Development and design of an individual educational route. Individual educational route

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:

• 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 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 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 tasks, cards prepared to fill gaps on lingering topics, organizing pair and group work, working with student consultants (when a strong child advises a weak ), topic selection 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 geometry class for the entire academic year, I selected and printed 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.

An individual educational program of the student is also compiled, 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,
• the initial level of knowledge of the student,
• 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, monitor and adjust the 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.

Individual educational route for a junior schoolchild

prepared

teacher primary school

Blinova Irina Valerievna

Frolovo

2013

Introduction

Introduction

AT modern world, following the path of globalization, the most important factor successful and sustainable development of the country is the human potential, largely determined by education. At the same time, one of priority areas development of the educational system is the introduction of models of continuous vocational education which provides each person with the opportunity to form an individual educational trajectory for further professional, career and personal growth.

The problem of formation of individual educational trajectories of students is presented in psychological and pedagogical research in the works of T.M. Kovaleva, N.V. Rybalkina in line with the problem-reflexive approach, activity approach - A.B. Vorontsova, G.N. Prozumentova, A.V. Khutorsky, A.N. Tubelsky and others. Individual educational trajectories of students are associated with the implementation of personally significant activities by students in the works of T.M. Kovaleva, N.V. Rybalkina.

Individual educational trajectories of students are formed in the educational space. The structure of the educational space in general theoretical and methodological aspects is considered in detail in the works of V.G. Afanasiev, A.A. Bodaleva, S.K. Bondyreva, V. Kurt-Umerov, V. Maracha, N. M. Nikulina, Ya. K. Trushinsh, M. Heidmets, N.A. Khrenova, I.G. Shendrik and others. Modern pedagogical professionalism of V.I. Slobodchikov is associated with the creation of conditions for the formation of individual educational trajectories for each student. However, the study of the formation of individual educational trajectories of students in the educational space of the modern school has not been given sufficient attention.

Thus, the relevance is due to the presence of contradictions:

The educational policy of the state, aimed at solving the strategic task of forming an individual educational trajectory for each person, and the insufficient focus of educational institutions on its solution;

The need of students in the formation of their individual educational trajectories and the insufficient development of ways and conditions for the implementation of this process in a modern school.

The purpose of the presented work is the rationale and practical support for psychologists, educators, teachers elementary school correct presentation and compilation of the individual educational route of the child.

The documents on the modernization of Russian education clearly express the idea of ​​the need to change the orientation of education from the acquisition of knowledge and the implementation of abstract educational tasks to the formation of universal abilities of the individual based on new social needs and values.

Achieving this goal is directly related to individualization. educational process, which is quite feasible when teaching schoolchildren on individual educational routes.

The need to build individual educational programs is dictated by the following considerations:

There is a growing number of schoolchildren who, due to deviations in their development or health, cannot study according to the usual class-lesson system.

Some schoolchildren cannot attend school for a certain period due to sports competitions, pre-professional training, family life circumstances...

A significant part of the graduates of the basic school cannot choose for themselves one of the mass ways of obtaining a secondary education due to communication difficulties, including the inability or persistent unwillingness to fit into ordinary school life.

Entire pedagogical systems have emerged that consider the individualization of education as the main pedagogical tool: "Talented Children", "City as a School"...

The material and technical possibilities of providing individual education have expanded.

The structure of the program can be represented by the following components:

purpose (involves setting goals and leading directions in the field of education, which are formulated on the basis of the state educational standard, the main motives and needs of the student.),

the initial level of knowledge of the student,

duration of training (reflects the content of education implemented within the framework of a specific educational program;

The system of knowledge about nature, society, thinking, methods of activity, the assimilation of which ensures the formation of a dialectical-materialistic picture of the world in the minds of students, is armed with a methodological approach to cognitive and practical activities.

A system of social, intellectual and practical skills and abilities that are the basis of specific activities and ensure the ability of the young generation to preserve social culture.

The experience of creative activity accumulated by a person.

Experience of emotional-volitional attitude to the world, society).

Expected Result,

academic plan,

learning programs,

organizational and pedagogical conditions,

forms of attestation of student achievements).

Article 14 of the Education Law states that:

• ensuring self-determination of the individual, creating conditions for its self-realization;

  development of society;

  strengthening and improvement of the rule of law.

adequate to the world level of the general and professional culture of the society;

formation of a student's picture of the world adequate to the modern level of knowledge and the level of the educational program (level of education);

integration of personality into national and world culture;

the formation of a person and a citizen integrated into the society of his day and aimed at improving this society;

reproduction and development of the personnel potential of the society.

Chapter 1. Theoretical foundations of an individual educational route for a younger student.

§one. The essence of the concept of "educational route", "individual educational trajectory", and their specificity in

primary education.

Individual educational route is defined by scientists as a purposefully designed differentiated educational program that provides the student with the position of the subject of choice, development and implementation of the educational program when teachers provide pedagogical support for his self-determination and self-realization (S.V. Vorobieva, N.A. Labunskaya, A.P. Tryapitsyna, Yu. F. Timofeeva, etc.) An individual educational route is determined by the educational needs, individual abilities and capabilities of the student (the level of readiness to master the program), as well as existing standards for the content of education.

School is a situation of interaction between a teacher and a student, it is this interaction that satisfies the basic need for which the family sends the child to school, and the child studies. Once upon a time, such a need was the desire for a common ideal, order, stability. Now a lot of school problems are related to the fact that she cannot understand herself, and cannot show the family and the child WHY he should go to school.

You can answer this question from different positions, but if you stay in a pedagogical context, that is, there is a problem of transmitting culture to the younger generation, there is a huge amount of knowledge accumulated by mankind, there is a family that has a unique and inimitable child, regarding the future of which mom and dad there are some plans.

And it is clear that it is impossible to teach everything to everyone, and at the same time equally. And it is clear that there should be individual educational plans that determine what, where, when and how a child studies.

