Educational routes for schoolchildren. Designing an individual educational route for a junior student
Individual educational route of the student
1. The main idea of updating education is that it should become individualized, functional and effective. Productive learning within the framework of rural general education high school and quality and successful preparation to the state final certification can be carried out with the help of individual educational training routes. IOM - a way to implement the task of individualization educational process in the context of pre-profile and profile training.
Purpose of IOM: an individual can receive a secondary education at the level of his choice in accordance with the educational standard.
The need to build individual educational programs is dictated by the following considerations:
The inability to organize pre-profile and profile education in a small school in a standard way - by dividing classes into profiles.
Entire pedagogical systems have appeared that consider the individualization of education as the main pedagogical tool: “Gifted children”, “I want to be successful”, “Choose your path to success”, etc.
The material and technical possibilities of providing individual education have expanded.
The development of a student can be carried out in several areas of activity within the framework of the educational route, which are implemented simultaneously or sequentially. Hence the main task of the teacher is to offer the student a range of opportunities and help him make a choice. The choice of one or another individual educational route is determined by a complex of factors:
the characteristics, interests and needs of the student himself and his parents in achieving the necessary educational result;
professionalism of the teaching staff;
the school's ability to meet the educational needs of students;
the possibilities of the material and technical base of the school.
The logical structure for designing an individual educational route includes the following steps:
1. Setting an educational goal (individual choice of the goal of pre-profile or profile training).
2. Introspection (recognition and correlation of individual needs with external requirements (for example, profile requirements).
3. Specification of the goal (selection of directions individual lessons).
4. Making a route sheet.
Conditions necessary for the effective development of an individual educational route:
awareness by all participants pedagogical process the necessity and importance of an individual educational route as one of the ways of self-determination, self-realization and verification of the correctness of the choice of the main direction of further education;
implementation pedagogical support and information support for the process of developing an individual educational route by students;
active involvement of students in the creation of an individual educational route;
organization of reflection as the basis for the correction of an individual educational route.
Means of implementing these conditions can be specially organized classes on self-knowledge, teaching students how to choose a route. During these sessions, the following information should be conveyed to students:
maximum allowable norms of training load;
school curriculum: a set of subjects that make up the invariant part, subjects of the regional and school components;
features of the study of certain subjects; the need to maintain a balance between subjects basic course and IEM courses;
opportunities and rules for making changes to the individual educational route.
Such classes are held both as part of extracurricular activities and as part of individual work.
An individual educational route is documented in the formLiszt individual learning path.
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63. Sheet
individual learning route
FULL NAME ____________________________________________________________________________
Thing_________________________________________
student (s) ______ class of the State Educational Institution "Secondary School No. 1 of Karabulak"
for _______/_______ academic year
p/pTheme of the direction of studies
the date of the
Qty
hours
results
Teacher: ______________/_ __________ /
Individual educational route(trajectory) is a system of studying, consolidating or repeating a topic, developed for a particular student, taking into account his psychological characteristics and level of knowledge.
There are several reasons for teaching children on an individual educational route:
- in the class there are students with increased educational needs and special abilities, a high level of development of self-education skills;
- low-achieving students who have gaps in knowledge during the entrance, boundary and final examinations.
- students who are in long-term treatment and do not have the opportunity to study according to the usual class-lesson system.
- students with disabilities.
Thus, such a route can be developed for any student with different educational opportunities and abilities.
Educational routes can be short-term and long-term. The use of individual educational routes helps to solve many problems related to the development of the student's personality: it contributes to the formation of his cognitive interest in the subject, the ability to independently acquire knowledge and apply it in practice. The child learns to work productively and achieve success.
Individual educational routes can be compiled by the teacher for self-realization of the student both in class and in extracurricular activities, or in two directions at the same time
When constructing the IOM, the following are taken into account
- the level of development of cognitive processes;
- level of socialization and psychological features each student;
- the needs and interests of the child and parent.
In lesson activities, the ways of working with both weak students and students with increased motivation are diverse: individual tasks, cards prepared to fill gaps on falling topics, organization of a steam room and group work, work with student consultants (when strong child advises the weak), the choice of the topic of research work or project (for a stronger student).
Individual educational routes, in my opinion, due to lack of time in the lesson, I implement after class during group classes. For students with increased motivation, I have developed, where the priority activity is the independent work of students, and I only coordinate this activity. So, for the strong students of the class in geometry for the entire academic year, I selected and printed out assignments on all topics studied in the 8th grade from the open GIA assignment bank in mathematics. Students independently solve these tasks at home in a separate notebook. In group classes, I check solutions and make corrections. For example, in the 7th grade, when studying geometry, I conduct a differentiated knowledge control. So for students who have enough mark "3" in preparation for the lesson, it is enough to know the definitions and formulations of theorems without proving them, and apply the knowledge gained in solving simple problems. All who apply for the mark "5" learn theorems along with proofs and without fail prove each theorem. At the lesson, it is not possible to interview every strong student on each topic, so the guys come to “report” both before and after the lessons, and during group classes. In turn, this is an individual educational route. In grades 5 and 6, where children actively participate in all-Russian competitions (Multitest, World of Knowledge, Olympus, Prove Yourself), which take place from October to March, this route provides for the preparation of children for these competitions and olympiads.
