Designing an individual educational route for a younger student. Individual educational route

Implementation of an individual educational route in the educational activities of the 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 knowledge, skills, abilities of students, to master key educational technologies, to carry out psychological and pedagogical support of the child, and therefore to increase the level of educational motivation.
An individual educational route is determined 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. It's an attempt to see studying proccess from a student's perspective.

The student's individual route model is an open system that 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 set 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 of various types of activities, the choice of which is determined by the individual characteristics of the student.

Pedagogical the algorithm for implementing the student's individual route is a sequence learning activities, goals through the use of forms and methods of organizing work that best suits the individual style of learning activity, the capabilities and needs of each student.

The necessary pedagogical conditions for the effective implementation of individual routes of 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 educational process, through a 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 should be considered following principles:

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 options 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:

staging educational purpose(individual choice of the purpose 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 pedagogical process the necessity 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 IEM

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:

extremely allowable norms study load;

school curriculum: set subjects, constituting the invariant part, subjects of the 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

Corrective stage involves the work of a teacher, student and parents directly on an individual educational route, where topics are defined 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) he needs.

The ways of working with a student are varied: individual tasks, organizing pair and group work, working with consultants, choosing “one’s own” homework, creative work themes.

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).

problem group teachers of our school developed recommendations for the prevention of learning difficulties for students in the framework of an individually oriented program:

on __2015_____/___2016____ academic year

Deputy director for water resources management ______________/__

Student 9 "B" class / __________ /

In this sheet, the student enters information about elective courses, as well as information about the timing of mastering a particular course. The presence of the last column "Signature of the teacher" allows you to control the fact of visiting 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).

FULL NAME _________________________________________________,

student(s) _____ class of school No. ____ g. __________

for ______/_____ academic year

Future plans_______________________________________

_______________________________________________________

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:

Thus, the proposed IEM 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 activities of 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 individual approach students should rely on their knowledge personality traits.

2.Expand and master different development techniques cognitive interests 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 predominance in the classroom positive emotions, positive perception 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;

Delay mental development. 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, first of all, the class teacher knows why the student does not master the curriculum, how to help him in this matter. School narrow specialists (doctor, psychologist, speech therapist, social pedagogue), the student's parents, himself and his classmates should help to establish the specific reasons for the failure of the class teacher. Teachers, when talking with the class teacher, learn this information from him and use it in their 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 the school year.

5. Keep a mandatory thematic record of the knowledge of poorly performing students in the class.

AT daily 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 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.

Individual educational route(trajectory) is a system for 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:

• there are students in the class with increased educational needs and special abilities, a high level of development of self-education skills;
• low-achieving students who, during the entrance, boundary and final control works knowledge gaps have been identified.
• 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 the classroom and during 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;
• the level of socialization and psychological characteristics of 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 assignments, cards prepared to fill gaps on sticky topics, organizing pair and group work, working with student consultants (when strong child advises the weak), choice of topic research work or project (for the 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 prove each theorem without fail. 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, such a 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.

Also, an individual educational program student, which is a technological means of implementing IEM.

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.

An important component of the teacher's work on implementation is the socialization of students, the ability to teach them to live independently in a rapidly changing world. Currently, teachers across the country are actively implementing the Federal State Educational Standard for Secondary (Complete) general education, approved by order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413 (hereinafter referred to as the Federal State Educational Standard), which outlines the guidelines for pedagogical activity and standards. The socialization of children according to the Federal State Educational Standard has the following meaning: “The standard is aimed at ensuring:<...>education and socialization of students, their self-identification through personally and socially significant activities, social and civic development” (paragraph 3 of the Federal State Educational Standard).

Socialization of children according to the Federal State Educational Standard with the help of a portfolio and elective courses

It cannot be said that in previous years we did not think about how our children will enter the adulthood what profession they choose, how successful they will become. So, already in 2006, within the framework of the vocational guidance program at the school, there was a discussion of the introduction and maintenance of a portfolio, where the child's preferences in the professional sphere were noted. By the end of 2008, many of the guys from our school had fairly good results in various fields student activity. However, at that time, the presence of a portfolio was used only at school and was not taken into account in any way when entering higher educational institutions.

In 2005-2006 creative Group Teachers developed a 1 hour per week career guidance program at the school, which was taught by the class teacher in the 9th grade. This program was an attempt to help the children to socialize in society, to determine professional priorities for themselves.

