Monitoring of meta-subject skills in elementary school. Number of universal learning activities
"WE LEARN TO LEARN AND ACT":
MONITORING META-SUBJECT
Federal State Educational Standard for Primary general education gives a qualitatively new idea of the content of primary education. The concept of "universal learning activities" has entered the professional life of a teacher - a key term for understanding modern requirements to performance educational process, consisting of a set of indicators. Possession by students of the basics of the ability to learn, to operate in one way or another in solving problems, to cooperate; value attitude to one's own health; civil and ethnic self-identification - all this becomes an object purposeful work teacher in the formation of the child's personality and, as a result, the object of measurement and evaluation of his achievements.
The educational and methodical set is a system for monitoring meta-subject UUD and is a continuation (pedagogical diagnostics of starting readiness for successful learning in primary school).
Diagnostic measures allow the teacher to identify the level of formation of the most important UUD at each stage of learning and determine pedagogical strategy achievement by each child of meta-subject educational results in accordance with the Federal State Educational Standard of the IEO.
The program opens up unique opportunities for the individualization of the learning process and the achievement of a high educational result by each child based on a systematic, comprehensive study of his progress along the educational trajectory.
Kit authors:
T.V. Merkulova, A.G. Teplitskaya, T.V. Beglov, edited by Ph.D. M.R. Bityanova (Center psychological support education "POINT PSI", Moscow), Ph.D. S.G. Yakovleva (Federal Scientific and Methodological Center named after L.V. Zankov).
MonitorinG- the most accurate tool for tracking and evaluating the process of development of UUD, allowing you to evaluate the effectiveness of ongoing activities and take timely and informed decisions. It must be carried out once a year according to a single standard procedure.
Monitoring of meta-subject UUD "Learning to learn and act" is based on the following theoretical and methodological provisions:
1. The level of formation of UUD shows the degree of student's mastery of certain culturally significant ways of constructing activities, communication, thinking or evaluation. The formation of UUD depends on how the child's educational activity is organized, and occurs in the course of successive stages, characterized by a certain level of awareness by the student of his activity.
2. Monitoring is carried out on the basis of a system of specially designed tasks. The formation of each UUD is checked on the material of two or more subjects.
3. The results of monitoring make it possible to judge the progress towards achieving the planned results of mastering primary general education, determined by the standard, both for an individual student and for a group of students as a whole.
The beginning of the systemic diagnostic work teachers is the program "School Start", then the annual monitoring of the process of forming UUD is carried out on the basis of a single "line" of indicators.
A detailed description of the procedure for conducting diagnostics, evaluation and analysis of the results is presented in the guidelines for the teacher.
What gives the teacher work with the notebook "Learning to learn and act"
In the first grade, the teacher gets the opportunity to study the level of formation of the eight most important universal learning activities
. They are assessed at a basic level, as children are only at the very beginning. school way. When developing diagnostic tasks, the features and reading skills of first-graders, the speed of processing educational information by them, the ability to work with instructions independently, which are still being formed, were taken into account.
In grades 1 and 2, the necessary and sufficient level of formation universal learning activities is the execution level of the pattern. Monitoring and evaluation tasks already appear in monitoring, but they are not yet included in the learning activities of students. Students are invited to monitor the result and criteria-based assessment of a particular learning activity.
From grades 1 to 4, there is an increase in the number of ECMs subject to monitoring and evaluation: in the first grade there are 8 of them, in the second 13, and then more than 20. It is important to note that the indicators included in the monitoring in grades 1 or 2 remain in it until 4 classes.
If in the 1st grade the results of monitoring are analyzed only from a qualitative point of view and in relation to each student separately, then in the 2nd grade the results obtained are already assigned an evaluation characteristic: “basic level”, “below the baseline”, “above the baseline”. The results of students add up to a holistic picture of the class, the ratings of skills are determined. The results of monitoring in grades 3 and 4 already make it possible to draw a conclusion about the work of the teacher in the formation of UUD, to make a forecast regarding the achievement or non-achievement by students of a particular class of meta-subject educational results of elementary school.
Organization of diagnostic work
Diagnostic tasks are collected in the workbooks "Learning to learn and act." In the monitoring of the 1st grade, both options are printed in a flip-book. In the monitoring of grades 2, 3 and 4, there are two separate notebooks: option 1 and option 2.
1 class
Grade 2
3rd grade
4th grade
Each child performs only one of the two options. AT exceptional cases it is possible for the child to sequentially perform two options.
To increase the motivation of students and a holistic perception of the material, all monitoring tasks of the 1st grade are united by a game story about a forest school. In the 2nd grade, monitoring tasks combine stories about second graders and their teacher.
Workbook includes:
- an introductory part, which contains an appeal to students, a description of the symbols. The notebook for grade 2 also contains training tasks;
- diagnostic modules for studying the level of development of meta-subject UUD (for each skill, two modules were developed on different subject material);
- blank primary processing results, which must be extracted from the notebook before the child completes the monitoring tasks (only the teacher works with this form).
All diagnostic modules have the same structure: introduction, sample, three diagnostic tasks (A, B, C) and additional task. Each element of the diagnostic module has its own specifics and purpose.
In the introduction to each module, a plot-game situation is given, followed by a brief description of the sample and conditions for completing tasks. Each diagnostic module occupies one spread of the workbook.
Monitoring of the formation of UUD is carried out throughout April (completion is acceptable in mid-May).
Educational kit "Learning to learn and act" allows you to systematically, professionally and comprehensively study and adjust the effectiveness and quality of education of each child, which meets not only the requirements of the L.V. Zankov, but also the FGOS LOO.
How to learn to diagnose
- Toolkit provides comprehensive information on the conduct and processing of diagnostic data.
- You can get training at seminars conducted by the Center for Psychological Support of Education "TOCHKA PSI" and the Federal Scientific and Methodological Center. L.V. Zankov.
- Information about seminars can be found on the websites
Learning to learn and act. 1 class. Monitoring of meta-subject universal educational activities. Workbook at 2 o'clock Merkulova T.V. and etc.
S.: 2012 - Part 1. - 80s.; Part 2 - 80s. + 96s.
Workbooks "Learning to learn and act" - a diagnostic tool for monitoring meta-subject universal educational activities in elementary school. The beginning of the teacher's systematic diagnostic work is the "School Start" program, which allows you to assess the degree of readiness of the first grader to study. Further, the annual monitoring of the process of formation of UUD is carried out on the basis of a single “line” of indicators. In the workbook for grade 1, taking into account the age of the trainees, the diagnostic program is presented as a fairy tale story. First-graders perform various tasks of the teacher of the forest school Enot Enotovich, helping his pupils - animals in their studies. The answers obtained allow the teacher to identify the level of development of the most important given age UUD and determine the pedagogical strategy for the achievement by each child of meta-subject educational results in accordance with the Federal State Educational Standard of the IEO. The teaching materials for grade 1 also include guidelines for teachers to the program "Learning to learn and act." They provide not only a detailed description of the diagnostic procedure carried out at the end of the first year of study, evaluation and analysis of its results, but also material that allows you to get acquainted with the general approach to monitoring ELC in grades 1-4.
Workbook. Option I.(2012, 80s.)
Format: pdf
The size: 4.1 MB
Watch, download:drive.google
Workbook. Option II.(2012, 80s.)
Format: pdf
The size: 4.3 Mb
Watch, download:drive.google
Format: pdf
The size: 1.9 MB
Watch, download:drive.google
Brief description of the notebook
Dear teachers! Your attention is invited to the workbook "Learning to learn and act" for students in grade 1, which is a diagnostic tool for monitoring meta-subject universal educational activities (see methodological recommendations1).
The workbook contains two options. For convenience, the fields are purple in the first variant, and yellow in the second variant.
Each option includes:
introductory part: appeal to first graders, description of symbols and 8 training tasks to get acquainted with the basic instructions found in the notebook;
16 diagnostic modules, each of which occupies one spread of the workbook;
materials for the teacher: brief guidelines and a form for the primary processing of results.
All 16 diagnostic modules have the same structure: an introduction, a sample, three diagnostic tasks (A, B, C) and an additional task marked with the “Chest” icon. To increase the motivation of students and the child's holistic perception of the material in the notebook, all tasks are united by a game plot. Each diagnostic module
this is a new plot-game situation, one episode from the educational life of the inhabitants of the forest school.
Each element of the diagnostic module has its own specifics and purpose. In the introduction to each module, a plot-game situation is described, followed by a brief description of the sample. The presence of a sample is due to the fact that in the first grade the purpose of monitoring is to diagnose the first stage of development of the UUD for the implementation of a learning action according to the model (possession at the level of "representation"). teacher before independent work children organizes an active discussion of the sample in the form of prompting and leading questions, after which the children begin to complete tasks A, B, C.
Monitoring of meta-subject universal educational activities.
The GEF of primary general education gives a qualitatively new idea of the content of primary education. The concept of "universal learning activities" has entered the professional life of a teacher - a key term for understanding modern requirements for the effectiveness of the educational process, which is made up of a set of indicators. Possession of the skills to learn, to operate in one way or another in solving problems, to cooperate; value attitude to one's own health; civil and ethnic self-identification - all this becomes the object of the teacher's purposeful work on the formation of the student's personality and, as a result, the object of measuring and evaluating his achievements.
The quality of education and the effectiveness of the professional activities of teachers are evidenced by the fact that students have the necessary subject knowledge, possession of various methods of cognition and the formation of universal educational activities that provide the ability to organize independent educational activities. In accordance with the requirements of the Federal State Educational Standard, planned both meta-subject and personal results are subject to formation and tracking, and meta-subject ones are also evaluated.
A test or survey is designed to evaluate subject results for a certain period of time (lesson, topic, section, course, academic year, educational level (elementary school)). So gradually, in the course of the educational process, the teacher, together with the student, analyzes how the necessary amount of educational information and subject skills are mastered.