Trajectory construction technology:

You will move from stage to stage. The real path in education, that is, "education of oneself", consisting of stages (lesson, topic, course ...) has a beginning and an end and involves the awareness of the previous and the next, which is connected with the goal and reflection.

you will realize yourself in the process of learning, that is, to recognize and reveal your potential. Language confirms this, since realization, implementation, implementation, creation are synonyms with an active root.

potential is the possibilities or hidden power that may or may not be realized in educational activities. "Personal potential" is much broader than educational potential, that is, your abilities and memory.

the meaning, meaning and purpose of each successive stage of the educational path can be comprehended by you independently or in a joint activity with the teacher.

SELECTION AND MODIFICATION PROCEDURE STUDENT'S EDUCATIONAL ROUTE The educational program takes into account: a) the needs of students and their parents (their interests and plans);b) students' abilities (level of readiness to master the program, state of health);c) since a contradiction is possible between a) and b), it is important for the school to develop a procedure that allows optimizing the choice of an individual educational route;d) the possibilities of the material and technical base of the school.
The basis for choosing an educational route in primary school are: - level of readiness for school;- the state of health of the child;- desire of parents;

Selection procedure: - familiarization of parents of future first-graders with educational programs being implemented ( parent meetings, printed information, Internet) (January - February);- individual consultations for parents and children (February - May);- acceptance of applications indicating the desired route (April-May);-consultations with children and parents who have chosen one or another educational program in order to determine the level of readiness for school (April-May);- analysis of the health status of children (based on medical documents) (May-June);- the final determination of the choice of the educational route of the student.The selection process involves: - bringing to the attention of parents information about the educational programs being implemented at the upcoming stage of education and the grounds for their choice;- collection of information and analysis of the success of educational activities on its basis. (It is supposed to take into account the final academic performance, annual tests in the Russian language and mathematics, various kinds of work on the development of speech, reading technique. Conducted during the academic year);- collection of information and analysis of the formation of cognitive interests and motivation for learning;- analysis of the dynamics of the state of health of students;- studying the educational expectations of parents (surveys, questionnaires. Takes place during the school year);- conducting a preliminary discussion to determine the grounds for a particular educational program (March-April);- correctional work with students and parents in the absence of complete or partial reasons for choice (March-May);- the pedagogical council for the approval of the individual educational route of students.I note that not always the contradictions that arise when choosing an educational program can be resolved by these procedures. Such cases are considered individually and are decided on the basis of the interests of the child and the family.

The basis for changing an individual route from a basic program to an oriented one are: - the success of an individual educational route within the framework of the basic program. It is determined by the following parameters: a) academic performance; b) medical indications;c) formation of cognitive interests;d) the presence of creative achievements in the chosen educational field: e) desire of students and families;e) the availability of seats in the class.
Design structure of an individual educational route:

setting an educational goal (individual choice of goal);

introspection, reflection (recognition and correlation of individual needs with external requirements;

choice of path (options) for the implementation of the goal;

goal specification;

Conditions for the effectiveness of the development of an individual educational route:

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, self-realization;

implementation of psychological and 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;

Designing an individual educational trajectory

Diagnostics.

At the first stage, it is necessary to determine the so-called starting capabilities of the child, i.e. to identify his personal characteristics, including the style of intellectual and creative activity, individual cognitive strategies, as well as the level of education, subject training. A comprehensive study will help in this, including the study of data

–current, intermediate and final control in subjects;

–examination of the products of the student's activity, created by him independently for internal motivation;

–a survey of teachers who know this student well;

–surveys of classmates;

–interviewing parents;

–psychological testing of the student;

–interviews with him.

Goal setting.

After diagnostic procedures that allow to identify the uniqueness of the child's personality, the general and personally significant educational goals for the student are coordinated, and the formation of an individual learning goal on their basis. The goal can also be the solution of a scientific problem or a personal change. It should be remembered that an individual educational trajectory is developed only in cooperation and dialogue with the child. At the same time, the teacher acts as a tutor, a mentor who can advise, recommend, consult, assist, but not impose and, moreover, force.

Determination of the content of the educational route, i.e. educational facilities.

When designing multidisciplinary individual educational trajectory, the student gets acquainted with the invariant part of the school curriculum, which indicates the subjects required for study and their volume. With the help of a tutor, the student chooses the level of study of compulsory subjects (basic or advanced). Then the student, together with the teacher, determines the content and volume of the variable part, which may include, at the request of the child, elective courses, circles, as well as research and project activities, self-education, etc.

When designing monosubject individual educational trajectory, the student defines as educational objects any information, specific knowledge, skills, technologies, work methods, competencies, etc., which he must master in order to achieve the goal.

Formation of an individual training plan.

At the fourth stage, the student's personal relations with various educational objects are determined, which is reflected in the individual learning plan. The process of forming the latter is as follows: the student, with the help of the tutor, chooses the form of organization of the educational process (the student has the right to use, along with traditional forms distance learning, external study, individual mode of attending classes, etc.), the pace of learning, reporting forms - creative or analytical, oral or written.

Options for an individual curriculum.

Option number 1

Explanatory note

Psychological and pedagogical characteristics of the student (student).

Goals and objectives of the educational route.

Construction principles, curriculum structure.

Criteria for assessing the personal growth of a student (student), the success of advancement along an individual educational trajectory)

II . Individual study plan *

*It is desirable to attach the student's individual schedule to the plan.

Option number 2

Individual curriculum for the subject

Implementation of an individual curriculum.

It is at the fifth stage that the actual progress along the individual educational route begins. However, it should be remembered that individual educational activity may be associated with the adjustment of its goals and content, as well as strategies and tactics for their implementation. In the process of moving along an individual educational route, the student can change his curriculum, for example: move from basic level to in-depth or vice versa; add any academic disciplines from the variable part to the individual plan or refuse to study some of them. In order for an individual educational route to be completed, a systematic work of a tutor is necessary to involve the student in reflective activity, and timely provision of consulting assistance.

Presentation, analysis and evaluation of the student's educational products created during the implementation of the individual curriculum.

The sixth stage is final, because. it analyzes the results of the passage of an individual educational route.

A.V. Khutorskoy highlights another, seventh, the stage of an individual educational trajectory is the stage of reflective-evaluative activity.

Goal setting stage.

Introspection and self-assessment in the course of identifying and formulating personally significant goals:

3. What personal changes do I want

§3. Variable educational routes of students and their psychological support.

One of the options that contribute to the realization of individual educational needs and the right of students to choose their own development path is an individual educational route.