At the same time, subject teachers within the framework of vocational guidance programs at the school began to develop programs for profile, pre-profile and elective courses for 8-9 grades. These were elective courses, which allowed students to move according to an individual plan. During the year, each student walked a total of 68-70 hours. The prototype of the success diary was test sheets, which were then invested in the portfolio.

Individual educational route at school

Now a new time has come - the time of the Federal State Educational Standard of General Education, and our school was among the first to introduce it. By organizing the educational process at school, we carry out comprehensive work on the upbringing and socialization of children in accordance with the Federal State Educational Standard. Within its framework, the students of the school draw up an individual educational route for a primary school student following the model.

Students, of course, do not always do everything that is planned in the career guidance program at school. Unfortunately, quite often they perceive the tables as another non-binding survey (despite all the efforts of teachers to explain the importance of this work for the student himself). Also, not all parents understand the importance of planning activities, considering it a waste of time.

Patient and constant explanatory work is needed, familiarizing parents with the program for vocational guidance at school and the requirements of the Federal State Educational Standard of General Education, in order for the efforts to bear fruit and planning to become an integral part of the school life of every child, which will undoubtedly help plan their lives in the future. only in school and outside the educational organization.

Temporary individual educational route for school

The school has many talented and energetic children who are interested in participating in various activities held in the educational organization and beyond. Moreover, the types of events are sometimes very different from each other: a teenager can be attracted by both sports competitions and scientific and practical conferences and dance competitions. The implementation of the process of socialization of children according to the Federal State Educational Standard within the framework of the program for vocational guidance at school poses the following questions for teachers.

The main goal of modern preschool education- development and education of the future student with the help of all available pedagogical resources. However, the toddler education program is focused on a child with average abilities, which means that in order to work with children who have deviations from developmental norms or, conversely, who are ahead of their peers, it is necessary to adjust the recommended educational strategies. This explains the relevance of developing a separate plan for the development of a particular preschool child, which was called an individual educational route (IEM) according to the Federal State Educational Standard.

The essence of the concept of IOM

It is interesting. Galileo Galilei said: “We cannot teach a person anything. We can only help him discover it in himself.”

An individual educational route is a program for creating educational space for a particular child, which is compiled with the help of child psychologists, speech pathologists, educators and methodologists at a specific educational level (in kindergarten, this is a junior group, middle and senior). In other words, IEM involves the selection of activities that will solve certain difficulties in learning or, conversely, expand or deepen knowledge, the degree of mastery of a skill. For example, when aptitude for mathematics is identified, IEM may include additional classes in the subject, or if there are difficulties in communicating with peers, the child can be connected to group games as often as possible, starting with work in pairs and gradually increasing the number of participants. This takes into account not only the age of the child (which is typical for the general educational strategy preschool), but also the ability of the baby, which can be ahead or slowed down in comparison with generally accepted standards. Thus, IEM is a compensation for learning difficulties, taking into account the personal potential of the child, which allows him to show his intellectual, emotional-volitional, activity and moral-spiritual features. Despite the fact that there is no specific “recipe” for drawing up an individual strategy, the principles, goals and objectives of IOM are stipulated in documents such as

• Law Russian Federation“On Education”;
• GEF DO.

Targets and goals

The main goal of IOM is to create suitable conditions in an institution engaged in preschool education for successful self-realization among peers and surrounding adults of a single child, his social and personal growth, that is, to increase authority and increase the baggage of knowledge, skills and abilities.

The objectives of a personal educational strategy are as follows:

• formation of the subject environment for social development baby (that is, providing the necessary material and technical base for classes, for example, if a child is passionate about playing chess, then in game room, along with "standard" toys there may be a chessboard specially for him);
• organization of a unified system of interaction between all levels of administration, as well as cooperation with parents aimed at the social and personal growth of the child;
• improving the dialogue with the child on the basis of mutual respect and trust;
• creation of all conditions for the upbringing of a positive attitude of the baby towards himself and the people around him, as well as for the development of the child's communicative competence;
• the formation in the baby of a positive attitude towards his personality, as well as the education of awareness of the rights and freedoms relating to concepts relevant to this age (choice of friends, toys, the right to personal belongings, and most importantly, the right to one's own opinion).