Meta-subject universal learning activities are also formed gradually and in stages. The teacher can bring students to high meta-subject and personal results only through systematic work on the development of UUD during the entire period of education in elementary school. And for this he needs a different measuring tool, which must be metasubjective. It allows you to determine the knowledge or ignorance of factual information from the possession or non-ownership of the method of handling this knowledge and will help to study the development of UUD, and not just to state their presence or absence.
Monitoring is the most accurate tool for tracking and evaluating the process of ERM development, allowing you to evaluate the effectiveness of ongoing activities and make modern and informed decisions.
Monitoring is based on the following theoretical and methodological provisions.
- The level of UUD formation shows how much the student owns certain culturally significant ways of building activities, communication, thinking, and evaluation. The formation of UUD depends on how the child's educational activity is organized and what successive stages it goes through, characterized by a certain level of awareness by the student of his activity.
- Monitoring is carried out on the basis of a system of specially designed tasks, each of which is aimed at identifying the level of development of one or another meta-subject UUD. The formation of each skill is checked on the material of two or more subjects.
Formulating the third task, it is important to emphasize the importance of monitoring not only for the teacher. The results are presented to the director educational institution and his deputy for education educational work in elementary school, the possibility of managing the quality of the educational process, taking into account reasonable and objective evidence.
Work on the formation and tracking of the development of meta-subject UUD should be carried out, according to the authors of the teaching materials "Learning to learn and act" from the beginning of grade 1.
To this end, it is proposed that the teacher in September conduct a starting diagnostics in his class based on the teaching materials "School Start", which allows to determine the level of readiness of each child to master the curriculum to achieve the planned educational results in accordance with the requirements of the Federal State Educational Standard of primary general education.
Later in the same academic year, in April, the first monitoring of meta-subject UUDs is carried out on the basis of the teaching materials “Learning to learn and act” for grade 1. Then the process of formation of UUD is monitored annually, according to the same methodology, but already focused on students in grades 2, 3 and 4.
In the developed monitoring, the assessment of the level of the formed ULD is carried out with the help of specially designed tasks presented in the workbook. These tasks are built on the content of academic subjects and are aimed at the use of a certain meta-subject UUD-I. To evaluate each UUD, two subject areas and different types of tasks are used: for execution, for orientation in the metasubject method, for its description, etc.
The results of monitoring make it possible to judge the progress of an individual student and the class as a whole towards achieving the planned results of mastering the program of primary general education, determined by the standard.
In accordance with the Federal State Educational Standards, meta-subject UUDs are divided into regulatory, cognitive and communicative.
Regulatory UUD
Metasubject UUD Cognitive UUD
Communicative UUD
So, regulatory UUD also includes, for example, the adoption and preservation of educational goals, planning, control, evaluation of actions and reflection, etc.
Communicative UUDs also include the use of speech means and means of IC-technologies for solving various communication tasks, readiness to listen to the interlocutor and conduct a dialogue, recognize the possibility of existence various points vision and the right of everyone to have their own; constructively resolve conflicts by taking into account the interests of the parties and cooperation; the ability to agree on the distribution of functions and roles in joint activities; exercise mutual control in joint activities; adequately evaluate their own behavior and the behavior of others.
Cognitive UUD includes, for example, the use various ways search, collection, processing, analysis, organization, transmission and interpretation of information; possession of ways to solve problems of a creative and exploratory nature; the use of sign-symbolic means of representing information to create models of the objects and processes under study, schemes for solving educational and practical problems, mastery of logical actions, comparison, analysis, synthesis, generalization, classification.
According to generic characteristics, establishment of analogy and cause-and-effect relationships, construction of reasoning, attribution to known concepts, etc.
On the basis of monitoring data, the teacher will be able to carry out purposeful work on the implementation of an individual approach to teaching each child, regulating the pace of the curriculum, methods and forms of organizing students' educational activities at the level of groups and the class as a whole. Thus, the purpose of monitoring is to track the process of development and formation of meta-subject UUDs among students in grades 1-4 in order to design and timely adjust the educational process.
With the help of monitoring, the teacher can solve the following tasks:
1. Determine the level of formation of meta-subject UUD of each student at different stages of education in elementary school and set corrective and developmental pedagogical tasks in a timely manner;
2. Track the individual dynamics of the progress of students to the meta-subject educational outcomes on this basis, identify problem areas in solving the problems of educating students and develop strategies to help students who experience difficulties in the formation of certain meta-subject UUD;
3. Monitor the effectiveness of the work on the formation of meta-subject UUD at the level of individual classes, set on this basis the tasks of improving the educational process in the classroom, parallel, school level and select pedagogical and managerial means to achieve them.
In grades 1 and 2, the necessary and sufficient level of formation of the first group of meta-subject UUD - universal ways actions - is the level of execution according to the model, in grades 3 and 4 - execution with the help of leading questions and for a number of universal methods - execution based on a direct indication of the name of the method. The latter assumes that by the end of grade 4, students are familiar with the names and algorithms for implementing these methods.
Formation of the second group of meta-subject universal learning activities - structural elements learning activities, such as control, assessment and later - planning and reflection, it is proposed to start tracking from grade 3.
The subject of monitoring the development of meta-subject UUD of students from grade 1 is 8 skills, grade 2 - 13 skills, grade 3 - 19 skills.
Workbook includes:
The introductory part, which contains an appeal to students, a description of the symbols and training tasks;
Diagnostic modules for studying the level of development of meta-subject UUD (for each skill, one diagnostic module was developed, consisting of two stories compiled on the basis of different subjects);
The form for the primary processing of the results, which must be extracted from the notebook for the child to complete for monitoring tasks (only the teacher works with this form).
All diagnostic histories have the same structure: introduction, sample, three diagnostic tasks (A, B, C) and an additional task. Each element of the story has its own specifics and purpose.
Monitoring of meta-subject UUD is carried out throughout April.
Indicator Subject areas Types of diagnostic tasks
Tasks to be completed
Story 1 (1 or 2 subject areas)Orientation tasks
Skill Tasks for Description
Tasks to be completed
Story 1 (1 or 2 subject areas)Orientation tasks
Tasks for description
ECAs that may be traceable.
Stages of monitoring meta-subject UUD.
Each type of diagnostic tasks has its own focus.
The first task of the history (task A) is aimed at studying the ability of students to practically complete educational tasks, which are based on one or another meta-subject mode of action. Briefly, this type of tasks is referred to as tasks for execution.
The second task of history (B) is aimed at studying the ability of students to focus on the essential conditions of the meta-subject method that underlies the learning task. This type of task is briefly referred to as orientation tasks.
The third task of the story (B) is aimed at studying the ability of students to verbally describe the meta-subject mode of action that underlies the learning task. Its short name is description tasks.
Thus, the formation of each skill is considered from the point of view of three criteria: task completion, orientation in the mode of action and its description.
Monitoring is carried out in three stages:
The first stage is planning. At this stage, the teacher plans the timing and specific mode of monitoring.
Two options.
1) Allocating special lessons for monitoring. Their number depends on the level of students in the class.
2) For four weeks, the teacher once a day allocates 12 to 13 minutes in his lessons to complete the tasks of one story. In no case can you split up the task of one story.
The second stage is the diagnosis of the level of formation of meta-subject UUD. At this stage, the teacher organizes the performance of tasks by students in the classroom during the lesson. Important note: the procedure for diagnosing conduct by a teacher without assistants.
The third stage is the processing and analysis of the results. The primary processing of the results is carried out in special banks, which are presented in the workbook. For each module, a separate table with primary scores is filled out.
After the students complete all the tasks, the final scores are transferred to the summary tables. Analysis of the results is carried out both on the basis of individual sheets of primary processing of results, and on the basis of summary tables.
Monitoring procedure.
Monitoring of meta-subject UUD is carried out throughout April. However, under certain circumstances it is acceptable to complete monitoring before mid-May.
The general requirements for monitoring are the same regardless of the chosen scheme.
1. At first, the teacher introduces students twice to workbook– during the prologue and before the first story.
2. Each story containing an introduction, sample, tasks A, B, C is completed completely from beginning to end. It is impossible to split the history into parts and transfer the execution to another day.
3. In addition, the task is performed at the request of the child and is not taken into account when processing the results. First of all, this task is addressed to students who completed the work before everyone else, and they have the time and desire to complete it.
4. Monitoring is not carried out on the last day of the school week (on Friday - with a five-day school week, on Saturday - with a six-day school week), after a physical education lesson or active, emotionally intense classes.
5. Up to 12 minutes are allotted to complete one story (the first story is an exception - 15 minutes are allotted for its implementation).
The teacher is given a choice of one of the options for conducting the diagnostic stage of monitoring.
Scheme No. 1.
One diagnostic module (two stories) for one universal learning activity is offered to children at the beginning of two different lessons within one day. For example April 5th. At the lessons of the Russian language and technology, children perform tasks for synthesis, i.e. stories 5h 1d. With such a scheme, monitoring (including the introductory part) takes place within 14 days (from Tuesday to Thursday of each week of April).
Scheme No. 2.
Monitoring is carried out at diagnostic lessons, which take place 1-2 times a week. For one diagnostic lesson, children complete tasks of four stories (the sequence of presentation of tasks can be any). In total, 7 diagnostic lessons are conducted during the month (excluding the introductory part).
If the teacher knows that this or that child does not have time to work at the same pace with the whole class, then such a student should be offered to stay after class and undergo diagnostics individually or in a small group. In this case, it is necessary to slow down the pace of presentation of the material and help the child understand the instructions and work with assignments. The fact that the child worked alone or in a small group at a slow pace must be reflected in the individual form. If a student has a slow pace of performing monitoring tasks while working with all classes, it is necessary to ask the child to stop work, mark the task that he considers completed, and offer to continue at another time.