Defining this concept, it should be considered as a certain trajectory of movement. At the same time, as a rule, there are children in the class who, according to the results of diagnostics, have similar indicators of certain mental functions, properties, skills, abilities, and knowledge. This means that in the process of learning activities, the teacher can combine them into appropriate groups and conduct training, thus differentiating the necessary psychological and pedagogical assistance. Therefore, it is appropriate to speak of variable educational routes .

Variable educational routes as a way to implement a student-centered approach in a mass general education school make it possible to ensure the student's right to his own educational path, to an individual educational trajectory.

Within the framework of a variable educational route, the main elements of an individual educational activities a certain group of students: the meaning of educational activities (why am I doing this); setting a personal goal of education (anticipating result); action plan and its implementation; reflection (awareness of one's own activity); evaluation of one's own educational activity and its results; adjusting or redefining educational goals.

As part of a variable educational route, the student has many opportunities: to determine the individual meaning of learning academic disciplines; set your own goals in the study of a particular topic or section; choose the optimal forms and pace of learning; apply those methods of teaching that are most appropriate for individual characteristics; to assess and adjust their educational activities on the basis of a conscious attitude to their position in learning.

The technology of individualized learning in the context of the implementation of variable educational routes involves the sequential passage of the main stages of educational activity: diagnosing the characteristics of students, fixing fundamental educational objects, simultaneous implementation of individual educational programs, demonstration of their educational products, evaluation of activities.

Therefore, in a broader sense a variable educational route is an integrated model of the educational space created by school specialists of various profiles in order to realize the individual characteristics of the development and learning of a child over a certain period of time.

Despite the obvious relevance of the problem of implementing variable educational routes in a mass school, this moment it should be noted that the theoretical foundations of such a method of improving the quality of education, its accessibility and efficiency have not been developed; lack of scientific and methodological tools that teachers could use in their daily teaching practice in order to create adequate conditions for students and optimal choice, thereby really ensuring the intellectual and personal development of students.

The novelty of our study lies in the fact that the implementation of variable educational routes for students in the conditions of a mass general education school is considered in a complex as a way to implement a student-centered approach, as a way to improve the quality of education and form key competencies in students, as a means of individualization and differentiation of training and education, as a form of constructive interaction of all subjects of the educational process with the aim of their personal development, stimulation of creative initiative, achievement of their heights (acme) during the period of schooling.

Our study proposes a new approach to ensure the individualization and differentiation of learning. In socio-pedagogical terms, the school creates such an educational system that adequately meets the conditions of a rapidly changing life, allows students to adapt to these needs, creates conditions for expanding and constantly enriching the range of educational needs of the individual students. In organizational and pedagogical terms, we are changing the very quality of the educational system of the school, supplementing it with such new characteristics as flexibility, mobility, dynamism, the ability to self-change and self-development, to create a rich choice educational services. In the personal and pedagogical plan, school teachers create conditions for the implementation of personal choice - both for the student and for the teacher himself. Diversity ensures the realization of the child's right to choose his own trajectory of education and development, opens up opportunities for self-development of both the student and the teacher.

The practical significance of the study is the development of psychological and pedagogical support, scientific and methodological tools that ensure the organization of the targeted activities of the teaching staff to improve the quality of education and the competence of the teacher in terms of creating conditions for the implementation of variable educational routes for students in a mass school.

Statistical analysis of empirical data, carried out by us within each age group, showed that it makes sense to single out four variable educational routes: for students with advanced development rates; for students with poor health; for students with a low level of academic motivation and learning difficulties; for gifted students with different special abilities.

If a child, according to the results of diagnostics, has an increased or high level of intellectual development, a high level of academic motivation, persistent interests in academic subjects, average or good physical health, a high level of mental performance, then it can be conditionally classified this child to a variable educational route for students with advanced rates of development .

If a child has an average or low level of intellectual development, a high level of anxiety, a low level of adaptation and motivation, unstable interests, then this child can be conditionally attributed to a variable educational route. for students with low academic motivation and learning difficulties .

If a child has a low level physical health, high anxiety, low level of adaptation, high fatigue, low mental performance, then we conditionally refer such a child to a variable educational route for students with disabilities.

If a child has a persistent interest in a particular activity or field of knowledge, the presence of abilities for this activity, high motivation for this activity, then this child is conventionally referred to as a variable educational route for students with special abilities .

Studying the features of the personal development of children on various educational routes, we came to the conclusion that children of the same route have similar problems and difficulties in personal development.

Based on the analysis of psychological and pedagogical literature, we have identified psychological and pedagogical problems that need to be resolved within a specific educational route.

Students with advanced rates of development are characterized by: possible motivational immaturity; inability to choose adequate ways of creative self-realization; lack of formation of communicative skills, insufficient level of self-reflection.

For students with poor health are characteristic: somatic weakness, increased fatigue, reduced performance; inability to overcome difficulties, to subordinate one's behavior to certain tasks; disorganization of activity; lack of communication skills.

Students with a low level of academic motivation and learning difficulties show: a decrease in interest in learning, low academic motivation; lack of formation of educational activity; pedagogical neglect; low level of mental development.

Students with special abilities are characterized by: increased emotionality and insufficient level of self-regulation; difficulties in communication, high conflict; decreased interest in learning, low learning motivation; decreased interest in activities other than those related to special abilities.

The identified problems and difficulties of students of each variable route allow us to formulate the tasks of psychological and pedagogical support: preventing the occurrence of problems in the development of the child; assistance (assistance) to the child in solving urgent problems of development, education, socialization (overcoming educational difficulties, problems with choosing an educational route, violations of the emotional-volitional sphere, difficulties in relationships with peers, teachers, parents); psychological support of variable educational programs; development of psychological and pedagogical competence of students, parents, teachers.

We see several possibilities for organizing psychological work to provide varied educational routes.

1. Organization of special developmental work with students aimed at the formation of their psychological skills and abilities - intellectual, organizational and activity, reflective, communicative - without which one cannot start a productive project activities within the educational route.

2. Organization of special training work with teachers to develop their psychological and pedagogical competence. The psychologist needs to form teachers psychological readiness to the design of the educational process within the framework of a specific educational route.