The above tasks determine the factors that determine IOM:

• state order;
• requests and needs of adult family members, in particular, parents;
• personal abilities and level of potential of a particular child;
• material and technical equipment, as well as teaching staff institutions of preschool education.

These factors are important at all levels of interaction: the state determines the overall strategy and direction of the development of education (for example, the education of patriotism, spirituality), provides kindergartens necessary materials, parents put forward requirements for the level of preparedness of children, kids realize and expand their capabilities, and the state closes the circle again - it “receives” individuals who become worthy citizens of their country, who care about its prosperity.

All these aspects of the creation of IEM practically repeat the general strategy of preschool education, but with the difference that now individualization, that is, orientation towards the upbringing of a unique personality, is carried out not only during specially allotted hours for certain classes or during certain types activities, but runs like a “red thread” through the entire educational process.

For whom and why is it created

An individual education strategy is created for children

• lagging behind in the assimilation of the program of preschool institutions;
• with mental disabilities, for children with disabilities;
• with advanced mental development.

In general, IOM is developed for

• motor skills training (both fine and large);
• formation of hygienic, moral-cultural, communicative and social skills;
• activity realization of the child's potential, affecting the manipulative (laying out lotto, cards, etc.), sensory-perceptual (definition geometric shapes according to the shape, texture of the material according to tactile sensations, etc.), subject-practical (the use of a children's set for the sandbox not only for its intended purpose, but also for caring for indoor plants) and gaming area of ​​development;
• development of speech abilities (performing various tasks, the baby must comment on his actions);
• formation of correct ideas about the world around us;
• understanding of the essence of the concepts of space and time.

As a rule, IEM is compiled for the school year, but in some cases (for example, if the baby has not coped with the problem or if it concerns a gifted child), the strategy can be used for the entire period of study, only the methods and methods of work need to be adjusted: so that they are age appropriate child.

Who composes and leads

The educator is engaged in the development of IOM, but - what is of particular importance - he does this ONLY together with the methodologist and psychologist, and also taking into account recommendations and comments

• baby's parents;
• speech therapist.

The educator, psychologist (some aspects of social and communicative development) and speech therapist fill out the card (a number of items in speech development). The differentiation between the aspects of observation and work takes place individually, which is associated with the qualifications of the employees of the preschool institution. This is especially true for kindergartens, where the teacher also performs the functions of a speech therapist. That is, in practice, a folder with IOM is created, including the psychological and pedagogical diagnosis of the baby, a plan for implementing the strategy, a list of expected results, as well as a table or characteristic with details of the implementation of each goal. With the frequency established by the administration of the institution (based on the goals specific IOM), parents get acquainted with the progress of the tasks, after which they express their wishes, ask questions regarding a specific area of ​​education. In the future, it is assumed that every baby who graduates from kindergarten, will present his "dossier" to the teacher primary school, which, continuing the line of individualization of education, will formulate the following goals, tasks of the IEM and implement them already at the stage of teaching the child at school.

What includes

Stages of developing an individual educational route for a preschooler according to the Federal State Educational Standard

The development of an individual strategy takes place in stages.

• observation stage. The goals of this stage are to identify children experiencing difficulties, as a result, the observer fills in the table.

• Stage of diagnosis. This stage is carried out together with a child psychologist. Tests are performed with the child to identify the causes of certain difficulties. The result of the work is a table.

• Construction stage. The purpose of this stage is the actual development of IEM based on the identified difficulties and the reasons for their occurrence. The result is a finished route scheme.
• Implementation stage. With the help of different methods, the IOM is performed. Among universal ways achievement of the goal, for example, with difficulties in the socialization of the child, the following can be distinguished:

• Stage of diagnosis. Evaluation of the results of work on IEM. Main criterion Is there a problem or has it been fixed. If there is no progress, a new IOM, if progress is planned, then it is possible to continue or modify the existing one.

Examples

Individual routes, as already noted, do not have an established design scheme, they can be in the form of a table or in the form of text - it all depends on the difficulty the development is aimed at solving. Let's consider two options.

Example #1

Difficulties: inattentive and distracted, has difficulty making decisions logical tasks, mathematical tasks.

Experiencing difficulties in solving logical problems, mathematical tasks.

