils who do not know how to read, the suitcases are painted in different colors. The teacher calls the color and name of the suitcase.
Teacher's word: "Look at the drawing. Objects are drawn in the center. And around them - multicolored suitcases. Some suitcases have names. Spread objects to suitcases suitable for them. To do this, spend the arrow from the subject to the desired suitcase.
Which of the items drawn in the center, do you put in an orange suitcase "Technique"? Spend an arrow from the subject to the desired suitcase.
Which of the items drawn in the center, do you put in a green suitcase "Clothing"? Spend an arrow from the subject to the suitcase.
TABLE OF CONTENTS
Introduction
General characteristics of pedagogical diagnostics of startup readiness
Pedagogical diagnostics of startup readiness
Structure of diagnostic notebook
Diagnosis
Diagnostic tasks, recommendations for their conduct and evaluation
Processing and presentation data diagnostics
Diagnostic data on a particular child Diagnostic data on class
Qualitative assessment and use of diagnostic data in the work of the teacher
Evaluation of the level of formed specific skills Evaluation of the level of instrumental readiness of each child and class as a whole
Evaluation of the level of personality readiness of each child and class as a whole
Evaluation of the general level of starting readiness of each child and class as a whole
Conclusion
Application.
Publication date: 07/29/2013 06:37 UTC
- Learning to learn and act, grade 3, Methodical recommendations for working Tetradi, Bityanova M.R., Merkulova T.V., Teplitskaya A.G., Bivalova T.V., 2014
- Learning to learn and act, grade 2, Methodical recommendations for working Tetradi, Bityanova M.R., Merkulova T.V., Teplitskaya A.G., Bivalova T.V., 2013
- Methodical recommendations, monitoring of meta-concrete universal educational actions, Bityanova M.R., Merkulova T.V., Teplitskaya A.G., Beglova T.V.
- Methodical recommendations for working notebook Learn to learn and act, Bityanova M.R., Merkulova T.V., Teplitskaya A.G., 2012
School starts Diagnostics of startup readiness for successful education in elementary school Learn to learn and act monitoring metaphered universal training Action Authors: T. V. Blobova, M. R. Bityanova, T. V. Merkulova, A. G. Teplitskaya
School Start Successful Start For Each Child Training Methodical Set "School Start": Pedagogical Diagnostics of Homepage Preparedness for Successful Training in Primary School
School start Workbook Methodical recommendations Authors of the kit: T. V. Besglova, M. R. Bityanova, T. V. Merkulova, A. G. Teplitskaya Ed. to. psychol. n. M. R. Bityanova (Center for psychological support of education "Psi Psi", Moscow)
School start school years is a long-way person to know, understanding peace and society. To myself. The road is complex, requiring the desire and effort from the one who goes on it. As well as understanding and professionalism from the one who leads and accompanies. In this way, every step is significant. Especially - the first steps. Our diagnostic program allows an adult to arrange the right landmarks on the starting area of \u200b\u200beducation
School start "School Start" This is a fundamentally new approach to pedagogical diagnosis and the organization of the teacher of the first weeks and months of children in school. It allows you to: - Get reliable information about whether the child is ready to successfully learn; - create a basis for the development of universal training actions; - provide an emotionally comfortable educational environment for each child; - Pick up pedagogical methods and techniques, taking into account the level of readiness and plan individual work with children
The uniqueness of the diagnosis of the psychological examination of class 1 textbooks allowed the authors of the UMC to identify a basic set of skills that it is important to develop the child from the very first days of study. These skills: - provide an understanding of the material of the textbook and instructions of the teacher, - allow you to engage in the training dialogue in the lesson, help organize activities in the lesson and other - timely diagnosis of such skills allows the teacher to "set up" the learning process on the individual level of readiness of each student and class in Overall. - From the first days of study, comfortable conditions are created to achieve educational results corresponding to GEF NOO.
The uniqueness of the diagnosis of everything allocated 17 skills. They are grouped into the "Observation" blocks, "Thinking abilities", "control skills", "Communicative skills" and "Personal readiness": Observation Personal readiness School start Communicative skills Thinking abilities Control skills
The uniqueness of the diagnosis in the Methodological manual for the teacher is given by the detailed characteristics of each skill according to the following scheme: Meta-remote skills in which learning situations require examples of learning tasks
How the diagnosis is arranged every child works in his personal working notebook. Special diagnostic exercises make it possible to identify those skills that help children cope with learning tasks at the beginning of grade 1. The tasks are built on the basis of color drawings, which facilitates their perception by a child.