If the child mixed up something or got lost in the task, you can offer him to complete a similar task from the history of another option in convenient time. It is these results that are entered in the table, provided that the child completed all the tasks from one story on their own.
UDD - educational product. This means that they are the result of the teacher's purposeful work, and monitoring allows him to see the success of his activities in this direction, to correlate his work strategy with real opportunities children.
Thus, the annual monitoring of the development and formation of UUD dates is an invaluable help to the teacher in building purposeful and effective work to achieve the quality of education for each child. The professional skills of working with monitoring are the development of the teacher himself, his skills, confirmation of his readiness and ability to be a teacher of the new, 21st century.
Get involved!
Some lessons may seem boring to children. And then discipline begins to suffer in the classroom, students quickly get tired and do not want to take part in the discussion.
The case lessons were created to connect school learning knowledge with much-needed competencies such as creativity, systems and critical thinking, purposefulness and others.
Thanks to the cases, you can help the student to benefit and enjoy learning, to cope with his personal problems!
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Monitoring of meta-subject and personal results
Typical diagnostic tasks
to determine the level of development of universal educational activities
| Estimated UUDs | Type of diagnostics | Purpose of diagnosis | Age of students | Diagnostic tools |
| Personal universal learning activities |
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| actions, aimed at determining their attitude to entering school and school reality; actions that establish the meaning of the doctrine. | identification of formation internal position schoolchild, his motivation for learning. | Methodology "Conversation about school" (modified version T. A. Nezhnova, D. B. Elkonina, A. L. Venger) |
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| intermediate | Identification of preferences for classes in the team and at home | Same, change option |
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| action meaning-making that establishes significance cognitive activity for a child; communicative action is the ability to ask a question. | identification of the development of cognitive interests and student initiatives. | Test for cognitive initiative "An Unfinished Tale" |
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| intermediate | Identification of the dynamics of the development of cognitive interests | Same, different story |
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| final | Same, different story |
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| actions, aimed at determining their position in relation to social role student and school reality; actions that establish the meaning of the doctrine. | intermediate | Repeat 10 years | Method "Who am I?" (modification of M. Kuhn's technique) |
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| final | revealing the reflexivity of self-assessment of schoolchildren in educational activities. | Reflective self-assessment of learning activities |
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| action meaning formation, establishing a connection between the content subjects and cognitive interests of students. | Scale of severity of educational and cognitive interest (according to G.Yu. Ksenzova) |
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| intermediate | Revealing Dynamics | |||
| final | ||||
| action meaning-making, aimed at establishing meaning educational activities for the student. | intermediate final | Motivation Questionnaire |
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| Methodology for identifying the nature of attribution success/failure (Reflexive evaluation - causal attribution of failure) |
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| final | The same written survey |
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| Universal educational actions of moral and ethical orientation: |
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| actions moral and ethical evaluation - highlighting the moral content of the situation; taking into account the norm of mutual assistance as the basis for building interpersonal relationships. | intermediate | Task for assessing the assimilation of the norm of mutual assistance |
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| actions moral and ethical assessment, taking into account the motives and intentions of the characters. | identification of orientation to the motives of the characters in the decision moral dilemma (level of moral decentration). | The task of taking into account the motives of the characters in the decision moral dilemma (modified problem by J. Piaget, 2006) |
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| actions moral and ethical assessment, the level of moral decentration as the coordination of several norms. | final | Task to identify the level of moral decentration (J. Piaget) |
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| actions moral and ethical assessment. | final | moral dilemma (norm of mutual assistance in conflict with personal interests) |
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| final | identification of the degree of differentiation of conventional and moral norms | Questionnaire "Evaluate the act" (differentiation of conventional and moral norms according to E. Turiel in the modification of E.A. Kurganova and O.A. Karabanova, 2004) |
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| Regulatory universal learning activities |
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| accept and save the task of reproducing the sample, plan your action | identification of the development of regulatory actions | Laying out a pattern from cubes |
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| intermediate | identification of the level of formation of attention and self-control. | Test for attention (P.Ya. Galperin and S.L. Kabylnitskaya) |
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| Determination of the level of development of regulatory actions | intermediate final | Criteria assessment | ||
| Cognitive universal learning activities |
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| identification of the formation of logical actions establishment of a one-to-one correspondence and preservation of a discrete set. | Construction of a numerical equivalent or one-to-one correspondence (J. Piaget, A. Szemińska) |
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| symbolic cognitive activities, the ability to differentiate the plan of signs and symbols and the subject plan. | identification of the child's ability to distinguish between subject and speech reality. | Test to determine the number of words in a sentence (S.N. Karpova) |
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| Sign-symbolic actions - coding (substitution); regulatory action control. | Technique "Coding" (11th subtest of D. Wexler's test in the version of A. Yu. Panasyuk) |
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| problem solving; logical actions. | intermediate final | Diagnosis of universal action general reception of problem solving (according to A.R. Luria, L.S. Tsvetkova) |
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| intermediate | determination of the student's ability to distinguish the type of task and way to solve it. | Methodology "Finding schemes for tasks" (according to A.N. Ryabinkina) |
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| Communicative universal learning activities |
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| communicative actions. | identification of the level of formation of actions, aimed at taking into account the position of the interlocutor (partner). | Piaget's "Left and Right Hand" |
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| communicative actions. | intermediate final | Method "Who is right?" (method G.A. Zuckerman and others) |
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| communicative actions. | identification of the level of formation of actions for coordination of efforts in the process of organizing and implementing cooperation (cooperation). | Mission "Mittens" (G.A. Zuckerman) |
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| Communicative and speech actions. | intermediate final | identification of the level of formation of action on transfer of information and display of the subject content and conditions of activity. | Quest "Road to Home" (modified version of the method "Architect-builder") |
|
Typical tasks
Self-determination and meaning formation
Method "Ladder"
(Shchur V.G.)
Target: revealing the formation of a student's self-esteem.
actions aimed at forming a personal, emotional attitude towards oneself
Age: 6.5-7 years old.
Grading method: individual or group conversation with the child.
Task description: the student must answer the questions
The technique is designed to identify the child's system of ideas about how he evaluates himself, how, in his opinion, other people evaluate him, and how these ideas relate to each other.
"Ladder" has two options for use: group and individual. The group option allows you to quickly identify the level of self-esteem. With an individual study of self-esteem, it is possible to identify the cause that formed (forms) this or that self-esteem, so that in the future, if necessary, begin work on correcting the difficulties that arise in children.
Drawing "ladder" for the study of self-esteem
Instruction (group option)
Each participant has a form with a drawn ladder, a pen or pencil; a ladder is drawn on the chalkboard. “Guys, take a red pencil and listen to the task. Here is the ladder. If all the guys are placed on it, then here (show the first step without naming its number) the best guys will stand, here (show the second and third) - good, here (show the fourth) - neither good nor bad guys, here ( show the fifth and sixth steps) are bad, and here (show the seventh step) are the worst. What step would you put yourself on? Draw a circle on it." Then repeat the instruction again.
Instruction (individual version)
When working individually with a child, it is very important to create an atmosphere of trust, openness, and goodwill. The child should have a form with a drawn ladder, a pen or pencil. “Here is the ladder. If all the guys are placed on it, then here (show the first step without naming its number) the best guys will stand, here (show the second and third) - good, here (show the fourth) - neither good nor bad guys, here ( show the fifth and sixth steps) are bad, and here (show the seventh step) are the worst. What step would you put yourself on? Explain why". In case of difficulty with the answer, repeat the instructions again.
Results processing and interpretation
When analyzing the data obtained, proceed from the following:
Step 1 - inflated self-esteem.
It is most often characteristic of first-graders and is the age norm for them. In a conversation, the children explain their choice as follows: “I will put myself on the first step, because it is high”, “I am the best”, “I love myself very much”, “The best guys are standing here, and I also want to be with them” . It often happens that the child cannot explain his choice, is silent, smiles or thinks hard. This is due to poorly developed reflection (the ability to analyze one's activities and correlate opinions, experiences and actions with the opinions and assessments of others).
That is why the first grade does not use a point (marking) assessment. After all, a first-grader (and often second-grade children) overwhelmingly accepts the teacher’s mark as an attitude to himself: “I’m good, because I have a five (“star”, “butterfly”, “sun”, “red brick”)” ; “I’m bad because I have a triple (“rain”, “blue brick”, “dash”, “see”).
The child has a positive attitude towards himself, he knows how to evaluate himself and his activities: “I am good, because I help my mother”, “I am good, because I study for one five, I like to read books”, “I help my friends, it’s good with I play with them,” etc. This is a normal development of self-esteem.
Step 4 - low self-esteem
Children who put themselves on the fourth step have somewhat low self-esteem. Typically, this is associated with psychological problem student. In a conversation, the child can talk about it. For example: “I am neither good nor bad, because I am kind (when I help dad), I am evil (when I shout at my brother).” There are problems in family relationships here. “I am neither good nor bad, because I write letters badly, and my mother and teacher scold me for it.” In this case, the situation of success and the positive attitude of the schoolgirl, at least towards the writing lessons, are destroyed; disrupted interpersonal relationships with significant adults.”
Steps 5, 6 - low self-esteem
There are about 8–10% of younger students with low self-esteem in the class. Sometimes a child situationally underestimates self-esteem. At the time of the survey, something could have happened: a quarrel with a friend, a bad grade, an unsuccessfully glued house at a labor lesson, etc. And in the conversation, the student will talk about it. For example: “I’m bad because I had a fight with Seryozha at recess”, “I’m bad because I wrote a dictation for three”, etc. In such cases, as a rule, in a day or two you will receive a different answer from the child (with positive self-esteem).