The roadmap in preparation for the GIA, which was developed this year by subject teachers, preparation for olympiads in high school, is also an individual educational route.
An individual educational route is documented in the form of a Sheet of an individual educational route.
An individual educational program of the student is also compiled, which is technological tool IOM implementation.
An individual educational program (targeted) of a student is a description of the content of education of a certain level and focus (including in the context of pre-profile or profile training), types of student activities.
The structure of such a program can be represented by the following components:
- special purpose,
- baseline student's knowledge,
- duration of study,
- Expected Result,
- learning programs,
- forms of attestation of student achievements.
OM allows not only to implement an individual approach to each child, but also to record, track and correct work to eliminate gaps in students' knowledge, allows you to prepare for the successful passing of final exams, and helps students with increased motivation to discover their talents and decide on the choice of the future path.
And in conclusion, it is difficult to disagree with the words of the outstanding teacher Sukhomlinsky: “There are invisible strings in the soul of every child. If you touch them with a skillful hand, they will sound beautifully.
AT real life educational programs are mostly aimed at middle level development of the pupil, therefore it is not easy for each child, by virtue of originality and originality, to try to reveal his inner potential and carry out the full development of the personality within the narrow framework of averaged patterns. The contradiction that has arisen poses the task for teachers to organize an individual learning route within the framework of the Federal State Educational Standard to realize the intellectual and creative potential of each preschooler.
An individual educational route for a preschooler as defined by the Federal State Educational Standard
Individual approach to the personality of the child - basic principle Federal State educational standard. The principle of the priority of the interests of the child, the researchers designated the formula "to be on the side of the child." The cause of the difficulties experienced by the child in development should be sought both in the personality of the child himself and in the adults around him, who are directly responsible for the social environment in which he grows up. small man. In real life, only he himself often acts on the side of the child. At the same time, he often turns out to be helpless and defenseless in the face of circumstances, therefore it is important to hear the child in any problem situation, understand and help him.
In the foundation of the modern standard preschool education the principles of pedagogy were laid individual approach and developing education concept. Mentioned in the following paragraphs:
- p. 1. 6. - the formulation of tasks that are concentrated around the creation optimal conditions for the formation and development of the personality of the child, as well as the disclosure of his creative potential in accordance with his age, psycho-emotional and physiological characteristics, individual abilities and inclinations, the specifics of the social environment. The child is considered as an intrinsically valuable subject of relations with himself, the people around him and the outside world.
- paragraph 1. 4. - contains the principles of the Federal State Educational Standard, the key of which is the provision on the implementation of an individual approach to the educational needs of each child.
- item 2. 10. 2. - ways of organizing and coordinating children's initiative and spontaneous activity in the spirit of creative activity are specified.
- p. 3. 2. 1. - professional selection of forms and methods pedagogical work relevant to the age and individual needs of the child.
- p. 3. 2. 3. - patronage of the child, development of an individual development roadmap, pedagogical and psychological correction of identified problems.
- p. 3. 2. 5. - a developing concept of education, aimed at the short-term development of the pupil.
The individual approach refers to the management of the development of the child, based on a deep, multifaceted study and understanding of the complexity of his inner world and social conditions of life.
Identification of capable children is carried out on the basis of observation, communication with parents, the study of individual characteristics.
The principle of pedagogy of an individual approach is not to change the content of education in the interests of a particular child, but to adapt pedagogical methods and techniques to his personal characteristics. In order for the educational process to be successful, it is necessary to take into account the difficulties experienced by the child, the pace of assimilation of knowledge, skills and abilities. In this case, a model of fruitful partnership between the child and the teacher is being implemented, since the child and parents have the right to choose the most appropriate educational methods from those that will be offered by specialists.
An individual educational route is a personal way of realizing the intellectual, emotional, spiritual potential of the personality of a pupil of a preschool institution. The goal is to create favorable conditions, stimulating activity, revealing the creative and intellectual powers of the child. The task of the teacher is to provide a competent professional selection of the content of educational, psychological and physical activity, as well as forms and methods of work that meet the individual needs of the child.
Video: individualization of preschool education
Criteria defining tasks individual strategy development:
- the current level of development of the child's abilities;
- degree of readiness for educational activities;
- individual educational goals and objectives for the near future.
IOM tasks, review and approval procedure
Individual educational routes are designed:
- for problem children who experience difficulties in the process of mastering the general educational program for preschoolers and need corrective help from specialists;
- for pupils with disabilities, children with disabilities;
- for gifted children with a level of ability that exceeds the average regulatory educational standards.
Leading tasks of the individual educational route:
- provide support and assistance in self-development and development of the preschool education program;
- form in a child First level the ability to learn, that is, to teach him to be aware of the learning task, plan his learning activities, focus on doing the exercise, develop self-discipline and strong-willed qualities;
- develop and improve the skills of coordination of movement, the development of general and fine motor skills;
- to form and consolidate general cultural, household, hygienic, communicative foundations of behavior;
- accustom the child to manipulative-objective, sensory, practical, gaming activities, develop skills in the productive area (drawing, modeling, application);
- develop speech - emotional intonation, grammatical constructions, speech mechanisms;
- build knowledge about natural environment and the world of social relations;
- form ideas about spatio-temporal and quantitative categories.