Psychological support for the activities of teachers within the framework of a variable educational route for students with advanced development rates is carried out in the following forms: holding a scientific and methodological seminar "Analysis pedagogical technologies used in work with students with a faster pace of development”; organization of methodological work aimed at building the educational process in accordance with the individual characteristics and capabilities of schoolchildren; group and individual consultations on the development of a unified approach and a unified system of requirements for students with advanced development by various teachers working with the class; conducting a psychological examination of the conditions of training and development, educational and methodological material, the educational process itself; increasing the psychological competence of teachers through lectures, seminars, trainings; creation of experimental training programs.

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

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

Elimination of gaps in knowledge, abilities, skills of students. Psychological and pedagogical support for students. Increasing the level of educational motivation.

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

Implementation stages:

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 research stage provides information about common mistakes, possible causes of their occurrence, individual difficulties, educational motivation. The teacher has the opportunity to compare the results of learning at this stage with the real learning opportunities (RUV) of students.At the organizational and design stage, the teacher searches for ways of pedagogical correction and draws up an IEM (student's individual educational route), as well as explanations for parents.IEM (individual educational route) of the student is a characteristic of the units of education mastered by the child in accordance with the individual characteristics of his development.

IOM

(individual educational route)

When choosing methods individual approach learners should rely on knowledge of their personal characteristics. Expand and master different methods of developing the cognitive interests of children.

Ensure that positive emotions prevail in the classroom, positive perception learning situation and learning activities, an atmosphere of benevolence. To strengthen in oneself the position of not opposing oneself and more successful students to a poorly performing student. 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. It should be remembered that excessive assertiveness and activity of the teacher's influences deplete the child's neuropsychic strength (especially if he is sensitive, less enduring, mentally unbalanced) and force him to defend himself. Children's (immature) ways of self-defense include negativism, the desire to strive for liberation from elders, conflict and blocking of self-understanding.

The model of psychological support for a variable route for students with poor health includes holding a scientific and methodological seminar "Analysis of pedagogical technologies used in working with students with poor health", pedagogical advice on the problem of maintaining and strengthening the health of students; organization of methodological work of teachers aimed at building the educational process in accordance with the individual characteristics and capabilities of schoolchildren with poor health.

Psychological and pedagogical support of a variable educational route for gifted students with special abilities involved the implementation of the following programs: in elementary school - the development of the creative potential of the personality of elementary school students (E. Yakovleva); in the basic school - "Development of research and creative activity" (N. E. Vodopyanova, V. A. Svidlova); in high school - "School of Leadership Art" (elements psychological training development of leadership skills in high school students).

Group #1:

Development of theoretical analysis: decomposing the whole into its elements. Development internal plan actions: the ability to draw up a plan, strictly follow it, adjust as results are obtained, compare the ideal and real results of activities, develop self-control. Development of the ability to reflect.

Development of the ability to verbalize one's own actions. Development of the ability to put forward several hypotheses and systematic testing of each of them. Development of the ability to fix the results of testing each of the hypotheses (clear design of the solution).

Development of the ability to analyze the conditions of the task, draw up diagrams, drawings, tables. Development of the ability to put forward hypotheses for solving problems. Development of the ability to consistently and systematically test each of the hypotheses. Development of the ability to compare the ideal and real results of activities.

The interest of parents in this matter is understandable: in life one often has to make decisions in non-standard situations, experience difficulties and situations of uncertainty. All those who wished were given methodological materials (olympiad tasks, tasks of various competitions) for independent work at home.

And, of course, I would like to draw attention to the principles of building lessons for solving Olympiad problems. These principles include the following:

High intensity lesson. Thinking should not "slumber"; it must always work fast pace. Children should gradually get used to high intensity.

Process orientation. The main thing in such lessons, especially at the first stages of learning, is not so much to solve the problem (write down its solution), but to find out how to solve it, put forward and test a hypothesis. The teacher approves every attempt at student independence.

Individual work prevails over group work. Sometimes kids are great at problem solving together, but they can't work alone. However, with gifted children, I have found that in group work more time is spent figuring out who is the leader and who needs to be listened to. In addition, participation in any Olympiad is an individual work.

The desire to listen to everyone in the lesson. If the child does not want to prove and answer, then he is not yet ready for public speaking. It is necessary to be very careful in this lesson to put the child in difficult situations - after all, in case of failure, the emotional memory will retain the fear of difficulties for a long time in the child.

The principle of free communication in the lesson between its participants. This principle emphasizes that the lesson brought together people who are already interested, colleagues (including the teacher) to solve complex issues. Only in such a respectful and free space is a culture of disputes and dialogues formed.

The principle of non-competition. In lessons with gifted children, it makes no sense to organize competitions among themselves, you need to compare the child of yesterday with the child of today.

The principle of fun. It is no coincidence that many plots of problems are of a fairy-tale or comic nature. This number is designed to slightly ease the tension from difficulties or fear of failure. We all know that it works well when the voltage is below the optimal point, but above the minimum.

The principle of material and emotional motivation of students.

Intellectual work should be valued. It is necessary from childhood to form in the child a respectful attitude towards the fruits of his mind and creativity. For participation in olympiads and competitions, all children should be rewarded (for example, a trip to the theater), winners - especially. For compiling puzzles, tasks, competitive questions and other creative tasks, children are also encouraged with letters, thanks, and books.

Chapter 2. Designing an individual educational route for a child with learning difficulties.

Probably, every teacher at least once in his teaching practice asked himself questions: what to do with a child who has learning difficulties? Who is to blame? Can you help him?

What group of younger schoolchildren can be immediately attributed to the group of those who are not ready or conditionally ready to study at school?

Today, it is generally accepted that readiness for schooling- multicomponent education that requires complex psychological and pedagogical research. Readiness for schooling is understood as a set of morphological, physiological and psychological characteristics of an older child. preschool age ensuring a successful transition to systematic organized learning. Due to the maturation of the child's body, in particular, its nervous system, the degree of personality formation, the level of development of mental processes (perception, attention, memory, thinking), etc.

Types of readiness for schooling.

Physiological readiness: level of physical development, level of biological development, state of health, state of analyzer systems, development fine motor skills, the development of the main types of movements, the implementation and observance of basic hygiene standards, etc.