Much more serious are the persistent motivated answers of the guys, where the thought runs like a red line: "I'm bad!" The danger of this situation is that low self-esteem can remain with the child for his entire life, as a result of which he will not only not reveal his capabilities, abilities, inclinations, but will also turn his life into a series of problems and troubles, following his logic: “I am bad It means I don't deserve anything good.
It is very important for the teacher to know the reason for the low self-esteem of the student - without this it is impossible to help the child. Here are examples of the guys' answers, from which it immediately becomes clear in which direction to help them: "I will put myself on the bottom step (draws a circle on the fifth step), because my mother says that I am inattentive and make a lot of mistakes in notebooks." Here it is necessary to work with the parents of the student: conversations in which it is necessary to explain individual characteristics child. For example, if this is a first-grader, then it is necessary to tell, remind parents once again that a child at this age does not yet have either stable attention or arbitrariness of behavior, that each student has his own pace of learning, the formation of learning skills. It is useful to regularly remind parents of the inadmissibility of excessive demands on an underachieving student. It is extremely important for parents to demonstrate positive qualities, each success of their child.
“I will put myself here, on the bottom, sixth step, because I have two in my diary, and the teacher puts me in a corner.” The first thing to do is to identify the reason for the failure of the student (his studies, bad behavior) and, together with the school psychologist, parents, begin work to create a successful learning situation. A significant role can be played by a positive verbal assessment of the process of activity and the student's attitude to the implementation. academic work.
All teachers understand that negative marks do not contribute to the improvement of studies, but only form a negative attitude of the child towards school. Look for the positive in the student's activities, point out even minor successes, praise for independence, diligence, attentiveness - the main ways to increase the self-esteem of schoolchildren. “I fight with the guys, they don’t accept me in the game” (puts himself on the sixth step). The problem of the lack of formation of interpersonal relations is one of the most acute in modern primary education. The inability of children to communicate and cooperate with each other are the main causes of conflicts in the children's environment.
Step 7 - severely low self-esteem
The child who chooses the lowest rung is in the situation school maladaptation, personal and emotional distress. To classify oneself as the “worst kid”, one needs a set of negative factors that constantly affect the student. Unfortunately, school is often one of those factors.
The lack of timely qualified assistance in overcoming the causes of difficulties in learning and communication of the child, the lack of formation of positive interpersonal relationships with teachers and classmates are the most common causes of sharply low self-esteem. To correct it, the joint activity of a teacher, a school psychologist, a social pedagogue (in the case of an unfavorable situation in the family) is necessary.
essence pedagogical support teacher and his psychological help students with low levels of self-esteem is in an attentive, emotionally positive, approving, optimistic attitude towards them.
Confidential communication, constant contact with the family, faith in the student, knowledge of the reasons and timely application of ways to overcome the difficulties of the child are able to slowly but progressively form an adequate self-esteem elementary school student.
Methodology "Conversation about school"
(modified version by T. A. Nezhnova, D. B. Elkonin, A. L. Venger)
Target: revealing the formation of the internal position of the student, his motivation for learning.
Assessed universal learning activities: actions aimed at determining one's attitude to entering school and school reality; actions that establish the meaning of the doctrine.
Age: 6.5-8 years old.
Grading method:
Task description: The student must answer the following questions:
1. Do you like school?
2. What do you like most about school, what is the most interesting for you?
3. Imagine that you met a baby from kindergarten who doesn't know anything about the school yet. He asks you:
"Who is a good student?" What will you answer him?
4. Imagine that you were offered not to go to school every day, but to study at home with your mother and only occasionally go to school. Will you agree?
5. Imagine that there is school A and school B. School A has such a schedule of lessons in grade 1: every day reading, mathematics, writing, and only sometimes drawing, music, physical education. School B has a different schedule - every day there is physical education, music, drawing, work and only sometimes reading, mathematics, Russian. What school would you like to study at?
6. Imagine that a friend of your parents came to your house. You greeted him, and he asks you: "...?" Think about what he might ask you.
7. Imagine that you worked very well in the lesson and the teacher says to you: “Sasha (name of the child), you tried very hard today, and I want to reward you for your good studies. Choose for yourself what you want - a chocolate bar, a toy or a five in a magazine.
Evaluation criteria:
1. A positive attitude towards school, a sense of the need for learning, i.e. in a situation of optional school attendance, continues to strive for classes of specific school content.
2. The manifestation of special interest in the new, proper school content of the classes, which is expressed in the preference for lessons of the "school" type over the lessons of the "preschool" type.
3. Preference for classroom activities individual lessons Houses, social way assessment of their knowledge (marks) preschool ways rewards (sweets, gifts) (D.B. Elkonin, A.L. Wenger, 1988).
Assessment levels:
0. Negative attitude towards school and admission to it.
1. A positive attitude towards school in the absence of orientation towards the content of school and educational reality (preservation of preschool orientation). The child wants to go to school, but while maintaining a preschool lifestyle.
2. The emergence of an orientation towards the meaningful moments of school reality and the model of a “good student”, but while maintaining the priority of the social aspects of the school lifestyle compared to the educational aspects.
3. Combination of orientation to social and actually educational aspects of school life.
Test for cognitive initiative
"An Unfinished Tale"
Target: identification of the development of cognitive interests and initiatives of the student.
Assessed universal learning activities: the action of meaning formation, which establishes the significance of cognitive activity for the child; communicative action - the ability to ask a question.
Age: 6.5-8 years old.
Grading method: reading an unfinished fairy tale in an individual examination.
Task description: the child is read a fairy tale unfamiliar to him and at the climax they stop reading. The psychologist pauses. If the child is silent and does not show interest in continuing to read the fairy tale, the psychologist asks him a question: “Do you want to ask me something?”
Evaluation criteria:
1. Interest in a fairy tale and an initiative aimed at ensuring that an adult continues reading a fairy tale.
2. The adequacy of the statement, aimed at initiating an adult to continue reading the tale.
Assessment levels:
1. Low level: the child does not show interest in reading a fairy tale, does not ask questions.
2. Intermediate level: the child shows interest in the fairy tale, but there is no initiative to continue reading; after an additional question from the psychologist, he asks how the fairy tale ended; listens with interest to the denouement.
3. High level: the child shows a pronounced interest in the fairy tale, asks questions himself, insists that the adult read the fairy tale to the end.
Method "Who am I?"
(modification of M. Kuhn's technique)
Target: revealing the formation of self-concept and self-attitude.
Assessed universal learning activities: actions aimed at determining one's position in relation to the social role of the student and school reality; actions that establish the meaning of the doctrine.
Age: 9-10 years old.
Grading method: frontal written survey.
Task description: each student is asked to write as many answers as possible to the question "Who am I?".
Evaluation criteria:
1. Differentiation - the number of categories (social roles, skills, knowledge, skills; interests, preferences; personal properties, value judgments).
2. Generalization - the degree of generalization of the judgments of the characteristics of "I".
3. Self-attitude - the ratio of positive and negative value judgments.
Assessment levels:
Differentiation
1. 1-2 definitions related to 1%, 2% categories.
2. 3-5 definitions, mainly related to the 2nd, 3rd categories (social roles, interests, preferences).
3. From 6 definitions and more, including more than 4 categories, including the characteristics of personal properties.
Generalization
1. Students name specific actions (I study at school), their interests.
3. Students indicate their social role (I am a student), generalized personal qualities (strong, courageous).
self-attitude
1. The predominance of negative value judgments about oneself or the same number of negative and positive judgments (low self-acceptance or rejection).
2. A slight predominance of positive judgments or a predominance of neutral judgments (ambivalent or insufficiently positive self-attitude).
3. The predominance of positive judgments (positive self-acceptance).
Reflective self-assessment of learning activities
Target: revealing the reflexivity of self-assessment of schoolchildren in educational activities.
Assessed universal learning activities: personal action of self-determination in relation to the standard of the social role "good student"; the regulatory action of evaluating one's learning activities. Age: 10.5-11 years old.
Grading method: frontal written survey.
Task description: Students are asked to answer the following questions in writing:
1. Who do you think can be called a good student? List the qualities of a good student.
2. Can you be called a good student?
3. How are you different from a good student?
4. What does it take to be able to confidently say to yourself: “I am a good student”?
Evaluation criteria:
The adequacy of highlighting the qualities of a good student (success, fulfilling the norms of school life, positive relationships with classmates and the teacher, interest in learning).
Levels of reflective self-assessment of a student:
1. Names only one area of school life.
2. Names two areas of school life.
3. Names more than two areas of school life; gives an adequate definition of the differences between the "I" and the "good student".
Assessment levels:
1. Names only academic performance.
2. Names academic performance and behavior.
3. Gives a description in several areas; gives an adequate definition of the tasks of self-development, the solution of which is necessary to fulfill the requirements of the role of a “good student”: 1 - no answer, 2 - names achievements, 3 - indicates the need for self-change and self-development.
Scale of severity of educational and cognitive interest
(according to G.Yu. Ksenzova)
Target: determination of the level of formation of the student's educational and cognitive interest.
Assessed universal learning activities: the action of meaning formation, the establishment of a connection between the content of educational subjects and the cognitive interests of students.
Age: 7-10 years old.
Grading method: teacher's individual survey.
Task description: the methodology is a scale describing behavioral characteristics that characterize the student's attitude to learning tasks and the severity of his educational and cognitive interest. The teacher should note the most characteristics behavior of each student when solving learning objectives(see table).