Month A week	Regime moments	Direct educational activities	Independent activity	Interaction with parents
January 3 week		Working with a multimedia presentation "Count the contour"	Tangram game
4 week	Walk "Draw a Geometric Castle in the Snow"		Tell your friends about your drawing
February Week 1		Didactic game "What has changed?"		Memo "Games for the development of logical thinking"
2 weeks	Working in a corner of nature Watering plants based on the description of the flower.		Multimedia game "Associations"
3 week		Working with punched cards "The composition of the number"	Teach a friend Work with a card.	Game visit us.
4 week	During the morning reception, completing assignments on handouts	Multimedia presentation "Merry Score"	Check out a friend's work.

Route Action Results: The level of development of attention, concentration and switching has increased. The child copes with tasks of a mathematical nature, logical tasks.

Example #2

Child's age: 4 years 2 months

Gender: male

Problem: Weak computing skills

The purpose of the individual route: the development and consolidation of computational skills within the first ten

Task: to develop attention, memory, logical thinking.

Frequency of classes: 2 times a week

Duration: 20 minutes

Exercises in the classroom:

1. “The numbers got lost” Arrange the numbers in order Learn to name the numbers in order

2. "What has changed? What number is missing? Name the next and previous digit of the natural series Play the game "Name your neighbor"

3. "Merry little train" Attach, attach trailers with numbers to the train. Solve examples by adding the number 1.

1. Put the cars in the garage Solving examples by counting one Learn to name the next and previous digit
2. “Postman” Deliver letters - examples to houses (solving examples by adding and subtracting the numbers 1 and 2) Play the game “Bring a letter to grandmother, brother”
3. "Paratroopers" Each "paratrooper" - land the figure on your own example. Games at home at the expense of objects that surround the child.
4. Help Dunno to solve examples Solve examples of the first ten using punched cards Solve examples using fairy-tale characters: Piggy, Stepashka, Cheburashka, etc.
5. Let's help the hedgehog collect mushrooms. Consolidation of computing skills within the first ten. Solving examples at home.

The structure of an individual lesson:

1. Organizational moment: a moment of joy.
2. Surprise moment: the arrival of a fairy-tale character.
3. Main work: help, guess, prompt

Work at the magnetic board;

Handout exercises;

Work in a notebook.

The result of the lesson: a minute of communication, what you liked, what caused difficulties, and what was difficult.

Performance evaluation:

As a result of systematic and systematic work with a child who has weak computational skills, by the end of the annual cycle of classes: computational skills will be fixed; cognitive interest in mathematics will increase; the mental activity of the child is activated, he will freely perform computational exercises within the first ten. These achievements will help to overcome the problems of mathematical development preschooler.

Higher philological education, 11 years of teaching English and Russian languages, love for children and objective view to the present - the key lines of my 31-year-old life. Strengths: responsibility, desire to learn new things and self-improve.

Implementation of individually - educational routes of students as a way to form educational motivation of younger students.

Implementation of individually - educational routes of students as a way to form educational motivation of younger students.

Today, during the implementation national policy in the field of education, schools are in search of new approaches, forms, means of education.

Undoubtedly, the issue of the formation of educational motivation can be called a central, priority one. After all, the motive is the source of activity, and one of the indicators of the development of the student's personality is his level of formation of educational motivation.

It is the primary school age that is most favorable in order to lay the foundation for the desire and ability to learn.

Educational work should bring joy, a desire to learn it again and again. It depends on whether or not the inquisitive light in the eyes of the child goes out.

Modern psychological and pedagogical literature names the following reasons for educational difficulties:

• inability to learn;
• lack of interest in learning;
• self-doubt.

To overcome these difficulties, it is necessary to focus on internal forces child, rely on meaningful incentives for him. Therefore, the student needs pedagogical support.

Pedagogical support is a pedagogical culture designed to help the child to successfully move along their individual developmental trajectory.

There are three main components of this culture:

• educational (ensuring the standard of education and high level knowledge);
• psychological, based on the development of learning motivation;
• personality oriented.

The trends in the components of pedagogical culture are reflected in the implementation of an individually oriented program (IEP) of a teacher to eliminate knowledge gaps in students with learning difficulties and students with a low level of motivation.

Goals and objectives of an individually oriented program:

1.Liquidation of gaps in knowledge, skills, abilities of students.

2.Psychological - pedagogical support for students.