Psychological readiness includes the following areas:

intellectual (cognitive): stock of system knowledge, orientation in the environment,

curiosity, speech development, memory development, imaginative thinking, sensory development;

personal and social (communicative): learning ability, sociability, tolerance, moral development, adequate self-esteem and level of claims;

emotional-volitional (affective): coordination of motives, efficiency, self-control, goal setting, optimism, accuracy, motivation, etc.;

special (psychomotor): skills

Thus, when entering school, younger students must have physiological, intellectual (cognitive), personal, communicative, affective, psychomotor readiness.

Under the unpreparedness for learning, we mean the lack of formation or a violation in the development of the main components of the cognitive, personal, communicative, affective and psychomotor areas of educational activity. When such a group of children enters the first grade, it is necessary to organize individual assistance from a teacher, psychologist, and educator.

Under the "conditional" readiness we mean a partial lack of formation or a violation in development in one or several areas of educational activity: cognitive, personal, communicative, affective and psychomotor. This group of children needs individual help from both a teacher and narrow specialists (as needed).

It is possible to single out groups of children with learning difficulties that fall into it due to unwillingness or “conditional” readiness to study in a general education school: younger students with cognitive (cognitive) difficulties; affective; psychomotor sphere; having mixed difficulties.

It is very good if the school psychologist will help the teacher and carry out work on the adaptation of first graders.

However, most often this is where the help of a psychologist to a teacher in the first grade ends: the teacher is left alone with problems, the solution of which depends on his professional training.

I propose a classification of typical difficulties depending on the field of educational activity.

I will characterize the areas of the child's activity in learning and the didactic tasks that need to be solved in the process of teaching children "with learning difficulties: I

1. cognitive(cognitive) area. The cognitive area includes the goals and objectives of training formulated in the Standards and deployed in exemplary state programs, in concepts and teaching materials.

The main didactic task: to overcome the difficulties experienced by children in memorizing and reproducing the studied material, to solving problems, when it is necessary to rethink the existing knowledge, build their new combinations with previously studied ideas, methods, procedures (methods of action), including the creation of a new one.

2. Affective(emotional-value) area. This area includes such goals as the formation of interests

and inclinations, the experience of certain feelings, the formation of attitudes, its awareness and manifestation in activity.

The main didactic task: to form an emotional and personal attitude to the phenomena of the surrounding world, ranging from simple education, interest to the assimilation of value orientations and relationships, their active manifestation.

3. Psychomotor area. These are writing skills, speech skills; goals put forward by physical education, labor training. The main didactic task is connected with the formation of certain types of motor (motor), manipulative activity, neuromuscular coordination.

Typical Difficulties

Let's consider typical difficulties in teaching younger students in the cognitive, affective and psychomotor areas of activity, for different categories (levels) of mastering the material according to the degree of complexity.

cognitive area includes categories: memorization, understanding, application, analysis, synthesis, evaluation.

affective area includes categories: perception, response, distribution of value orientations or their complex for activities. Main categories in psychomotor area: manipulative and motor (motor) activity, neuromuscular coordination. Typical difficulties for each category, their causes and methods for clarifying the causes of difficulties are presented. Approximate tasks for correction are given.

Based on these data, it is possible to design an individual educational route for a child with learning difficulties. To do this, it is necessary to identify in which area and what difficulties younger students encounter; clarify the reasons for their occurrence; build an individual educational route; use it in the process of learning activities (typical tasks for correction).

In the cognitive area of ​​educational activity:

Typical difficulties: does not remember educational material(cannot reproduce previously studied material in the next lesson).

Causes of difficulties: Cognitive: low level of attention span, poor concentration and stability of attention, low level of development of attention switching and short-term memory.

Toulouse-Pieron (attention); A.R. Luria. Method of memorizing 10 words; method of "Studying the amount of memory."

Tasks for correction: tell by picture. The game "Who will remember more." Find the differences. Find the extra.

Typical difficulties: cannot reproduce the rule (term, etc.) in his own words, cannot point to the object being studied (illustrations when learning a new one).

Reasons for difficulties: Cognitive: poor development of arbitrary, semantic memory, verbal visual and verbal logical thinking.

Non-cognitive: low level of speech development (low level of vocabulary).

Methods for determining difficulty: methods "Tell by the picture";

Finding schemes for tasks ”(according to Ryabinkina).

Tasks for correction: making up a story from a picture. Making up a fairy tale. Tell me in order. Choose the right option for the diagram.

Typical difficulties: cannot construct a phrase and sentence grammatically correctly when reproduced; cannot use a rule or a model when solving exercises, tasks, repeat the method of action.

Reasons for difficulties: Non-cognitive: low level of speech development (low level of vocabulary), poor understanding of grammatical structures.

Cognitive: verbal-logical thinking is poorly developed, instability of voluntary attention.

methodology "Finding schemes for tasks" (according to Ryabinkina); construction of a numerical equivalent or one-to-one correspondence. (J. Piaget, A. Szemińska).

Tasks for correction: sample answer; making up a story from a picture. Answer the question. Work according to the algorithm, according to the instructions of an adult, according to the model.

Typical difficulties: does not highlight hidden (implicit) assumptions. He does not see errors and omissions in the logic of reasoning or irrational problem solving. Does not distinguish between facts and consequences. Does not evaluate the significance of the data.

Reasons for difficulties: analysis operation not formed.

Methods for determining difficulties: Intuitive speech analysis-synthesis. Methodology "Exclusion of concepts" (fourth extra). Construction of a numerical equivalent or one-to-one correspondence. (J. Piaget, A. Szemińska). Kos Cubes.

Tasks for correction: find the error. Choose The right way solutions. Reflection of activity. Self-esteem. Assessing the work of other children.

Typical difficulties: not able to compose a short creative story. Can't plan. Does not use knowledge from various fields to solve practical problems.

Reasons for difficulties: Synthesis operation not formed.

TECHNOLOGY AND PRACTICE OF TRAINING

technique "Exclusion of concepts" (fourth extra). Construction of a numerical equivalent or one-to-one correspondence. (J. Piaget, A. Szemińska). Kos Cubes.

Tasks for correction: write a story, a fairy tale. Tell me in order. Drawing up a plan. Solution of practical problems. Participation in experimental activities (method of projects).