Methodological tools that are used in the passage of an individual development trajectory:
- role-playing and outdoor games, classes in the form of conversation and dialogue, reading and discussion of literary works, small sketches-improvisations that enhance the emotional component of information perception;
- psychological trainings and game exercises that help relaxation, neutralize fears, lower the level of anxiety and aggression, improve the behavioral sphere, as well as social and communication skills;
- exercises for the development of thinking, imagination, speech, memory;
- the use of art therapy techniques (treatment with art, a fairy tale, making dolls).
Development and adoption of IOM
To create an individual educational route, first of all, it is necessary to conduct a diagnostic study to find out the level of psycho-emotional, intellectual, communicative-social and physical development of the child. The results of the diagnosis are submitted to the teachers' council, which then recommends that the children be examined by specialists of the PMPK (Psychological-Medical-Pedagogical Council).
The council draws up a list of children for whom the development of an individual educational work plan is relevant.
Main stages, structure and content of IOM
The team of educators, in cooperation with narrow specialists, thinks over the content component of the plan. A calendar plan is filled in with an indication of the elements of pedagogical technology and a list of methodological techniques for the implementation of the educational goals set.
Basic principles for designing an individual plan:
- Development of the child's ability to learn.
- Continuity and Consistency. A team of specialists accompanies the baby throughout the entire project of an individual route until the problem is resolved.
- Rejection of average assessment templates, development of an individual assessment scale for each child based on the results of diagnosing the level of his abilities. In ordinary life, this means that the teacher tries not to apply the practice of straightforward “sentencing” or “labeling”, comparing the child’s achievements with the generally accepted “norm”. The very concept of “norm” is not perceived as a correspondence to the average or standard level that is mandatory for all children, but is interpreted as best level, which can show a specific child in specific situation. The result, which for one child will be regarded as a success, for another, based on his personal level of ability, will be considered a defeat. Such a humane approach will allow you to “save face” and self-esteem, develop self-confidence.
- Favorable influence of children's subculture, enrichment of the child's inner world with informal traditions of the children's environment, which form and strengthen their own experience of a full-fledged childhood. It is important to create an atmosphere of positive emotions that will help overcome tension, anxiety and wariness.
Educational games are used in individual work by a defectologist teacher, educators in order to correct emotional and volitional disorders, develop logic, perception, substitution actions, motor skills and perception of colors, ideas about the world around
Stages of educational activities according to an individual plan
- Observation, identification of the level of formation of the psychological, social and intellectual qualities of the personality of a preschooler, necessary for his productive activity in any educational field. The stage of observation involves the indifferent approach of the teacher, the position of non-interference when observing the child.
- Diagnostics of the starting volume and qualitative characteristics of specific subject knowledge, skills and abilities. Specialists conduct tests, during which problem areas and "zones of success" are identified.
- Building a personal plan for corrective work in the short term (up to 1 year with mandatory intermediate monitoring every 3 months) based on "success zones", individual selection effective methods and teaching methods.
- Active activities for the implementation of an individual route: conducting classes, talking with parents, homework.
- Analytical stage - summing up, evaluating the results: demonstrating the results of the student's work in the form of a presentation or exhibition of crafts, speaking to children and adults. Thus, the feedback mechanism with others is turned on, the problem of socialization of pupils is solved. Results achieved, whether reproductive knowledge or creative projects, are compared with the planned tasks specified in the individual schedule or general educational curricula.
For the development of harmonious relations with other people, solving problems of socialization, the following methods will be useful:
- didactic and role-playing games which will introduce the baby to the traditions of other peoples and will contribute to the formation of a respectful attitude towards people of other nationalities and cultures;
- reading fairy tales of the peoples of the world, acquaintance with the folklore (songs, dances, games, holidays) of the peoples of Russia;
- collective outdoor games fresh air, holidays and concerts, exhibitions of crafts;
- discussion in a confidential conversation of situations that occur in real life and cause difficulties for children in understanding or contain a moral context;
- arbitrary creation of situations that will put before the baby the question of choice and the need to commit an act;
- holding photo exhibitions in which there is a place for a photograph of each baby.
Predicted result:
- achieving social comfort and awareness;
- improvement of communication skills;
- lowering the level of emotional instability, aggressiveness, increased self-control;
- development of self-awareness, a sense of significance and value of one's own personality;
- the formation of self-esteem close to adequate.
Criteria that allow assessing the degree of success of a preschooler in social personal growth:
- the ability for self-esteem is formed, the “little man” tries to speak honestly about himself, admit his shortcomings;
- ideas about moral and ethical values have been developed, the baby shares and understands “what is good and what is bad”;
- the conscious need to adhere to moral standards of behavior has strengthened, the child has a desire to “be good” and see the positive reaction of people around him to his behavior;
- the child is able to easily and naturally communicate with other children or adults;
- a feeling of empathy, compassion awakens, a sincere desire arises to help elders, peers or kids;
- the pupil builds relationships with surrounding children on the basis of mutual understanding and respect, adequately resolves conflict situations;
- ideas about safe behavior at home, on the street, in the game.