How to diagnose pedagogical diagnostics of startup readiness is carried out on the 3-week week of training of the first grader. All exercises are performed under the guidance of the teacher. Methodical recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the task, instruction, execution time, tips, what to do in certain unforeseen situations, how to respond to children's questions, etc. "Methodical recommendations. Pedagogical diagnostics of startup readiness for successful training in elementary school ", p. 27
Treatment of diagnostic results We have tried to simplify the procedure for processing diagnostic results. All data are recorded in 2 summary tables, which further allows them to use them for high-quality pedagogical analysis.
What gives the teacher the diagnosis of "School Start" is an opportunity for a teacher to understand the causes of success and failures of his students and from the first days consciously and purposefully work on the formation of universal training actions. Data obtained as a result of diagnostics can enter the portfolio of each child.
School start: What's next? Successful start - good start training at school! The results of starting diagnostics will help the teacher to build work in the first months of training, and then the guidelines for work will be the monitoring data of meta-delta educational results. Learning to learn and act a program for monitoring meta-delta educational results for 1 and 2 classes
Learning to learn and act a training and methodical kit "Learning to learn and act" is a program for monitoring the development of universal educational actions of students of 1 - 4 classes. The program implements a comprehensive psychological and pedagogical approach to tracking and evaluating the process of developing a child from the first weeks of its training in elementary school and until the end of the 4th grade authors of the kit: T. V. Blobova, M. R. Bityanova, T. V. Merkulova, and . G. Teplitskaya ed. to. psychol. n. M. R. Bityanova (Center for Psychological Accompanying Education "Psi Psi", Moscow), to. N. Yakovleva S. G. (Federal Scientific and Methodical Center. L. V. Zankova)
Learning to learn and act diagnostic activities allow the teacher to identify the formation of the most important URU at every stage of training and identify a pedagogical strategy to achieve every child of meta-delta educational results in accordance with GEF NOO
Learning to learn and act the kit opens unique opportunities for the individualization of the learning process and achieve a high educational result by each child on the basis of a systemic, comprehensive study of its promotion on the educational trajectory. The beginning of the system diagnostic work of the teacher is the School Start program, then the annual tracking of the Wood formation process is carried out on the basis of a single "line" of indicators. A set for grade 1 includes a notebook for students with diagnostic tasks "Learn to learn and act" and a methodological manual for a teacher
What gives the teacher to work with a notebook "learn to learn and act" in the first class teacher gets the opportunity to explore the formation level of 8 of the most important universal training actions. Their assessment is made at the base level, since children are only at the very beginning of the school journey. When developing diagnostic tasks, the features and skills of reading first-graders, the rate of processing them of educational information, the ability to work with the instructions independently, which are still still formed are taken into account. In the second grade, eight more universal training actions will be added to these 8 universal learning actions. And in the third and fourth there will be more than 30th!
Learning to learn and act age features of grade 1 students are taken into account and in the form of diagnostic tasks: this is a story-tale, participating in which children help students of forest school, animals, and their teacher, Racot Enotovich. All tasks (2 options) Children perform in the individual workbook "Learning to learn and act" 1 Option 2 Variant of notebook- "Calling"
Learning to learn and act each option is 16 diagnostic modules that have the same structure: - Introduction - sample, - three diagnostic tasks (A, B, B) - and an additional task marked with a icon
Learning to learn and act the number of the diagnostic module Introduction - History from the Forest School Sample Task B - the choice of the consequence of the proposed list of task A - Performance according to the designation of the task in - the definition of the correct union, indicating the causal relationship Additional task (performed at the request of the child)
Learning to learn and act an educational and methodical kit "Learning to learn and act" allows you to systematically, professionally and comprehensively study and correct the effectiveness and quality of education of each child, which is not only the requirements of the L. V. Zankov system, but also GEF NOO
How to learn to diagnose - a methodological manual gives comprehensive information on conducting and processing diagnostic data. - You can take training on a one-day seminar, which is carried out by the Center for Psychological Support of Education "Psi Psi" and the Federal Scientific and Methodical Center. L. V. Zankova. - Information about seminars can be obtained on www sites. Tochkapsy. RU and www. Zankov. Ru
"School start" is a fundamentally new approach to pedagogical diagnosis and the organization by the teacher of the first weeks and months of learning children in school.