Typical difficulties: cannot express his point of view on the problem under study, evaluate his own work or the work of a classmate.

Reasons for difficulties: low level of speech development. Lack of understanding of the adequacy of the reasons for failure in training.

Methods for determining difficulties: a technique for identifying the nature of success/failure attribution. "Left and right sides" (J. Piaget). Task "Mittens" (G.A. Zuckerman).

Tasks for correction: sample answer. Making up a story from a picture. Express your point of view, compare with the point of view of other guys. Reflection of activity. Self-esteem. Assessing the work of other children.

Typical difficulties: is unable to listen. Constantly distracted by other things.

Reasons for difficulties: individual typological features, low level of development of arbitrariness, low level of concentration and stability of attention and the main reason - high emotional instability, increased impulsivity.

Methods for determining difficultawns: Toulouse Pierron. Methodology "Level of development of regulatory abilities (arbitrary component"). Attention test (searching for differences in images).

Tasks for correction: graphic dictations. Exercises for the development of concentration and stability of attention. Include in group and pair work, consulting activities.

Typical difficulties: does not follow the rules of conduct at school. Unable to do work independently (including homework). No interest in learning.

Reasons for difficulties: the internal position of the student is not formed, there may be difficulties in the family, a stressful state, individual typological features, a low level of development of arbitrariness, an unformed skill to perform tasks according to an adult’s oral instructions, an unformed method of educational activity, a low level of development of arbitrariness.

Methods for determining difficulties: conversation about school (modified method of T.A. Nezhnova, A.L. Venger, D.B. Elkonin). Attention test (searching for differences in images). Toulouse Pierron. Methodology "Level of development of regulatory abilities (arbitrary component"). Attention test (searching for differences in images).

Tasks for correction: include in group and pair work, consulting activities. Algorithm work. Ability to work with a textbook. Express your point of view, compare with the point of view of other guys. Reflection of activity. Self-esteem. Assessing the work of other children.

Categories (levels): distribution of value orientations or their complex for activity.

Typical difficulties: cannot work independently. Cannot work in pairs, groups; does not accept (is indifferent) another point of view.

Reasons for difficulties: individual typological features, low level of development of arbitrariness and unformed skill to perform tasks according to the oral instructions of an adult, unformed methods of educational activity, low level of development of arbitrariness.

Methods for determining difficulties: Conversation about the school (modified method of T.A., Nezhnova, A.L. Venger, D.B. Elkonin). Attention test (searching for differences in images). Toulouse Pierron. Methodology "Level of development of regulatory abilities (arbitrary component"). Scythe Cubes (modified). "Left and right sides" (J. Piaget). Task "Mittens" (G.A. Zuckerman). "Pattern under dictation" (G.A. Tsukerman).

Tasks for correction: include in group and pair work, consulting activities. Algorithm work. Ability to work with a textbook. Express your point of view, compare with the point of view of other guys. Reflection of activity. Self-esteem. Assessing the work of other children.

Reasons for difficulties: can't hold a pen properly. Can't work with tools.

Methods for determining difficulties: A.L. Wenger "Collecting split pictures, drawing a person", the task "Riding along the path" (small hand movements). Geshtalt test Bender. Visual-motor coordination. Methodology "The level of development of prepositions by children expressing spatial relations."

Tasks for correction: development of small differentiated motor acts and motor skills: cutting out images of varying degrees of complexity along the contour with scissors; folding patterns - patterns from small items into cells; drawing geometric shapes, performing gymnastic exercises (performing exercises to receive the ball at a short distance); finger gymnastics.

Typical difficulties: unstable handwriting (uneven strokes, different heights and lengths of graphic elements, stretched, differently inclined letters, tremor). They are poorly oriented relative to themselves and others in the plane and in space.

Reasons for difficulties: fine motor skills of the hand are poorly developed. Visual-motor coordination is not formed. Insufficient development of the analysis of spatial relations. Low level of perception and orientation in space and poor development of small muscles of the hands.

A.L. Wenger "Collecting split pictures, drawing a person", the task "Riding along the path" (small hand movements). Gestalt test Bender. Visual-motor coordination.

Tasks for correction: tasks for the development of visual-motor coordination (“Circle the picture”, “Copy through tracing paper”, “Labyrinth”). Development of spatial representations (working out the concepts of "right" and "left", recognizing an object by a contour image, drawing up patterns from a geometric mosaic from a drawing and from memory, working with a designer). Dictation of spatial actions (Graphic dictations).

TECHNOLOGY AND PRACTICE OF TRAINING.

Typical difficulties: strong tremor, uneven strokes, strong pressure.

Reasons for difficulties: violation of sensorimotor coordination.

Methodology for determining difficulties: reciprocal samples. Shade the items.

Tasks for correction: development of small differentiated motor acts and motor skills.

Areas of learning activity where learning difficulties are encountered have been identified. But how to use this knowledge in practice? One of the effective means is the development and implementation of individual educational routes in the classroom. Such a route leads to the same planned results (to the correction of the causes of difficulties and further successful learning).

Based on the proposed classification, an educational route is built for a child with learning difficulties.

The route is used both by a psychologist in remedial and developmental classes, and in the classroom by a teacher. If the psychologist understands how to organize such activities, then for the teacher such work is difficult, since there are still twenty to twenty-five children in the lesson.

Let us consider the main features of the implementation of an individual educational route for younger students with learning difficulties. A block of lessons is taken as a structural unit of the educational process using an individual educational route: a lesson in repeating knowledge, skills; lesson of primary presentation of new knowledge and (or) ways of learning activity (lesson of "discovery" of new knowledge); a lesson in mastering new skills or forming initial skills; a lesson in the application of knowledge, skills and abilities; lesson of generalization and systematization of knowledge, skills and abilities; control lesson, i.e. a lesson in testing subject knowledge, skills, the formation of intellectual skills or the ability to solve practical problems; correction lesson.

An individual educational route can be used on all constituent blocks and types of lessons.

Lesson type

TECHNOLOGY AND PRACTICE OF TRAINING.