- Introductory part, which records general information about the child and his family, the reasons for developing an individual plan, goals and objectives educational work, schedule and form of training.
- Registration of data from a diagnostic study of a preschooler, materials of planned monitoring, which allow for a deep analysis of the symptoms and causes of developmental disorders, to give an objective assessment of the level of development of the baby and plan remedial classes to overcome difficulties.
- Schedule of medical and recreational activities, which includes the distribution physical activity, carrying out procedures for hardening the body.
- An individual lesson plan that includes mandatory integration with educational activities common to all children.
- A report on the implementation of an individual roadmap indicating the topic, content, the result of the lesson and conclusions about the necessary improvement.
- An observation sheet is filled in, which displays the dynamics of the educational process and helps to make timely changes depending on the results of intermediate control, as well as determine the choice of optimal forms of pedagogical work to increase the effectiveness of the child's educational activities.
- Evaluation of the student's achievements in the implementation of an individual route. It is recommended to conduct control tests at the end of each thematic block, i.e. with a regularity of three months.
- Advice and advice to parents.
The general developmental elements of gymnastics, as well as various outdoor games, are very popular with children and contribute to the mental, psychomotor and emotional development of preschoolers.
Sections of the educational route
There are several important sections for developing an individual educational route for a preschooler, which will be discussed below.
General information about the child and family
It is indicated where he came from (family or transferred from another preschool), whether he constantly visited the preschool, if there were long breaks, then indicate the reason. Mark the level of adaptation of the pupil in the new conditions on a five-point scale.
Family composition: indicate all family members with whom the pupil lives.
Describe the type of family:
- prosperous - a stable, strong family with a decent cultural level of education;
- dysfunctional - has a low level of pedagogical awareness, the baby is deprived of parental care and attention, the conflict emotional atmosphere in the family injures the child, gives rise to psychological complexes, the child is treated physical methods impact.
Which adult is raising the child?
The style of the child's relationship with adult family members:
- authoritarian - harsh dictate and suppression of freedom, humiliation of the dignity of the child;
- control and guardianship - restriction of independence, protection from worries and problems, "hothouse conditions";
- connivance - indulging the desires of the child, spoiling the child with the passivity of adults;
- respect and cooperation - help and support, joint experience of difficulties.
Appearance. It is necessary to note manners, gestures, describe the features of facial expressions, gait and posture, the degree of accuracy and grooming.
"Puppet therapy" is a correction of children's problems by means of a puppet theater: children play sketches with puppets according to specially designed scenarios that reflect the individual problems of a particular child
Somatic health
Health group, availability chronic diseases, characteristics of appetite, whether the habit of daytime sleep has been developed, whether the baby suffers from enuresis.
Motor skills:
- general motor skills correspond to the age norm or there are violations of coordination of movement;
- the range of possibilities of fine motor skills is indicated with the characteristics of coordination, tempo and volume of motor functions of the hand, left-handed or right-handed.
Cognitive skills and abilities
Attention - the ability to concentrate and hold attention, qualitative characteristics (voluntary, involuntary).
Memory - the speed of memorization, the amount of material that the child is able to reproduce by heart or retell independently from memory, which type of memory (auditory or visual) is dominant.
Thinking:
- the degree of understanding of spatial landmarks (top, bottom, left, right, etc.);
- the ability to choose a generalizing word for several homogeneous objects (furniture, vegetables, fruits, animals, etc.);
- the ability to highlight the main thing;
- skills to identify the simplest cause-and-effect relationships (summer - hot, snow - winter, etc.);
- orientation in time parameters (day, night, year, month, etc.).
Scope of knowledge:
- primary knowledge about himself and the world around him: knows his name, age, members of his family, address of residence, names the signs of the seasons, knows general knowledge about flora and fauna according to program requirements;
- development of skills in design, drawing, modeling;
- level of knowledge of elementary mathematical concepts - ordinal counting skills, solving simple examples;
- skills of definition and distinction of a form, color.
A problem child especially needs positive emotions, adult support and understanding, and it is precisely games with water that provide invaluable assistance in this.
Behavior during learning activities
Development of self-control, discipline, organization, purposefulness and awareness of actions in the classroom.
Speech development
Sound characteristics, quality of pronunciation, vocabulary, grammatical organization and structured speech.
Characteristics of the child's activity
- level of self-service skills;
- interest and personal activity demonstrated in gaming activities.
Features of character and behavior
- emotional portrait of the child - cheerfulness, depression, tearfulness, positivity, depression, calm or hyperactive, etc.;
- character traits, temperamental features - activity or passivity, aggressiveness or poise, confidence or timidity, prefers individual or collective forms work;
- development moral guidelines, culture of behavior and communication.
It is necessary to note personal preferences, the sphere of creative or intellectual endowment of the baby.