3. Increasing the level of educational motivation.

The main ideas of the program implementation are:

• implementation state standard education, the formation of key competencies of students;
• individualization of the learning process;
• personal approach;
• formation of cognitive interests and needs;
• creating a situation of success.

Implementation stages

Forms and methods of activity

practical way out

Diagnostic

Carrying out boundary control measures, questioning, observation

Research material

Analytical - research

1. Analysis of diagnostic work, questioning, observations.

2. Identification of the success of training on specific topics.

Information about common mistakes, possible reasons their occurrence, comparison with real learning opportunities (RUV), individual difficulties, learning motivation.

Organizational - design

Search for ways of pedagogical correction

1. Determining the topic of ZUN (knowledge, skills, skills), OUUN (general educational skills) of students.

2. Choice of forms and methods of work.

4. Compilation of IEM (individual educational route) of the student.

5. Development of explanations for parents to the student's IOM.

IEM (individual educational route) of the student, explanation for parents to the student's IEM.

Correctional

Work on the IEM of the student in order to fill in the gaps.

Elimination of gaps in the subject.

final

Analysis of correction work

• Identification of unrealized (reasons)
• Identification of prospects for further work
• Thinking through a system of measures to prevent errors for corrected ones.

The diagnostic stage of work involves carrying out boundary control measures, questioning, and observation. As a result, the teacher receives material for research and planning further work.

The analytical and research stage provides information about typical mistakes, possible causes of their occurrence, individual difficulties, learning motivation. The teacher has the opportunity to compare the results of learning at this stage with the real possibilities (RUV) of students.

At the organizational and design stage, the teacher searches for ways of pedagogical correction and draws up an IEM (individual educational route) for the student, as well as explanations for parents.

IEM (individual educational route) of a student is a characteristic of the units of education mastered by the child in accordance with the individual characteristics of his development.

(individual - educational route)

Student(s) _____ class (last name, first name student) teacher ___________________________

Target: filling gaps in the subject _______________________________________________

Forms of control

Completion mark

Parents (familiarized) _________________ Class teacher __________________

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 where, what knowledge, skills, skills the child will acquire as a result of mastering this topic, as well as what OUUN (general educational skills and ) he needs.

The ways of working with a student are varied: individual assignments, organizing pair and group work, working with consultants, choosing “one’s own” homework, topics of 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 marks the completion and introduces the child's parents to it, who sign the IEM sheet (individual educational route).

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. Ensures 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.

The importance of this approach in the education of children is obvious.

IEM is a specific method of individual learning that helps to eliminate gaps in knowledge, abilities, skills of students, master key educational technologies, provide psychological and pedagogical support to the child, and thus increase the level of learning motivation.

Ensuring the implementation of individual educational routes for students at school is an attempt to solve the problem of personality development, its readiness for choice, determining 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.

As a result of working with individual educational routes of students, a positive dynamics in the quality of education in the classroom is noticeable, the level of general educational skills and abilities (logical and communicative), knowledge, goal-setting skills, planning, analysis, reflection, self-assessment of educational and cognitive activity has increased.

Working with individual educational routes realizes the student's right to choose the pace of work, forms of education and, undoubtedly, gives the child a chance to discover himself as an individual, as a person.

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 .;
• absenteeism.

It is important that, first of all, the class teacher knows why the student does not master the curriculum, how to help him in this matter. School narrow specialists (doctor, psychologist, speech therapist, social pedagogue), the student's parents, himself and his classmates should help to establish the specific reasons for the failure of the class teacher. Teachers, when talking with the class teacher, learn this information from him and use it in their work.

A plan for working with underachieving and underachieving students.

Events

1. Carrying out a control cut of the students' knowledge of the class on the main sections of the educational material of the previous years of study.

Purpose: a) Determination of 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, a speech therapist, meetings with individual parents and, especially, during a conversation with the child 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 in organizing independent work in the classroom, include feasible individual tasks for a poorly performing student, fix this in the lesson plan.

During the school year.

5.Keep a mandatory thematic record of the knowledge of low-performing students class. It is better to keep a thematic record of knowledge on the subject of children of the whole class

During the school year.

6.Reflect individual work with weak students in work or special notebooks on the subject.

During the school year

In everyday work, it is convenient to use tables of requirements for individual topics and the general section.

Requirements table