Assessment of the level of educational and cognitive interest
| Level name | Main diagnostic feature | Additional diagnostic features |
|
| Lack of interest | Interest is practically not detected (exception: positive reactions to bright and funny material). | Impersonal or negative attitude towards solving any educational problems; more willing to perform habitual actions than to master new ones. |
|
| Reaction to novelty | Positive reactions arise only to new material relating to specific facts (but not theory). | Livens up, asks questions about new factual material; is included in the performance of the task associated with it, but does not show long-term stable activity. |
|
| Curiosity | Positive reactions occur to new theoretical material(but not on ways to solve problems). | Lives up and asks questions quite often; joins in tasks often, but interest quickly disappears. |
|
| Situational learning interest | Arises on ways to solve a new particular single problem (but not a system of problems). | Involved in the process of solving the problem, trying to independently find a way to solve and bring the task to the end; after the problem is solved, interest is exhausted. |
|
| sustainable learning cognitive interest | Occurs on a general way of solving whole system tasks (but does not go beyond the studied material). | Willingly joins the process of completing tasks, works for a long time and steadily, accepts proposals to find new applications for the found method. |
|
| Generalized educational and cognitive interest | It arises independently of external requirements and goes beyond the scope of the studied material. It is certainly focused on general methods of solving a system of problems. | It is a constant characteristic of the student, the student shows a pronounced creative attitude to common way problem solving, seeks to obtain additional information, there is a motivated selectivity of interests. |
Level 1 can be qualified as an unformed educational and cognitive interest; levels 2 and 3 - as low cognitive interest; level 4 - satisfactory; level 5 - high; level 6 is very high.
Motivation Questionnaire
Target: identification of motivational preferences of schoolchildren in educational activities.
Assessed universal learning activities: the action of meaning formation, aimed at establishing the meaning of educational activity for the student.
Age: 8-10 years old.
Grading method: frontal written survey.
Task description: the questionnaire contains 27 statements, united in 9 scales: 1 - mark; 2 - social motivation of approval - the requirements of authoritative persons (the desire to earn approval or avoid punishment); 3 - cognitive motivation; 4 - learning motivation; 5 - social motivation - broad social motives; 6 - self-determination motivation in social aspect; 7 - pragmatic external utilitarian motivation; 8 - social motivation - positional motive; 9 - negative attitude to teaching and school.
Below are the statements of students corresponding to each of the listed scales.
1. Mark:
To be an excellent student
To finish school well
To receive good grades.
2. Social motivation of approval - the requirements of authoritative persons:
So that parents do not scold,
Because the teachers demand it
To make your parents happy.
3. Cognitive motivation:
Because learning is fun
Because in the lessons I learn a lot of new things,
Because at school I get answers to my questions.
4. Learning motivation:
To gain knowledge
To develop the mind and abilities,
To become an educated person.
5. Social motivation - broad social motives:
To benefit people in the future,
Because studying well is the duty of every student to society,
Because teaching is the most important and necessary thing in my life.
6. Motivation of self-determination in the social aspect:
To continue education
To get an interesting profession,
To find in the future Good work.
7. Pragmatic extrinsic utilitarian motivation:
In order to make good money in the future,
To receive a gift for good study,
To be praised.
8. Social motivation - positional motive:
To be respected by classmates
Because in our school good teachers and I want to be respected
Because I don't want to be last in class.
9. Negative attitude towards learning and school:
I don't want to study
I don't like to study
I don't like studying.
The student should carefully read the following statements of their peers about why and for what they study. Then answer what he can say about himself, about his attitude to learning. Some of these statements he may agree with, some he may not. The student must assess the degree of their agreement with these statements on a 4-point scale: 4 points - completely agree; 3 - rather agree; 2 - rather disagree than agree; 1 - disagree.
1. I study to be an excellent student.
2. I study so that my parents do not scold.
3. I study because it is interesting to study.
4. I study to gain knowledge.
5. I am learning to benefit people in the future.
6. I study in order to continue my education later.
7. I study in order to earn good money in the future.
8. I study to be respected by my classmates.
9. I don't want to study.
10. I am studying to finish school well.
11. I study because teachers demand it.
12. I study because I learn a lot of new things at the lessons.
13. I study to develop my mind and abilities.
14. I study because studying well is the duty of every student to society.
15. I am studying to get an interesting profession.
16. I study in order to receive a gift for good study.
17. I study because we have good teachers at school and I want to be respected.
18. I don't like to study.
19. I study to get good grades.
20. I study to please my parents.
21. I study because at school I get answers to my questions.
22. I study to become an educated person.
23. I study because teaching is the most important and necessary thing in my life.
24. I am studying in order to find a good job in the future.
25. I learn to be praised.
26. I study because I don't want to be the last one in the class.
27. I don't like studying.
Results processing: the number of points scored on each scale is calculated. A profile of the motivational sphere is constructed, which gives an idea of the features of the student's semantic sphere.
Evaluation criteria:
Integrative scales:
Educational and cognitive - scores are summed up on scales
(3 - cognitive + 4 - educational);
Social - points are summed up on scales (5 - broad social motives + 6 - motivation of self-determination in the social aspect);
External motivation - points are summed up on scales (1 - mark + 7 - pragmatic);
Social - the desire for approval - scores are summed up on scales (2 - requirements of authoritative persons + 8 - social motivation - positional motive);
Negative attitude towards school - 9.
Assessment levels:
0. Peak on the “negative attitude towards school” scale.
1. Peaks of inadequate motivation (external, social - approval).
2. There is no obvious predominance of scales, educational-cognitive and social scales are expressed.
3. Peaks of educational and cognitive and social motivation. Low performance negative attitude for school.
Methodology for identifying the nature of success/failure attribution
(Reflexive evaluation - causal attribution of failure)
Target: identifying the adequacy of students' understanding of the reasons for success / failure in activities.
Assessed universal learning activities: personal action of self-assessment (self-determination), regulatory action of evaluating the result of educational activity.
Option 1
Age: 6.5-7 years old.
Grading method: individual conversation.
Task description: The teacher asks questions, the child answers.
Question. Does it happen that you draw, sculpt or fold a constructor and it doesn’t work out for you?
If the answer is yes, the second question is asked: “Why do you think you don’t always succeed?”
If the answer is negative, we can conclude about low reflection or uncritical self-esteem.
Question. What tasks do you like - difficult or easy?
If you answer “I always succeed”, the survey ends.
Evaluation criteria:
1. Own efforts - did not try, quit, you need to study, you need to ask for an explanation, help, etc.
2. The objective complexity of the task is very difficult, difficult, not for children, for older ones, etc.
3. Abilities - I don't know how, I always fail.
4. Luck - it just didn’t work out, then (another time) it will work out, I don’t know why, by accident.
Assessment levels:
1. The child refers to the ability, luck.
2. Refers to objective difficulty and lack of effort.
3. Refers to the lack of effort.
Option 2
Age: 9-10 years old.
Grading method: frontal written survey.
Task description: students are asked to complete all items of the questionnaire, which includes the following scales: their own efforts, abilities, luck and the objective complexity of the task.
Evaluation criteria:
1. Own efforts:
I try very little / I try very hard
Poorly prepared for the test / worked hard, well prepared,
Did not learn (badly learned) the lesson / learned the lesson well.
2. Objective difficulty of the task:
The task was too difficult/easy,
We have not done such tasks before / we were previously explained how to perform such tasks,
There was too little time for such a task / there was enough time.
3. Ability:
Poorly understand the teacher's explanations / I understand the teacher's explanations faster than many classmates,
It is difficult / easy for me in the classroom,
I don't have time to do everything as fast as other students / I do everything much faster than other classmates.
4. Luck:
I'm just unlucky/lucky
The teacher is strict/kind,
Everyone wrote off, but I could not write off / managed to write off.
Questionnaire
1. Please rate your level of success at school. Choose one of the suggested options and mark it:
Very tall,
High enough,
Average,
Below the average,
High in some subjects, medium and low in others.
2. It happens that you do not cope with the control work or with the answer at the blackboard and get not the grade you expected at all.
The following are possible reasons for failure. Please rate how these reasons apply to your case. If you think that your failure is connected with this reason, put 2 points near it. If you think that this circumstance had an insignificant effect, put 1 point. If you think that this reason has nothing to do with your failure, then put 0 points.
If something doesn’t work out for me at school, it’s because I:
1. I try a little.
2. I do not understand the teacher's explanations well.
3. The task was too difficult.
4. I just got unlucky.
5. Poorly prepared for the test / worked hard, well prepared.
6. I find it difficult in the classroom.
7. We have not done such tasks before.
8. The teacher is strict.
9. Did not learn (badly learned) the lesson / learned the lesson well.
10. I don't have time to do it as fast as other students.
11. There was too little time for such a difficult task.
12. Everyone cheated, but I failed to cheat.
If I do well at school, it's because I:
1. Worked hard, prepared well.
2. It is easy for me at the lessons.
3. The task was easy.
4. The teacher is kind.
5. I try very hard.
6. I understand the teacher's explanations faster than many classmates.
7. Previously, they explained to us how to complete such a task.
8. I was lucky.
9. Learned the lesson well.
10. I do everything much faster than other students.
11. There was quite enough time.
12. I was prompted.
Results processing: the number of points scored on each scale is calculated: "Own efforts", "Abilities", "Objective complexity of the task" and "Luck" - to explain the reasons for success / failure. The score ratio gives an idea of the predominant type of casual attribution.
Assessment levels:
1. The predominance of the attribution "Luck".
2. Orientation to the attribution "Abilities", "Objective complexity of the task".
3. Orientation to the attribution "Own efforts".
Task for assessing the assimilation of the norm of mutual assistance
Target: identification of the level of assimilation of the norm of mutual assistance.
Assessed universal learning activities: actions of moral and ethical evaluation - highlighting the moral content of the situation; taking into account the norm of mutual assistance as the basis for building interpersonal relationships.
Age: 7-8 years old.
Grading method: individual conversation.
Task description:
Story text:
Mom, leaving for work, reminded Andrei (Lena) that he (she) needs to eat for lunch. She asked him (her) to wash the dishes after eating, because she would return from work tired. Andrei (Lena) ate and sat down to watch cartoons, but did not wash the dishes. In the evening mom and dad came home from work. Mom saw the dirty dishes, sighed and started washing them herself. Andrei (Lena) felt sad, and he (she) left (left) to his room.