Sample for filling in general and diagnostic data in IOM - table
| Full name of the pupil | |
| Date of Birth | |
| Last name, first name, patronymic of mother, age, education | |
| Surname, name, patronymic of the father, age, education | |
| IOM start date | |
| Reason for registration | Persistent failure to assimilate the OOP DOW due to illness |
| Age at the beginning of correctional and developmental work | 4 years |
| Objectives of IOM |
|
| Tasks |
|
| Number of lessons per week | 5 lessons. |
| Forms of holding | Game activity, joint activity, conversations, observations, individual work. |
| Expected Result | |
| Form of work with parents | Consultations, workshop, interview, exchange of experience. |
| Diagnosis of child development | |
| Purpose of pedagogical monitoring | Generalization and analysis of information on the state of general development for the purpose of assessing, planning the correctional developmental process (development of IEM) and predicting the final result. |
| Types, causes of difficulties (pedagogical symptoms) | Types of difficulties (pedagogical symptoms): |
| Reasons for difficulties: | |
| Physical development | |
| Somatic development | |
| Speech development | |
| Features of the development of cognitive processes | Memory: |
| Attention: | |
| Perception: | |
| Thinking: | |
| The content of correctional work (the activities of the educator) | |
After diagnosing and determining the goals and objectives of the compiled route, the educator and specialists determine which games, exercises and other activities will be used when working with the baby. This is also reflected in the text of the IOM.
An example of the selection of forms of work with a preschooler along an individual route - table
| Periodicity | Recommendations, forms of work with the pupil | The result of the work |
| Daily | Cleanliness. Finger gymnastics. Breathing exercises according to Strelnikova. |
|
| In one day daily | Didactic games of choice. Drawing with chalk on the board, fingers, foam rubber. Modeling from clay, plasticine, layer. masses. |
|
| 2 times per week | Games to overcome broncho-pulmonary diseases "Train", "Chickens". | |
| 2 times per week | Mathematical game "Fold the leaf", "Dots", "Dress the doll", "Assemble a square of 5 parts", "Pick up the key to the lock", "Who will pass the maze faster", "What is superfluous", "Fold the square", "Close house door, Geometric figures”, “Cats”, “Geom. forms”, “Collect a flower”, “Dress up a Christmas tree”, “Pick up a belt for a dress”, “Solve examples”, “Bee's score”, “How much”, “Samples for laying out”, “Guess”, “Voskobovich's Square” , " Counting material squirrels." | |
| 2 times per week | Throwing exercises (game "Ring toss"), "Reach for the flag", "Gymnastic wall", etc. | |
| Daily | Lego construction. | |
| Daily | Outdoor games ("Snowball", "Cunning Fox"). Situational conversations, conversations speech therapy topics, any collective games optionally. |
Productive joint activities of the pupil and the teacher, aimed at the successful implementation of an individual educational route, will achieve positive dynamics in the personal growth of the child. Such work will require the educator high level professional competence and efficiency, as well as personal interest in obtaining a good result.
Individual educational route of the student
2nd grade
MBOU "Secondary School No. 1 named after. Sozonova Yu.G.”
Vladislav L.
For the 2015-2018 academic year.
General information
FULL NAME. child: Lavrentiev Vladislav Age: 8 years.
School: MBOU secondary school No. 1 named after Sozonov Yu.G.
Class: 2 "E" class.
FULL NAME. parents: Galina Vladimirovna L.
FULL NAME. class teacher: Pnevskaya Larisa Viktorovna
FULL NAME. support specialists:
Teacher speech therapist_Chernysh Olga Vasilievna ______________________
Teacher-psychologist_____Pohalchishina Anna Zinovievna __________
Social teacher_Soltanova Oksana Alexandrovna _____________
Exercise therapy instructor _ Bykova Svetlana Vladimirovna _______________
Harmonious psychophysical infantilism.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________
Characteristics of the student.
Vladik L., 8 years old, second grade student of MBOU Secondary School No. Sozonova Yu.G. Growth and physical development age appropriate. Calm, non-aggressive, mobile, arouses sympathy among classmates and others. Smart, dexterous. Indifferent to the lessons, unable and unwilling to force himself to complete the necessary task. He goes to school with pleasure only on September 1, but soon the desire to go to school disappears, because he needs to sit straight, strain his attention, perform uninteresting tasks, listen to the teacher's explanations. He quickly gets tired, spins, distracts his deskmates, examines his things, paints his pencil case, plays with a pen, fingers, does not look at the board. Can get carried away playing with school supplies so that he does not notice the teacher, who has been standing near his desk for some time. To the question “Do you like school? Answers in the affirmative. But then he explains that he likes change.
Nevertheless, he learned to read, write, and has a good command of the mathematical skills required by the program. Easily catches the condition of the problem. Can solve it in the mind. In the Russian language lessons, he often does extraneous things, skips letters, does not apply the rules, although he tells them. Cannot give examples of any rule of the Russian language. Efficiency depends primarily on interest: can do a job well or write with a lot of errors. She does housework with her older sister. Shows no initiative to do homework on his own. Has no household responsibilities. Remembers from the lesson only with bright colorful visual material. By the end of the second grade, progress was uneven: mathematics - "4", Russian - "3", reading - "4", the world around - "3". At the lessons, he paints the pencil case, while enjoying it and trying to unconsciously replace or postpone the unpleasant thing - the completion of tasks.
Such a child needs to be helped to adapt to school.
- To give additional, even if interesting only to him, tasks related to colorful and visual material.
- Invite him to make simple visual aids to help reinforce what you have learned.
- Use his initiative and creativity to spur interest in learning.
- Parents are encouraged to take a greater interest in school success.