It allows:
Get reliable information about whether the child is ready to successfully learn;
Create a basis for the development of universal training actions;
Provide an emotionally comfortable educational environment for each child;
Pick up pedagogical methods and techniques, taking into account the level of readiness and plan individual work with children.
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"School Start": Diagnostics of readiness for training and other professional pedagogue steps
Pedagogical diagnostics of startup readiness for successful education in elementary school
School years is a long-way person to know, understanding peace and society.
To myself.
The road is complex, requiring the desire and effort from the one who goes on it. As well as understanding and professionalism from the one who leads and accompanies.
In this way, every step is significant. Especially - the first steps.
Our diagnostic program allows an adult to arrange the right guidelines on the starting area of \u200b\u200beducation.
"School start" is a fundamentally new approach to pedagogical diagnosis and the organization by the teacher of the first weeks and months of learning children in school.
It allows:
Get reliable information about whether the child is ready to successfully learn;
Create a basis for the development of universal training actions;
Provide an emotionally comfortable educational environment for each child;
Pick up pedagogical methods and techniques, taking into account the level of readiness and plan individual work with children.
Uniqueness of diagnosis
The psychological examination of class textbooks 1 allowed the authors of the UMC to identify a basic set of skills that it is important to develop the child from the very first days of study. These skills:
Provide an understanding of the material of the textbook and instructions of the teacher,
Allow you to engage in the training dialogue in the lesson,
Help to organize activities in the lesson and others.
Timely diagnosis of such skills allows the teacher to "set up" the educational process on the individual level of readiness of each student and the class as a whole.
From the first days of study, comfortable conditions are created to achieve educational results corresponding to GEF NOO.
Total allocated 17 skills. They are grouped into the "Observation" blocks, "mental abilities", "control skills", "Communicative skills" and "Personal readiness":
In a manual for a teacher, detailed characteristics are given.eVERY skills according to the following scheme:
We allocated 17 skills belonging to the structure of pedagogical readiness:
OBSERVATION:The ability of the child
- separate individual parts from the flow of information based on the task.
- perceiving familiar object as a whole under conditions of fragmentary presentation.
- to see essential features (concepts) in the image of a perceived object.
- adhere to the specified sequence during the observation process.
- repeat on the visual image to hold in the memory of educational information.
Thinking abilities:The ability of the child
- establish relationship type "Rhodes" between concepts.
- installing logical connections like "cause-consequence" between phenomena.
- set the quantitative relationship type "greater is less" between objects and phenomena.
- select objects from a variety of others and combine them in accordance with the task. Operate the same information using the image, words, schemes and signs when solving a learning task.
- find regularity in the information studied.
- analyze objects and detect significant signs of concepts.
Control (correctional) skills:
- recall the result with the sample and establish inconsistencies.
- follow instructions when performing training actions
Communicative abilities:
- use the speech of an adult as a source of information when solving a learning task.
Personal component:
16) The child's motivational readiness to solve the learning tasks of a high level of complexity.
17) Positive emotional and value attitude to educational activities
The main procedure that we offer to determine the level of pedagogical readiness of the child is a written diagnostic task. For each indicator, its task is developed, together they constitute an individual diagnostic notebook in which the student works.
How diagnostic is arranged
Each child works in his personal workbook.
Special diagnostic exercises make it possible to identify those skills that help children cope with learning tasks at the beginning of grade 1.
The tasks are built on the basis of color drawings, which facilitates their perception by the child.
How diagnostics is carried out
Pedagogical diagnostics of startup readiness is carried out on the 3-4 week of training of the first grader.
All exercises are performed under the guidance of the teacher. Methodical recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the task, instruction, execution time, tips, what to do in certain unforeseen situations, how to respond to children's questions, etc.
Processing diagnostic results
We tried to simplify the procedure for processing diagnostic results. All data are recorded in 2 summary tables, which further allows them to be used for high-quality pedagogical analysis.
What does the teacher diagnose
"School start" is an opportunity for a teacher to understand the reasons for the success and failures of his students and from the first days consciously and purposefully work on the formation of universal training actions.
Data obtained as a result of diagnostics can enter the portfolio of each child
How to learn to conduct diagnostics
The methodological manual provides comprehensive information on conducting and processing diagnostic data.