Lesson type

Lesson type

I will give an example of compiling an individual educational route:

School MOU "Secondary School No. 1"

Class 1

FULL NAME. Redin Pavel Olegovich (born in 2003)

Area of ​​cognitive learning activity:

Typical difficulties: does not remember the educational material (cannot reproduce the previously studied material in the next lesson).

Reasons for difficulties: low attention span, poor concentration and attention span.

Tasks for correction: tell by picture. The game "Who will remember more." Find the differences. Find the extra. Letter construction. Find an extra element.

Tasks in textbooks (on the example of UMK

Perspective Primary School"): ABC - work on the illustration of the textbook (preparatory, basic and final periods). Mathematics - exercises. Russian language - exercises. Lit.reading - reading literary works. The world around - work on a panoramic illustration.

Typical difficulties: cannot reproduce the rule (term, etc.) in his own words. Cannot point to the object being studied (illustrations when learning a new one).

Reasons for difficulties: low level of speech development (low level of vocabulary), poor development of arbitrary, semantic memory, verbal visual and verbal logical thinking.

Tasks for correction: making up a story from a picture. Making up a fairy tale.

Tell me in order. Find the extra. The game "What for".

Tasks in the textbook: alphabet - work on the illustration of the textbook (preparatory, main and final periods). Mathematics - exercises. Russian language - exercises. The world around - work on a panoramic illustration.

Typical difficulties: cannot express his point of view on the problem under study, evaluate his own work or the work of a classmate.

Reasons for difficulties: low (overestimated) self-esteem, low level of speech development.

Tasks for correction: sample answer. Making up a story from a picture. Express your point of view, compare with the point of view of other guys. Reflection of activity. Self-esteem. Assessing the work of other children.

Tasks in textbooks: on each subject area work on a pictogram. “Tell me according to the model”, “express your opinion”, “whose point of view do you agree with”, “evaluate your work, the work of a comrade”.

In the affective area of ​​educational activity:

Typical difficulties: does not know how to listen, constantly distracted by extraneous matters.

Reasons for difficulties: individual typological features, low level of development of arbitrariness, low level of concentration and stability of attention and the main reason - high emotional instability, increased impulsivity.

Tasks for correction: graphic dictations. The use of exercises to develop concentration and stability of attention. Include in group and pair work, consulting activities.

TECHNOLOGY AND PRACTICE OF TRAINING.

Tasks in textbooks: work in groups, pairs. Consulting work is used at the slightest success in completing a task.

In the psychomotor field of educational activity:

Typical difficulties: poorly oriented relative to themselves and the other, in the plane and in space.

Reasons for difficulties: insufficient development of the analysis of spatial relations.

Tasks for correction: development of spatial representations (working out the concepts of "right" and "left", recognizing an object by a contour image, drawing up patterns from a geometric mosaic from a drawing and from memory, working with a designer).

Tasks in textbooks: Russian language, mathematics - orientation on a sheet, circle around the contour.

The experience of working with this technology convinces that individual educational routes allow the teacher to provide qualified correctional and developmental assistance in the classroom. junior schoolchildren with learning difficulties, to transfer them from the group of unprepared or conditionally ready to the group of schoolchildren ready for learning, to equalize the starting opportunities of students in all areas of educational activity.

Conclusion.

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.

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

I believe that 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. Individual development of the child's personality in the conditions of a comprehensive school [Text] / A. M. Kamensky, E. Yu. Smirnova// School technologies. - 2000. - N 3. 3. Lukyanova M. I. Variable educational route [Text] / M. I. Lukyanova, I. V. Perkokueva// Teacher. - 2007. - N 1. - S. 9-11. 4. Implementation of variable educational routes for students in a public school [Text]: Toolkit / M. I. Lukyanova[and others] - Ulyanovsk: UIPCPRO, 2007. - 80 p.

Kuleshova

2 Sobina T. A. Individual educational trajectory - the educational program of the student.

5. Kupriyanova G.V. Educational program as an individual

educational route. //Individualization in modern education: Theory and practice. - Yaroslavl, 2001.

6. Selevko G.K. Modern educational technologies//Textbook for pedagogical universities. - M .: People's education, 1998. - pp. 130-193.

7. Tryapitsyna A.P. Theory of Designing Educational Programs//Petersburg School. - St. Petersburg, 1994 - pp. 79–90.

8. Khutorskoy A.V. Development of Giftedness in Schoolchildren: Methods of Productive Learning: A Teacher's Guide. M., 2000.

9. Kuleshova G.K. Problems of goal-setting of learning subjects in connection with the organization of a student's individual educational trajectory.

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 of 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 personal 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 adulthood, what profession they will 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 A creative group of 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 career guidance programs at the school, began to develop programs for profile, pre-profile and elective courses for grades 8-9. 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, familiarization of 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.

Modern education relies heavily on an individual approach to learning for each student. How can the method of individualization be implemented in the school? There are many ways, and one of them is the compilation individual educational route schoolboy(IOM) and following it.

Concept definition

There are several interpretations of the concept of IOM in the scientific literature, but general essence comes down to this:

Individual educational route — this is an individual program designed for a particular student and pursuing specific goals that must be implemented within a specified time frame. In other words, IOM is a way or a way of realizing a child's personal potential, developing his abilities according to an individual plan (route).

When compiling the route, the individual characteristics of the student must be taken into account. Namely:

• educational base(knowledge that the student owns);
• mental and physical state student;
• personal qualities, character traits of the child (the ability to work in a team and individually, the type of memory, social activity, motivation, etc.)
• age;
• social aspect (wishes of parents).

What are individual routes for?

The practice of introducing IEM is provided for by the Federal State Educational Standard. And the primary task of such routes is a profile orientation.

The explanatory note of the Ministry of Education, attached to the GEF standards, states: each student can draw up an individual training plan. 6 subjects are obligatory: Russian language and literature, mathematics, foreign language, history, life safety and physical education. The remaining items are selected depending on the chosen future profession. Six directions are offered:

• natural science,
• technological,
• humanitarian,
• socio-economic
• universal.

That is, in addition to the six main subjects, the student will choose subjects from the cycle that he needs to prepare for his future profession. The total number of items will be adjusted by the clock grid.

A full transition of all schools to education according to the Federal State Educational Standard is planned for 2021.

What types of routes are already known and successfully used in pedagogical practice?