- Teach him to be responsible for the assigned tasks at school and at home.
- Explain what can happen if all people start doing what they like best. Show it with funny and funny examples.
- Parents every day to teach the child to report on the past day and find out what good he managed to do today.
- Encourage good deeds and scold a little for bad deeds.
- Push the child to an independent conclusion: what did he need to do to prevent a similar situation from happening again.
- Do not hide your favorite toys from him and do not ban games, but be sure to agree on their timeliness.
For the implementation of GEF primary general education great importance has the development of subject and meta-subject universal learning activities in students.
aim individual educational route is: improving the forms of organizing the educational process of teaching a child with disabilities, creating educational environment, stimulating the cognitive activity of the student, contributing to personal development and self-realization.
Tasks:
- Compensation for learning difficulties.
- Further successful development of the educational program.
- differentiated tasks.
- Encourage activity and independence, expand opportunities for learning and self-learning.
- Develop reflective and evaluative skills.
- Ensure participation in olympiads, quiz competitions in various subjects.
- To form the ability to set goals, plan and organize their activities.
Used technologies:
- Selection of educational resources necessary for the implementation of a specific educational task.
- Search for information and work with the information received.
- Presentation of the results of the implementation of the assigned training tasks.
- Inclusion in the discussion using ICT.
- Self-assessment, assessment of teachers and classmates.
- Self-presentation (forms of presenting results - participation in olympiads, including remote ones, test, message by topic, etc.).
- Multi-tempo learning.
The role of parents in an individual educational route:
- Providing all possible assistance in the performance of additional tasks by the child.
- Financial expenses for remote All-Russian Olympiads, quizzes, competitions.
- Close cooperation with the teacher, psychologist, speech therapist.
ACTION PROGRAM
Additional and advanced work in the classroom
the date | Topic of the lesson | Form of organization of student activity | Homework | results |
||
9.09 | Vowel sounds of the Russian language | Individual sessions | learned |
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24.09 | Why do you need to write "and" after "w" | Extracurricular activities in a group form | learned |
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12.10 | Why in some cases we hear a voiceless consonant, but you need to write a voiced one? | Problem-based learning in a group | learned and explained |
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25.10 | What are the letters behind the "y"? | Choice of words on the topic | learned and explained |
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11.11 | What sounds did the "b" hide? | Group and individual form of work | Choice of words on the topic | Learned, chose the words correctly |
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23.11 | What sounds did the "b" hide? | Individual form of work | Choice of words on the topic | Chooses words, knows how to explain. |
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9.12 | Group and individual form of work | |||||
21.12 | How are pauses and punctuation marks? | Group and individual form of work | Differentiated cards | Correct punctuation marks |
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15.01 | Group and individual form of work | Expressive poetry reading. | ||||
27.01 | Group and individual form of work | Working with deformed text. | Knows how to define the boundaries of the proposal. |
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10.02 | Phraseologisms. "Nosaria". | Group and individual form of work | ||||
25.02 | Phraseologisms. "Animal world". | Group and individual form of work | Compilation of a dictionary of phraseological units | understands lexical meaning phraseological units |
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6.03 | Synonyms, antonyms. | Group and individual form of work | Can pick up 1-2 synonyms. |
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18.03 | Synonyms, antonyms. | Group and individual form of work | Working with text: insert missing synonyms. | Can pick up 1-2 antonyms. |
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4.04 | Text is discussion. | Group form of work | Able to find text-reasoning |
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11.05 | Quiz "Connoisseurs Grade 2" | Group form of work | ||||
Subject circles, electives
Number of hours per week_3_
Day of the week | Time | Circle | results |
|
Tuesday | 12:10 | Modeling | Participation in the city exhibition "Master Golden Hands" |
|
Thursday | 12:30 | Chess | Participation in competitions |
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Friday | 12:30 | Swimming pool | Participation in competitions |
Extracurricular activities
Name of class, activity | Number of hours | Location | Class time | Supervisor | results |
|
"Entertaining Grammar" | 12:30 | Pnevskaya L.V. | Participation in the online quiz |
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"Good Habits" | MBOU secondary school No. 1 named after. Sozonova Yu.G. | 12:30 | Soltanova O.A | Participation in the exhibition |
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Recitation competition |
Implementation of an individual educational route in the educational activities of a student
Individual educational routes are irreplaceable in the organization of project, research and creative activity when to give children a choice. Designing IEM in the education system is a vital necessity that allows children to fully realize their needs and meet their interests.
Individual educational routes are the technology of the future, which contributes to the self-realization of students, and is aimed at the formation and development of a well-educated, socially adaptive, creative personality.
In documents on modernization Russian education, the idea is clearly expressed about the need to change the guidelines of education to move on to the formation of the universal abilities of the individual. Achieving this goal is directly related to individual educational routes.
IEM is a specific method of individual learning that helps to learn both ahead of time and to eliminate gaps in the knowledge, skills and abilities of students, master key educational technologies, provide psychological and pedagogical support to the child, and thus increase the level of learning motivation.
An individual educational route is determined by the educational needs, individual abilities and capabilities of the student (level of readiness to master the program), as well as existing standards for the content of education.