You can take training on a one-day seminar, which is carried out by the Center for Psychological Support of Education "Psi Psi" and the Federal Scientific and Methodological Center. L.V. Zankov.
Information about seminars can be obtained on sites.
www.tochkapsy.ru. and www.zankov.ru.
Successful start - good start training at school!
The results of starting diagnostics will help the teacher to build work in the first months of training, and then the guidelines for work will be the monitoring data of meta-delta educational results. Monitoring is also built on the system of special diagnostic tasks and is carried out in February-March of each year of study in elementary school.
Currently, a program for monitoring meta-delta educational results for 1 and 2 classes is preparing for the publication.
The Federal State Educational Standard of Primary General Education gives a qualitatively new idea of \u200b\u200bthe content of primary education. The teacher's professional life includes the concept of "universal learning actions" - a key term for understanding modern requirements for the effectiveness of the educational process that makes up from the complex of indicators. Possession of students to the basis of the ability to learn, operate in one way or another way of solving problems, cooperate; value attitude to their own health; Civil and ethnic self-identification - all this becomes the object of targeted work of the teacher to form a child's personality and, as a result, the object of measurement and evaluation of its achievements.
Educational and Methodical Kit"Learning to learn and act" is a system of monitoring meta-subhead and is a continuationUMK "School Start" (Pedagogical diagnostics of starting readiness for successful education in elementary school).
Diagnostic measures allow the teacher to identify the formation of the most important URU at each stage of training and determine the pedagogical strategy to achieve each child of meta-delicent educational results in accordance with GEF NOO.
The program opens up unique opportunities for the individualization of the learning process and achieve each child of a high educational result on the basis of a systematic, comprehensive study of its promotion through the educational trajectory.
This program is only the beginning of the diagnostic work system of the teacher. Without systematic tracking of the quality of work in the conditions of introducing new educational standards, the teacher cannot do. Universal training actions are formed throughout all the 4 years of study, formulate in stages and at each stage of their development need attention from the teacher. Currently, the monitoring program for monitoring of meta-service universal training actions for 1 and 2 classes is being developed. Already in the middle of the future academic year, this monitoring will be needed to all teachers, training first-graders for federal educational standards of a new generation.
What benefits to use for diagnostics?
In CMD "School Start" includes:
Workbook for first-graders(Authors Beglova T.V., Bityanova M.R., Teplitskaya A.G.)
What benefits to use for
monitoring the development of Wood students?
In CMD "Learning to study and act" include:
- Workbook for grade 1 (authors T.V. Merkulova, A.G. Teplitskaya, T.V. Beglova);
- Methodical recommendations for working notebook for grade 1 (authors M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya);
- Workbook for grade 2, in 2 parts (authors of T.V. Merkulova, A.G. Teplitskaya, T.V. Besselova);
- Methodical recommendations for working notebook for grade 2 (authors M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya, T.V. Beglova).Slide 2.
Educational - Methodical Kit "School Start": Pedagogical diagnostics of starting readiness for successful education in elementary school
Appointment of this program: Get reliable information about whether the child is ready to successfully learn; Create a basis for the development of universal training actions; provide an emotionally comfortable educational environment for each child; Pick up pedagogical methods and techniques, taking into account the level of readiness and plan individual work with children.
The appointment of this program is to obtain reliable information on the readiness of the child to successfully learn and go on a qualitative educational result of grade 1. In the future, this information can be used by the teacher in order to: provide an emotionally comfortable educational environment for each child by planning the pace of passage and the level of complexity of the program to create psychological and pedagogical prerequisites for the development of universal educational actions and, accordingly, access to high-quality meta-and-personal and personal Educational results carry out the correction of forms and methods of training in the class as a whole, taking into account the level of readiness for certain blocks of skills to plan an individual pedagogical work with children if necessary, to obtain advice on children's education in profile specialists (psychologists, defectologists)
The uniqueness of the diagnosis The basic skills of the first grader: - ensure an understanding of the material of the textbook and instructions of the teacher, - allow you to engage in the training dialogue in the lesson, - help organize activities in the lesson, etc.
17 skills grouped in 5 blocks
How is diagnostics?