Questions:
1. Why did Andrei (Lena) feel sad?
2. Did Andrei (Lena) do the right thing?
3. Why?
4. What would you do if you were Andrey (Lena)?
Evaluation criteria:
1. Orientation to the emotions and feelings of the hero in highlighting the moral content of the situation (the answer to question 1).
2. Solving the moral dilemma (answer to question 4).
3. Orientation to the norm of mutual assistance (answers to questions 2 and 3). It is possible for the child to single out and verbalize the norm already when answering question 1.
4. Level of moral judgments (answer to question 3).
Isolation of the child's attitude towards prosocial behavior (answer to question 2).
Levels of highlighting the moral content of an act:
Question 1:
1. The child does not highlight the moral content of the story, he does not have an adequate answer (I don’t know). There is no orientation to the connection between Andrey's (Lena's) emotions and the unfulfilled assignment.
2. The child focuses on the connection between the emotions of the mother and Andrey (Lena), but still does not highlight the moral content of the story - sad, because the mother sighed.
3. The child highlights the moral content of the story, focusing on the feelings of the characters, points to the unfulfilled request of the mother - he is sad because his mother asked him, but he did not. Orientation to the connection between the emotions of the child and the unfulfilled request of the mother.
4. The child highlights the moral content of the story and gives an answer indicating the reason for the negative emotions of the hero - failure to fulfill the norm of mutual assistance - sad, because you need to help when you are asked.
Levels of orientation towards prosocial behavior:
Question 2:
1. There is no setting for prosocial behavior - no answer, inadequate assessment of behavior.
2. Unsustainable orientation towards prosocial behavior - both right and wrong.
3. Adoption of a prosocial attitude - an indication of the hero's incorrect behavior.
Question 3:
2. Instrumental exchange - they won't let you watch cartoons.
3. Interpersonal conformity - will no longer ask, offended; good kids don't do that.
4. Calls the norm as a rule - you need to help.
Moral dilemma resolution levels:
Question 4:
1. No selection of the moral content of the situation - no answer.
2. There is no orientation towards the fulfillment of the norm - he would have acted like Andrei (Lena); it is possible to add entertaining actions - played, jumped.
3. Orientation to the norm of mutual assistance as the basis of an act - I would wash the dishes, I would help my mother wash the dishes, the elders should be helped.
For the elementary school level, indicators of the well-being of moral development are: 1) orientation to the feelings and emotions of the characters (sadly, sighed) as an indicator of decentration (taking into account the position of the mother); 2) installation on prosocial behavior; 3) the level of development of moral judgments - the conventional level, the 3rd stage of interpersonal conformity (good boy or girl).
The task of taking into account the motives of the characters in solving a moral dilemma
(modified problem by J. Piaget, 2006)
Target: revealing the orientation towards the motives of the characters in solving the moral dilemma (the level of moral decentration).
Assessed universal learning activities: actions of moral and ethical evaluation, taking into account the motives and intentions of the characters.
Age: 6.5-7 years old.
Grading method: individual conversation.
Task description: The teacher reads the story to the child and asks him questions. The gender of the hero of the story and, accordingly, his name change depending on the gender of the child under study.
For boys, the character is a boy, for girls, a girl.
Story text:
The little boy Seryozha wanted to help his mother wash the dishes. He washed the cup and wanted to put it on the table, but he slipped, fell and dropped the tray on which the cups stood. Five cups were broken.
Another boy, Petya, when his mother was not at home, wanted to take jam from the buffet. The shelf on which the jar stood was high, and he stood on a chair. Trying to get jam, he snagged a cup. She fell and broke.
Questions:
1. Which of the children is more to blame?
2. Who deserves punishment? Why?
Evaluation criteria: highlighting the motives of an act (the answer to questions 1 and 2).
Assessment levels:
Question 1:
1. There is no orientation to the circumstances of the act - there is no answer, both are to blame.
2. Orientation to the objective consequences of the act - Seryozha is more to blame, because he broke 5 cups, and Petya only one.
3. Orientation to the motives of the act - Seryozha wanted to help his mother, and Petya wanted to eat jam, Petya was more to blame.
Question 2:
1. There is no orientation to the circumstances of the act - both should be punished: both are to blame, both acted badly.
2. Orientation to the objective consequences of the act - Serezha should be punished: Serezha is more guilty, he broke more (many) cups.
3. Orientation to the motives of the act - Petya is more to blame, because Serezha wanted to help his mother, and Petya wanted to satisfy his desires. Orientation to the intentions of the hero. The manifestation of decentration as an account of the intentions of the hero of the story.
Task to identify the level of moral decentration
(J. Piaget)
Target: identification of the level of moral decentration as the ability to coordinate (correlate) three norms: fair distribution, responsibility, mutual assistance based on the principle of compensation.
Assessed universal learning activities: actions of moral and ethical evaluation, the level of moral decentration as a coordination of several norms.
Age: 7-10 years old.
Grading method: individual conversation.
Task description: The teacher reads the story to the child and asks him questions.
Story text:
One weekend, mother and children were walking along the river bank. During the walk, she gave each child a bun. The children began to eat. And the smallest, who turned out to be inattentive, dropped his bun into the water.
Questions:
1. What should mom do? Should she give him another muffin?
2. Why?
3. Imagine that mom has no more buns. What to do and why?
Evaluation criteria:
1. Solving the moral dilemma (answer to question 1).
2. Way of coordinating norms (answer to question 2).
3. The solution of the moral dilemma with the complication of conditions (answer to question 3).
Assessment levels:
1. Refusal to give the baby another bun, indicating the need to be responsible for his act - no, he has already received his bun, he is to blame, he dropped it (responsibility rate and sanction). Only one norm (fair distribution) is taken into account. All circumstances are not taken into account, including the intentions of the hero.
2. It is proposed to re-distribute buns among all participants - give more, but to everyone (the norm of a fair distribution). Coordination of the norm of fair distribution and the principle of equivalence. Transition to coordination of several norms.
3. An offer to give a bun to the weakest - give him more because he is small (the norm of mutual assistance and the idea of justice in the light of circumstances, the principle of compensation, which removes responsibility from the youngest and requires him to be helped as needy and weak). Decentration based on the coordination of several norms based on the operations of equivalence and compensation (L. Kolberg).
moral dilemma
(norm of mutual assistance in conflict with personal interests)
Target: identification of the assimilation of the norm of mutual assistance in a moral dilemma.
Assessed universal learning activities: actions of moral and ethical evaluation.
Age: 7-10 years old.
Grading method: individual conversation.
Task description: the same as in the previous task.
Story text:
Oleg and Anton studied in the same class. After the lessons, when everyone was going home, Oleg asked Anton to help him find his briefcase, which had disappeared from the locker room. Anton really wanted to go home to play a new computer game. If he is late at school, he will not have time to play, because dad will soon come and work on the computer.
Questions:
1. What should Anton do?
2. Why?
3. What would you do?
Assessment levels: focus on the interests and needs of other people; orientation of the individual - on himself or on the needs of others.
Question 1 (3):
1. Solving the problem in favor of your own interests without taking into account the interests of your partner - go home to play.
2. The desire to realize their own interests, taking into account the interests of others - find someone who will help Oleg, take Oleg to visit him to play a computer.
3. Relinquishing your own interests in favor of the interests of others who need help - stay and help if there is something very important in the portfolio, if there is no one else to help find.
Levels of development of moral judgments:
Question 2:
2. Stage of instrumental exchange - next time Oleg will help Anton, no, Anton will leave, because Oleg has not helped him before.
3. The stage of interpersonal conformity and maintaining good relations - Oleg is a friend, friend, friends should help, and vice versa.
4. Stage of "law and order" - people should help each other.
Questionnaire "Evaluate the act"
(differentiation of conventional and moral norms according to E. Touriel, modified by E.A. Kurganova and O.A. Karabanova, 2004)
Target: identification of the degree of differentiation of conventional and moral norms (see table).
Conventional and moral norms (according to E. Touriel)
| Types of social norms | social norms | mini-situations violations social norms |
| Conventional | Ritual and etiquette: culture appearance, table manners, Rules and forms of treatment in the family. Organizational and administrative: school rules, On the street, In public places | Didn't brush my teeth Came in dirty clothes to school Crumbled on the table Went outside without permission. Got up without permission in class littered the street, Crossed the road in the wrong place |
| Moral | Altruism: Generosity. Responsibility, justice and legality: Liability for material damage | Didn't offer friends to help clean the classroom Did not treat parents with sweets, I borrowed a book from a friend and tore it up. |
Assessed universal learning activities: highlighting the moral content of actions and situations.
Age: 7-10 years old.
Grading method: frontal survey.
Task description: children are offered to evaluate the act of a boy / girl (moreover, the child evaluates the act of a peer of his gender), choosing one of four evaluation options.
Children will have to evaluate different actions of boys and girls just like them, 18 actions in total. In front of each situation, they must put one of their chosen points. There is a table at the top of the questionnaire that lists what each score means. After discussing the meaning of each point, the children begin to complete the task.
Below are:
Seven situations involving violation of conventional norms (1, 3, 6, 9, 11, 13, 16);
Seven situations involving violation of moral standards (2, 4, 7, 10, 12, 14, 17);
Four neutral situations that do not involve moral assessment (5, 15, 8, 18).
Questionnaire
Evaluation of an act in points
| 1 point | 2 points | 3 points | 4 points |
| It is possible to do so | You can do that sometimes | You can't do that | Under no circumstances should this be done |
Instructions: Give a score to the boy (girl) in each situation.