Ensuring the implementation of individual educational routes for students at school is an attempt to solve the problem of personality development, its readiness to make a choice, determine the purpose and meaning of life through the content of education. This is an attempt to see the learning process from the perspective of the student.
The student's individual route model is open system, which includes the following system components:
Conceptual , which is a set of goals, values and principles on which the activities carried out within the framework of an individual route are based.
Procedural and technological, which is a combination of methodological and technological methods, ways of organizing learning activities which are used in the process of mastering the content of education.
Pedagogical understanding of the concept of an individual student route allows you to determine it, as a personal trajectory mastering the content of education at the chosen level, through the implementation various kinds activities, the choice of which is determined individual features student.
Pedagogical the algorithm for implementing the student's individual route is a sequence of learning activities, goals through the use of forms and methods of organizing work that are most appropriate for the individual style of learning activity, the capabilities and needs of each student.
Necessary pedagogical conditions effective implementation individual routes students are:
didactic support of students in the process of implementing an individual route based on continuous monitoring of educational and personal achievements.
methodological support of the teacher, in the process of solving specific educational and professional difficulties of the participants in the educational process, through the system of individual counseling .
The process of movement of students along an individual route ensures the formation and development of educational competencies at the level of each student, provided that the following are used in the process of implementing the route:
opportunities for students to choose development level educational content in accordance with the characteristics and needs of students;
educational technologies, providing an active position of the student when interacting with information and the outside world;
monitoring system for evaluating learning outcomes.
When building IEM for each student with development problems the following principles must be taken into account:
1) systematic diagnostics;
2) individual selection of pedagogical technologies;
3) control and adjustment;
4) systematic observations;
5) step-by-step fixation.
The development of a student can be carried out along several educational routes, which are implemented simultaneously or sequentially. Hence the main task of the teacher is to offer the student a range of opportunities and help him make a choice. The choice of one or another individual educational route is determined by a complex of factors:
the characteristics, interests and needs of the student himself and his parents in achieving the necessary educational result;
professionalism of the teaching staff;
the school's ability to meet the educational needs of students;
the possibilities of the material and technical base of the school.
The logical structure for designing an individual educational route includes the following steps:
setting an educational goal (individual choice of the goal of pre-profile training),
Self-analysis, reflection (recognition and correlation of individual needs with external requirements (for example, profile requirements);
choice of the path (options) for the implementation of the goal,
specification of the goal (selection of courses, electives),
itinerary layout.
The effectiveness of the development of an individual educational route (IEM) is determined by a number of conditions:
Awareness by all participants of the pedagogical process of the need and importance of an individual educational route as one of the ways of self-determination, choice profiling directions of further education;
implementation of psychological and pedagogical support and information support in IOM
3. active involvement of students in the creation of IEM
organization of reflection as the basis for IOM correction.
The means of implementing the IEM are the following information and criteria:
maximum allowable norms of training load;
school curriculum: a set of subjects that make up the invariant part, subjects of regional (historical local history, a list of elective courses) and the school component;
features of the study of certain subjects (elective courses); the need to maintain a balance between subject-oriented and orientation courses;
options for calculating the teaching load;
rules for filling out the form;
opportunities and rules for making changes to the individual educational route.
This work can be carried out both as part of extracurricular activities and an elective course. When carrying out this work, it is advisable to use active methods and forms of activity (for example, simulation games, collective reflection, "flight log", diary, etc.).
IOM(individual educational route)
student(s) _8a_ class
chemistry teacher
Target: filling gaps in the subject of chemistry
| Tasks, ways of working | form of control | Completion mark |
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| Amount of substance | To form knowledge about the amount of matter; be able to solve problems using the physical quantities "amount of substance and molar mass"; be able to calculate molar mass on chemical formulas | Form chemical thinking; Develop the skills of searching and analyzing information; develop the skills of mastering speech means in cognitive activity; to form the ability to work in cooperation; Build portfolio building skills | Theoretical: item 22 No. 1-4, Work2 B4 |
The correctional stage involves the work of a teacher, student and parents directly on an individual educational route, where topics are identified to fill gaps, it is indicated what knowledge, skills, skills the child will acquire as a result of mastering this topic, as well as what OUUN (general educational skills and abilities) he necessary.
The ways of working with a student are varied: individual tasks, organizing pair and group work, working with consultants, choosing “one’s own” homework, themes creative work.
The teacher chooses the forms of control over the assimilation of knowledge in accordance with the individual and personal characteristics of the child.
As a result of the elimination of gaps in the student's ZUN, the teacher puts a mark on completion and introduces the child's parents to it, who sign the IEM sheet (individual educational route).
A problem group of teachers of our school developed recommendations for the prevention of learning difficulties for students within the framework of an individually oriented program:
Sheetindividual learning route
for __2015_____/___2016____ academic year
| Name of the elective course (grade 9) | Name of the teacher | Quantity hours | Course dates | Teacher's signature |
|
| Solving difficult problems in chemistry | Sokolova E.N. | 1st half | Sokolova E.N. |
||
Deputy director for water resources management ______________/__
Student 9 "B" class / __________ /
AT this sheet the student enters information about elective courses, as well as information about the timing of the development of a particular course. The presence of the last column "Signature of the teacher" allows you to control the fact of attending classes by the class teacher, the deputy director of the school for educational work. The last line "Total" makes it possible to prevent the student from exceeding the load (practice shows that students tend to choose not two or three courses at a time, as they are recommended, but more).