How is diagnostics? On the 3-4 week of training of the first grader, all exercises are performed under the guidance of the teacher daily, at the beginning of 2 and 3 lessons within 5 - 10 minutes or allocate several special diagnostic lessons from Tuesday to Thursday
Processing diagnostic results
Training - Methodical Kit "Learning to Learn and Act": a program for monitoring the development of universal educational actions
What benefits to use for diagnostics? In CMD "School Start" includes: - Workbook for first-graders (authors Beggov T.V., Bityanova M.R., Teplitskaya A.G.) - Methodical recommendations for it (the authors of Beggov T.V., Bityanova M.R ., Merkulova T.V., Teplitskaya A.G.).
What benefits to use for diagnostics? What allowances to use students to monitor the development of student Wood? In CMD "Learning to learn and act" include: - Workbook for grade 1 (authors T.V. Merkulova, A.G. Teplitskaya, T.V. Bershova); - Methodical recommendations for working notebook for grade 1 (authors M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya); - Workbook for grade 2, in 2 parts (authors of T.V. Merkulova, A.G. Teplitskaya, T.V. Besselova); - Methodical recommendations for working notebook for grade 2 (authors M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya, T.V. Beglova). - Workbook for grade 3, in 2 parts (authors T.V. Merkulova, A.G. Teplitskaya, M.R. Bityanova, T.V. Besselova); - Methodical recommendations for working notebooks for grade 3 (Authors M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya, T.V. Beglova) Detailed abstract to allowances for grade 1, for grade 2.
INthe work is presented to the tasks of pedagogical diagnostics "School Start", the time of the class and the results obtained 1 of the class are indicated. This diagnosis is included in the UMC developing system of Zankov LV, but it can be used in other educational programs of the first class.
"School Start" - This is a fundamentally new approach to pedagogical diagnosis and the organization by the teacher of the first weeks and months of learning children at school.
It allows:
get reliable information about whether the child is ready to successfully learn;
create a basis for the development of universal training actions;
Provide an emotionally comfortable educational environment for each child;
Pick up pedagogical methods and techniques, taking into account the level of readiness and plan individual work with children.
The "School Start" diagnosis is held in September 1 class, during the third or fourth week of learning children at school. The tasks can be made daily, at the beginning of the second and third lessons, within 5 - 10 minutes. It is advisable not to diagnose on Friday, as well as at the first and last lessons of any working days. To hold them, it is advisable to choose the days from Tuesday to Thursday. It is impossible to diagnose after the lessons of physical education or other active, emotionally saturated classes.
The results of the diagnosis should be obtained by a teacher no later than the beginning of October, otherwise their value will be reduced.
The diagnostic notebook to identify the level of starting readiness of first-class students to systematic learning is intended for writing a child in it. The name and surname of the child should be written on the notebook. The notebook is issued to the child only for the period of diagnostics, each time to perform a specific task. Tasks are performed by teacher's supervision. Before performing the tasks of the child, you must acquaint the notebook and the principles of work in it. All tasks are performed under the guidance of the teacher, on the basis of its instructions published in the methodological recommendations for the pedagogical diagnostics of the School Start.
If the child earlier than others fulfilled the task, it does not turn the page, but checks performed. Corrected independently errors are not counted for an error, it does not need to reduce points for it.
Tasks in the notebook are given consistently aimed at the diagnosis of skills. It is extremely not desirable to change the order of the assigned tasks.
Start readiness for school learning in the developing system of Zankova L.V. It consists of 17 indicators (skills). Fifteen of them belong to the "instrumental readiness" component, two characterize personal readiness.
Tool component characterizes the formation of skills in preschool childhood, allowing a child:
Carry out academic observation in the framework of the task set by the teacher;
Carry out mental activities on a clear level;
Carry out operational control of own actions based on the sample and instructions given by the teacher;
To join educational communication with adults and peers, while holding the topic and main directions of its development.
Personal readiness The training consists of the traditional indicator of educational motivation and attitudes towards school.
In general, the level of personal readiness for learning makes it possible to understand:
Does the child have a value attitude towards knowledge (knowledge) and educational activities;
Have a child have emotionally formed - a positive attitude to school;
Is the child to overcome cognitive difficulty, the search for the truth, the learning achievement of a high level of complexity.
Personal readiness to a certain extent is a source of additional "energy", which a child, in addition to obedience, the desire to be good in the eyes of an adult is ready to invest in difficult, not always emotionally - an attractive and physically costly learning process. If this source does not fully use, the child will incur large emotional and physical costs.
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