Now the IOM technique is used at school for other purposes, namely:

• for lagging students - to fill gaps in knowledge on a particular topic;
• help in teaching children with poor health (fatigue, reduced performance);
• for weak performers - such IEMs are provided for children with low motivation, for those who have no interest in learning, who cannot properly form their learning activities, etc.);
• for gifted students with individual character traits (hyperactivity, increased emotionality, communication difficulties, etc.);
• for children ahead of development.

In these cases, the main goal of IEM is to correct the discrepancy between the level set by the norms of the educational program and the child's personal characteristics.

Naturally, the compilation of IEM is provided not only for schoolchildren. In practice, it is often used individual routes of a preschooler, teacher.

Approximate algorithm for the introduction of IOM

universal way there is no creation of individual routes today. There is only general recommendations that can help guide you. Here are the approximate steps in building an IOM:

1. Information stage

The teacher organizes a conversation with children and parents, during which he explains the essence, goals and possibilities of individual routes. At this stage, the student fixes what he should know and be able to do by the end of the route.

2. Diagnosis and choice of methods

The teacher (together with the psychologist and class teacher) conducts a series of tests in order to determine the personal qualities of each student. Here it is important to identify the features of the nervous system, to determine which type of activity will be more effective for the child, to find out what exactly prevents them from doing successfully (the inability to work in a team, insufficient individual attention, the inability to concentrate in the classroom, gaps in past topics).

That is, at this stage, it is fixed what the student can and wants to learn within the framework of this subject and what can help / hinder him in this.

3. Definition of goals and objectives of IOM

For primary school students, the goals and objectives are determined by the teacher. This can be a short-term goal (for example, "Closing the gaps on the topic" Column addition "), or a long-term goal (for example, a child writes poetry, and it is important for his IOM to determine those tasks that will help him develop his literary talent).

High school students should take an active part in setting the goals and objectives of their IEM, ideally they themselves should determine what they want to achieve and what needs to be done to achieve this. The role of the teacher in this case is only as a consultant.

4. Compilation of IEM. Now the important question is: "How will I move towards the fulfillment of the goal?".

The route indicates the goals to be achieved, methods of implementation, sources of knowledge, deadlines for each task separately, control method and final results.

5. Final stage. After the student has completed the IEM, a final attestation is mandatory (testing, control, oral questioning, report, etc.). Here it is important not only to assess the knowledge of the child and the level of his skills and abilities, but also to determine how successful the IEM was, whether he met the deadline, what difficulties the child encountered, what he needs to improve.

Individual educational routes - examples and samples

Here are some examples of IOM of a very different plan.

1. Individual educational route of the student lower grades

Parents Signature:

Teacher's signature:

2. An example of an individual educational route for a gifted child

Goal: development of creative and analytical skills

Parents Signature:

Curator's signature:

It is more convenient to make such a route for a quarter, half a year, a year. During implementation, adjustments can be made.

In real life, educational programs are mostly aimed at the average level of development of the pupil, therefore, due to the uniqueness and originality, it is not easy for each child to try to reveal his inner potential and carry out the full development of the personality within the narrow framework of averaged patterns. The resulting contradiction poses a task for teachers to organize an individual learning route within the framework of the Federal State Educational Standard for the realization of the intellectual and creative potential of each preschooler.

An individual educational route for a preschooler as defined by the Federal State Educational Standard

An individual approach to the personality of a child is the basic principle of the 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.

The foundation of the modern standard of preschool education was based on the principle of individual approach pedagogy and the developing concept of education. Mentioned in the following paragraphs:

1. item 1. 6. - the formulation of tasks that focus on creating optimal conditions for the formation and development of the child's personality, 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.
2. 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.
3. item 2. 10. 2. - ways of organizing and coordinating children's initiative and spontaneous activity in the spirit of creative activity are specified.
4. p. 3. 2. 1. - professional selection of forms and methods pedagogical work relevant to the age and individual needs of the child.
5. p. 3. 2. 3. - patronage of the child, development of an individual development roadmap, pedagogical and psychological correction of identified problems.
6. 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 for 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 that stimulate activity, the disclosure of 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 that determine the objectives of an individual development strategy:

• the current level of development of the child's abilities;
• the 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 assimilation general education 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;
• to form in the child the initial level of the ability to learn, i.e. to teach him to be aware of the learning task, plan his learning activities, concentrate on the exercise, develop self-discipline and volitional 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 activity, develop skills in a productive area (drawing, modeling, application);
• develop speech - emotional intonation, grammatical constructions, speech mechanisms;
• to form knowledge about the 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 training and game exercises helping relaxation, neutralizing fears, lowering the level of anxiety and aggression, improving 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. Filled in calendar plan with an indication of the elements of pedagogical technology and a list of methodological techniques for the implementation of the educational goals.

Basic principles for designing an individual plan:

1. Development of the child's ability to learn.
2. Continuity and Consistency. A team of specialists accompanies the baby throughout the entire project of an individual route until the problem is resolved.
3. 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. AT ordinary life this means that the teacher tries not to use 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 the best level that a particular child can show in a particular 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.
4. 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

1. 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.
2. 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.
3. 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.
4. Active activities for the implementation of an individual route: conducting classes, talking with parents, homework.
5. 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. This turns on the mechanism feedback with others, 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 education 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 that 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 in the fresh air, holidays and concerts, exhibitions of handicrafts;
• 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;
• formed ideas about safe behavior at home, on the street, in the game.

1. The introductory part, which records general information about the child and his family, the reasons for developing an individual plan, the goals and objectives of educational work, the schedule and form of classes.
2. 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.
3. Schedule of medical and recreational activities, which includes the distribution physical activity, carrying out procedures for hardening the body.
4. Plan individual lessons, which includes mandatory integration with educational activities common to all children.
5. A report on the implementation of an individual roadmap indicating the topic, content, the result of the lesson and conclusions about the necessary improvement.
6. 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.
7. 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.
8. 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, physical methods of influence are used on the child.

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, the presence of chronic diseases, appetite characteristics, 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, has general knowledge about the animal and plant world 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 of work;
• development of 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

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 on an individual route - table

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 a high level of professional competence and efficiency from the educator, as well as personal interest in obtaining a good result.