1. The boy (girl) did not brush his teeth.
2. The boy (girl) did not offer (a) friends (girlfriends) help in cleaning the class.
3. The boy (girl) came (came) to school in dirty clothes.
4. The boy (girl) did not help his mother clean the apartment.
5. The boy (girl) dropped the book.
6. A boy (girl) spilled soup and crumbled it on the table while eating.
7. The boy (girl) did not treat his parents with sweets.
8. The boy (girl) washed the floor at home.
9. The boy (girl) was talking in the lesson during the teacher's explanation.
10. The boy (girl) did not treat his friend (girlfriend) with an apple.
11. A boy (girl) threw a candy wrapper on the ground.
12. A boy (girl) took a book from a friend (girlfriend) and tore it.
13. The boy (girl) crossed (crossed) the street in a prohibited place.
14. A boy (girl) did not give up his seat on the bus to an elderly person.
15. A boy (girl) bought groceries in a store.
16. The boy (girl) did not ask (a) permission to go for a walk.
17. A boy (girl) spoiled his mother's thing and hid it.
18. A boy (girl) entered (entered) the room and turned on the light.
Criteria for evaluation: the ratio of the sums of points characterizing the degree of inadmissibility for the child of violations of conventional and moral norms.
Assessment levels:
1. The sum of points characterizing the inadmissibility of violating conventional norms exceeds the sum of points characterizing the inadmissibility of violating moral norms by more than 4 points.
2. The sums are equal (±4 points).
3. The sum of points, which characterizes the inadmissibility of violating moral norms, exceeds the sum of points, which characterizes the inadmissibility of violating conventional norms, by more than 4 points.
Typical tasks
Regulatory UUD
Laying out a pattern from cubes
Target: identification of the development of regulatory actions.
Assessed universal learning activities: the ability to accept and maintain the task of reproducing the sample, plan your action in accordance with the characteristics of the sample, exercise control over the result and the process, evaluate the correctness of the action and make the necessary adjustments to the execution; cognitive actions - the ability to carry out spatial analysis and synthesis.
Age: 6.5-7 years old.
Grading method: individual work of students.
Task description: the child is invited to lay out a figure of 4 and 9 structural elements according to the model. For this, he is given 16 squares. Each side of the square can be colored in red, white and red-white (diagonal of the square) colors. (The constructive element is not the same as the perceptual element.)
Criteria and levels of assessment: functional analysis is aimed at evaluating the orienting, control and executive parts of the action (P.Ya. Galperin, 2002).
Orientation part.
The presence of orientation (does the child analyze the sample, the resulting product, correlates it with the sample):
1. Missing sample orientation.
2. Correlation is unorganized episodic, there is no systematic correlation.
3. The beginning of the action is preceded by a thorough analysis, and the correlation is carried out throughout the task.
The nature of the orientation:
1. Deployed based on an object - chaotic.
2. Expanded in separate parts, collapsed in separate parts; the child is not always able to organize orientation.
3. Folded orientation - organized.
Orientation step size: 1 - small; 2 - postoperative; 3 - blocks.
Anticipation: intermediate result: 1 - no anticipation; 2 - in separate operations; 3 - there is anticipation; end result: 1 - no; 2 - occurs towards the end of the action; 3 - yes.
Nature of cooperation(co-regulation of action in cooperation with an adult or independent orientation and planning of action): 1 - no cooperation; 2 - co-regulation with an adult; 3 - independent orientation and planning.
Executive part.
Degree of randomness: 1 - chaotic trial and error without taking into account and analyzing the result and correlating with the conditions for performing the action; 2 - reliance on the plan and means, but not always adequate, there are impulsive reactions; 3 - arbitrary execution of an action in accordance with the plan.
Control part.
Degree of arbitrariness of control: 1 - chaotic; 2 - episodic; 3 - in accordance with the control plan.
Availability of controls and nature of their use: 1 - no means of control; 2 - means are available, but ineffective; 3 - there are funds, they are applied adequately.
Control nature: 1 - no, absent; 2 - expanded, ascertaining; 3 - collapsed, anticipating.
Structural analysis based on the following criteria:
Accepting a task(adequacy of accepting the task as a goal given in certain conditions, maintaining the task and attitude towards it): 1 - the task is not accepted, it is accepted inadequately; not saved; 2 - the task is accepted, saved, there is no adequate motivation (interest in the task, desire to complete), after unsuccessful attempts, the child loses interest in it; 3 - the task is accepted, saved, arouses interest, and is motivated.
Execution plan, which regulates the operational execution of an action in relation to certain conditions: 1 - no planning; 2 - there is a plan, but not quite adequate or inadequately used; 3 - there is a plan, it is adequately used.
Control and correction: 1 - no control and correction, control only by result and erroneous; 2 - there is adequate control by result, episodic anticipating, delayed correction, not always adequate; 3 - adequate control according to the result, episodic according to the method, correction is sometimes delayed, but adequate.
Grade(stating the achievement of the goal or the measure of approach to it and the reasons for failure, attitude to success and failure): 1 - the assessment is either absent or erroneous; 2 - only the achievement / non-achievement of the result is evaluated, the reasons are not always named, often inadequately named; 3 - an adequate assessment of the result, occasionally - measures of approach to the goal, the reasons are called, but not always adequately.
Attitude towards success and failure: 1 - paradoxical reaction or no reaction; 2 - adequate - for success, inadequate - for failure; 3 - adequate - for success and failure.
Another important criterion for the formation of the regulative structure of activity and the level of its arbitrariness is the type of assistance necessary for the student to successfully complete the action.
Test for attention
(P.Ya. Galperin and S.L. Kabylnitskaya)
Target: identification of the level of formation of attention and self-control.
Assessed universal learning activities: regulatory action control.
Age: 8-9 years old.
Grading method: frontal written survey.
Task description: the student is invited to read the text, check it and correct errors in it (including semantic ones) with a pencil or pen.
The time of the student's work with the text, the peculiarities of his behavior (whether he works confidently, how many times he checks the text, reads to himself or aloud, etc.) is recorded.
In order to find and correct errors in this text, knowledge of the rules is not required, but attention and self-control are required. The text contains 10 errors.
Text 1
The old swans bowed their proud necks before him. Adults and children crowded on the shore. Below them was an icy desert. In response, I nodded to him. The sun had reached the tops of the trees and was hiding behind them. Weeds are hardy and prolific. I was already asleep when someone called to me. There was a map of our city on the table. The plane is here to help people. I soon succeeded in my car.
Text 2
Vegetables did not grow in the Far South, but now they do. There are a lot of carrots in the garden. They didn’t breed near Moscow, but now they breed. Vanya ran across the field, but suddenly stopped. Grchi build their nests in the trees. There were a lot of eggs on the Christmas tree. Rooks for chicks of worms in a clearing. Hunter in the evening from hunting. Rai's grades are good. The children were playing in the playground. The boy raced on a horse. A grasshopper is striding in the grass. In winter, an apple tree bloomed in the garden.
Evaluation criteria: the number of missed errors is counted. The researcher should pay attention to the quality of missed errors: omission of words in a sentence, letters in a word, substitution of letters, continuous spelling words with a preposition, semantic errors, etc.
Attention levels:
1. 0-2 missed errors - the highest level of attention.
2. 3-4 - average level of attention.
3. More than 5 missed mistakes - low level of attention.
Typical tasks
Cognitive UUD
Building a numerical equivalent or one-to-one correspondence
(J. Piaget, A. Szemińska)
Target: revealing the formation of logical actions of establishing a one-to-one correspondence and preserving a discrete set.
Assessed universal learning activities: logical universal actions.
Age: 6.5-7 years old.
Grading method: individual work with the child.
Task description: 7 red chips (or egg coasters) are lined up in one row (at a distance of 2 cm from each other).
Option 1
The child is asked to put as many (same number, exactly as many) blue chips (or egg coasters) as red ones - no more and no less. The child is allowed to freely manipulate the chips until he announces that he has finished the job.
Then the psychologist asks: “What did you do? Are there as many blue chips as there are red ones? How did you know it? Could you explain this to someone else? Why do you think the chips are the same number?”
The next step is started after the child establishes the correct one-to-one correspondence of the elements in two rows. If the child does not succeed, the psychologist himself sets the chips in a one-to-one correspondence and asks the subject if the chips are equally in the rows. It is also possible to use an unequal number of elements as the initial moment of the task, if the child insists on this.
Option 2
The child is asked to move the red chips (or egg coasters) with each other so that there are no gaps between them (if necessary, the psychologist does this himself). The child is then asked, “Now, are there an equal number of red and blue tokens (egg coasters)? How did you know it? Could you explain it?" If the subject says that now it is not equal, he is asked: “What should be done to make it equal again?” If the child does not answer, then the psychologist asks him the following question: “Should we add a few chips here (pointing to the row where, in the child’s opinion, there are fewer chips)?” Or: “Maybe we should remove a few pieces from here (pointing to the row where, in the opinion of the child, there are more)?”
In order to assess the confidence of the child’s answers, the psychologist offers a counterargument in the form of a fictional dialogue: “You know, one boy told me ... (the words of the child being tested are repeated), and the other did not agree with him and said ...” If the child does not change his answer, the psychologist can continue: “This boy said that the chips are the same number because they were not added or subtracted. But another boy told me that there are more of them, because this row is longer ... What do you think? Which one is right?" If the child changes his initial answers, then several sub-items of the task are repeated. (This and other quantity conservation problems use the same counterarguments, so they are not specifically described.)
Evaluation criteria:
Ability to establish one-to-one correspondence;
Preservation of a discrete set.
Assessment levels:
1. There is no ability to establish a one-to-one correspondence. There is no preservation of the discrete set (after changing the spatial arrangement of the chips, the child refuses to recognize the equality of the sets of chips of different colors).
2. The ability to establish a one-to-one correspondence has been formed. There is no discrete set conservation.
3. The ability to establish a one-to-one correspondence has been formed. There is the conservation of a discrete set based on the principle of simple reversibility, compensation, or the recognition that we have not added or subtracted anything.