Individual educational route about elective courses and studies in institutions additional education.FULL NAME _________________________________________________,
student(s) _____ class of school No. ____ g. __________
for ______/_____ academic year
Future plans_______________________________________
_______________________________________________________
| Days of the week | Elective courses | Number of hours | Timing passing | Additional education (subjects, courses) | Student's independent work |
| Monday Wednesday Friday | Playing an instrument |
||||
This route contains information about elective courses and classes outside the school, for example, in institutions of additional education. The inclusion of the column "Days of the week", on the one hand, allows you to find out about the student's employment in different days and on the other hand, timely adjust the teaching load.
When designing individual route according to the circle program the following model can be proposed for the student:
The route project is a table:
| Subject | Key Concepts | Difficulty level | Deadlines | Reporting form |
|||
Thus, the proposed IOM construction scheme can be developed for any program.
All children are different, so in the classroom you can use a student-centered approach to learning, which manifests itself through such aspects as:
* The formation of the content of the material in large modules and blocks, which allows you to increase the time for independent work of students;
* Use in the work of mutual and self-control;
* The use of techniques in which students make reference notes;
* Organization of individual work with individual students against the background of an independently working class or groups;
* Individualization of homework;
* Use of design technologies;
* Organization of the work of students in groups both in the classroom and at home;
* Organization of a research experiment;
* Formation of individual learning routes for both strong and weak students;
* Statement of the problem and search for its solution (problem method);
* Organization of independent search activity schoolchildren through the gradual complication of tasks from reproductive to creative.
As a result of work with individual educational routes:
There is a positive dynamics of the quality of teaching in the classroom
The level of subject and meta-subject results is increasing
The level of self-assessment of educational and cognitive activity increases
The number of students - winners of competitions and olympiads is increasing
Any student, no matter what he is, gifted or not, is able to find, create or offer his own solution to any problem related to his own learning.
In my opinion, ensuring the implementation of individual educational routes for students at school is an attempt to solve the problem of personality development, its readiness to choose, determine the purpose and meaning of life through the content of education
1. When choosing ways of an individual approach to students, one should rely on knowledge of their personal characteristics.
2. Expand and master various methods of developing the cognitive interests of children.
3. Notice even small successes and achievements of students with low academic motivation to study, but do not emphasize this as something unexpected.
4. Provides in the classroom the predominance of positive emotions, a positive perception of the educational situation and educational activities, an atmosphere of goodwill.
5. To strengthen in oneself the position of not opposing oneself and more successful students to a poorly performing student.
6. The teacher's remarks should be devoid of negative emotional coloring and condemnation. Criticism should only be given to concrete actions of the student. without hurting his personality.
7. It should be remembered that excessive assertiveness and activity of the teacher's influence depletes the child's neuro-psychological strength (especially if he is sensitive, less resilient, mentally unbalanced) and forces him to defend himself. Children's (immature) ways of self-defense include negativism, the desire for liberation from elders, conflict and blocking of self-understanding.
A student may lag behind in learning for various reasons depending on him and beyond his control:
absenteeism due to illness;
Weak general physical development, the presence of chronic diseases;
Impaired mental function. Often, children with a diagnosis are taught in general education classes in the absence of correctional classes or the unwillingness of parents to transfer the child to a specialized class or school;
Pedagogical neglect: the child's lack of acquired general educational skills and abilities for previous years of study: poor reading technique, writing technique, counting, lack of independence skills in work, etc .;
It is important that the class teacher first of all know why the student does not learn curriculum how to help him in this matter. School narrow specialists (doctor, psychologist, speech therapist, social teacher), the student's parents, himself and his classmates. Teachers when talking to class teacher learn this information from him and use in the work.
3.A plan for working with underachieving and underachieving students.
1. Conducting a control cut of the knowledge of class students in the main sections educational material previous years of study.
Purpose: a) Determining the actual level of knowledge of children.
b) Identification of gaps in students' knowledge that require rapid elimination
September
2. Establishing the reasons for the lagging behind of poorly performing students through conversations with school specialists: a class teacher, a psychologist, a doctor, meetings with individual parents and, especially, during a conversation with the student himself.
September
3. Drawing up an individual work plan to eliminate gaps in the knowledge of a lagging student for the current quarter.
September
Update as needed
4. Using a differentiated approach when organizing independent work in the lesson, include feasible individual tasks for a poorly performing student, fix this in the lesson plan.
During school year.
5. Keep a mandatory thematic record of the knowledge of poorly performing students in the class.
In everyday work, it is convenient to use tables of requirements for individual topics and the general section.
List of used literature
1. Selevko, G.K. Pedagogical technologies on the basis of activation, intensification and effective management of UVP. - M.: Research Institute of School Technologies, 2015.
2. Khutorskoy A.V. Methods of productive learning: a guide for the teacher. – M.: Gum. publishing center VLADOS, 2010
3. http://www.depedu.yar.ru/exp/predprofil/materl/predprofil/files/5_podder/5.31.doc
4.Individual educational route Kupriyanov G.V.
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