Test to determine the number of words in a sentence
(S.N. Karpova)
Target: revealing the child's ability to distinguish between objective and speech reality.
Assessed universal learning activities: sign-symbolic cognitive actions, the ability to differentiate the plan of signs and symbols and the subject plan.
Age: 6.5-7 years old.
Grading method: individual conversation with the child.
Task description: The teacher reads out a sentence and asks the child to say how many words are in the sentence and name them.
1. Say how many words are in the sentence.
2. Say the first word, the second, etc.
Proposed suggestions:
Masha and Yura went to the forest.
Tanya and Petya are playing ball.
Evaluation criteria: orientation to speech reality.
Assessment levels:
1. Orientation to objective reality, there is no awareness of the special existence of speech reality as sign-symbolic. Children give the wrong answer, focus on objective reality, highlight words, listing noun objects.
2. Unstable orientation to speech reality. Children give a partially correct answer, correctly name the words, but without prepositions and conjunctions.
3. Orientation to speech reality as an independent one, differentiation of sign-symbolic and objective planes. Children give a partially correct (name all the words, skipping either a preposition or conjunction) or a completely correct answer.
Technique "Coding"
(11th subtest of the D. Veksler test in the version of A. Yu. Panasyuk)
Target: revealing the child's ability to encode using symbols.
Assessed universal learning activities: sign-symbolic actions - coding (substitution); regulatory action control.
Age: 6.5-7 years old.
Grading method: individual or group work with children.
Task description: the child is offered to carry out coding within 2 minutes, putting a conditional symbol in correspondence with a certain image. The task involves a training stage (introduction of instructions and a joint test with a psychologist). Further, it is proposed to continue the task without making mistakes and as quickly as possible.
Evaluation criteria: the number of errors made during coding, the number of objects supplemented with signs.
Levels of formation of the substitution action:
1. The child does not understand or does not understand the instructions well. Performs the task correctly in the training phase and actually immediately stops or makes many mistakes during the self-study phase. The ability to code is not formed.
2. The child adequately performs the coding task, but makes a lot of mistakes (up to 25% of the completed volume) or works extremely slowly.
3. Formation of the action of coding (substitution). The child quickly understands the instructions, acts adequately. The number of errors is small.
Diagnostics of the universal action of the general method of solving problems
(according to A.R. Luria, L.S. Tsvetkova)
Target: revealing the formation of the general method of solving problems.
Assessed universal learning activities: acceptance of problem solving; logical actions.
Age: 6.5-10 years.
Grading method: individual or group work of children.
Task description: all tasks (depending on the age of the students) are offered for solving in an arithmetic (not algebraic) way. Records of the plan (progress) of the solution, calculations, graphical analysis of the condition are allowed. The student must tell how he solved the problem, prove that the answer received is correct.
Evaluation criteria: ability to distinguish semantic units text and establish relationships between them, create solution schemes, build a sequence of operations, correlate the result of the solution with the initial condition of the problem.
Levels of formation of the general reception of problem solving:
1. When analyzing the task, not only essential, but also non-essential semantic units of the text are distinguished; create inadequate solution schemes; apply stereotyped solutions; do not know how to correlate the result of the solution with the initial condition of the problem.
2. In the analysis, only the essential semantic units of the text are singled out; when creating a solution scheme, they do not take into account all the links between these conditions and the requirement; apply stereotyped solutions; experience difficulties (make mistakes) in correlating the result of the solution with the initial data of the problem.
3. When analyzing, only the essential semantic units of the text are singled out; create various solution schemes; use different solutions; substantiate the correspondence of the obtained results of the solution to the initial condition of the problem.
A.R. Luria and L.S. Tsvetkova proposed a set of tasks with a gradually becoming more complex structure, which makes it possible to diagnose the formation of a generalized method for solving problems.
1. The most elementary group consists of simple problems, in which the condition uniquely determines the solution algorithm, of the type a+ b= X or a - b \u003d x. For example:
Masha has 5 apples, and Petya has 4 apples. How many apples do they both have?
Kolya collected 9 mushrooms, and Masha - 4 mushrooms less than Kolya. How many mushrooms did Masha collect?
47 pine and lime boards were brought to the workshop. There were 5 lime boards. How many pine planks were brought to the workshop?
2. Simple inverted problems of the type a - x \u003d b or x – a = b, which differ significantly from the tasks of the first group of their psychological structure. For example:
The boy had 12 apples; he gave away some of them. He has 8 apples left. How many apples did he give?
There were birds on the tree. 3 birds flew away; 5 birds left. How many birds were in the tree?
3. Composite problems in which the condition itself does not determine the possible course of the solution, such as a+ (a+b) = x or a+ (a-b) = x. For example:
Masha has 5 apples, and y Katya has 2 more (less) apples. How many apples do they both have?
Petya has 3 apples, and Vasya has 2 times more. How many apples do they both have?
4. Complex compound problems, the algorithm for solving which breaks down into a significant number of sequential operations, each of which follows from the previous one, such as a+ (a + b) + [(a + b) – c] = x. For example:
The son collected 15 mushrooms. The father collected 25 mushrooms more than the son. Mother collected 5 mushrooms less than father. How many mushrooms did the whole family collect in total?
The farmer had 20 hectares of land. From each hectare he harvested 3 tons of grain. He sold 1/2 of the grain. How much grain does the farmer have left?
5. Difficult tasks with an inverted course of action, one of the main parts of which remains unknown and must be obtained by several operations. For example:
Son is 5 years old. In 15 years the father will be 3 times older than son. How old is father now?
One pen and one primer cost 37 rubles. Two pens and one primer cost 49 rubles. How much do one pen and one primer cost separately?
Three boys caught 11 kg of fish. The catch of the first and second was 7 kg; catch of the second and third - 6 kg. How many fish did each boy catch?
Father is 49 years old. He is 20 years older than his son. How old are they both together?
6. Tasks for direct (inverse) reduction to unity, for difference, for parts, for proportional division. For example:
15 markers cost 30 rubles. Bought 8 of these markers. How much money was paid?
Bought brushes for 40 rubles. How many brushes were bought if it is known that 3 such brushes cost 24 rubles?
There were 18 books on two shelves. One of them had 2 more books. How many books were on each shelf?
Two boys wanted to buy a book. One lacked 7 rubles to buy it, the other lacked 5 rubles. They folded their money, but they still lacked 3 rubles. How much does a book cost?
Chickens and rabbits ran around the yard. How many chickens were there if it is known that there were 6 more rabbits, and all together had 66 paws?
An essential place in the study of developmental characteristics intellectual activity has an analysis of how the student begins to solve the problem and in what form he builds an indicative basis of activity. It is necessary to pay attention to how the student makes a plan or general scheme problem solving, as drawing up a preliminary plan relates to the further course of its solution. In addition, it is important to analyze the awareness of the path taken and correct the mistakes made, as well as fixing the teaching assistance in case of difficulties during the student's lessons and analyzing how he uses the help, how productively he interacts with adults.
Methodology "Finding schemes for tasks"
(according to A.N. Ryabinkina)
Target: determination of the student's ability to single out the type of problem and the way to solve it.
Assessed universal learning activities: modeling, cognitive logical and sign-symbolic actions.
Age: 7-9 years old.
Grading method: frontal survey or individual work with children.
Task description: the student is asked to find the appropriate diagram (Fig. 4, 5) for each task. In diagrams, numbers are indicated by letters. The following tasks are proposed:
1. Misha made 6 flags, and Kolya made 3 flags more. How many flags did Kolya make?
2. There are 4 books on one shelf and 7 more books on the other. How many books are on the two shelves?
3. At one stop, 5 people got off the bus, and 4 people got off at the other. How many people got off the bus at two stops?
4. 10 athletes started the cycling race. During the competition, 3 athletes left the start. How many cyclists came to the finish line?
5. There are 12 stamps in the first album, 8 stamps in the second. How many stamps are in two albums?
6. Masha found 7 chanterelles, and Tanya found 3 more chanterelles. How many mushrooms did Tanya find?
7. The bunny had 11 carrots. He ate 5 carrots in the morning. How many carrots does the bunny have for lunch?
8. In the first flowerbed, 5 tulips grew, in the second - 4 tulips more than in the first. How many tulips grew in two flower beds?
9. Lena has 15 notebooks. She gave 3 notebooks to her brother, and they had equal notebooks. How many notebooks did your brother have?
10. There were 8 cars in the first garage. When 2 cars moved from it to the second garage, there were equal numbers of cars in the garages. How many cars were in the second garage?
Evaluation criteria: the ability to highlight the structure of the task - the semantic units of the text and the relationship between them; find a solution; correlate the elements of the schemes with the components of the tasks - the semantic units of the text; carry out logical and quantitative analysis scheme.
Formation levels:
1. They do not know how to highlight the structure of the task; do not identify a schema appropriate for the task.
2. The semantic units of the task text are singled out, but their parts corresponding to the semantic units are found in these schemes.
3. The semantic units of the text of the task are singled out, the relations between them and find among these schemes the corresponding structure of the task.
Typical tasks
Communicative UUD
The task "Left and right sides"
(J. Piaget)
Target: identification of the level of formation of actions aimed at taking into account the position of the interlocutor (partner).
Assessed universal learning activities: communicative actions.
Age: 6.5-7 years old.
Grading method: individual conversation with the child.
Task description: the child is asked questions to which he must answer, or they are offered tasks to which he must respond with actions.
Tasks
1. (Sitting or standing facing the child.) Show me your right hand. Left. Show me your right leg. Left.
2. The same. show me mine left hand. Right. Show me my left leg. Right.
Variant. Children stand with their backs to each other. One of the children is offered, without turning around, to show the left hand of a classmate standing behind him. Right. Touch his left leg. Right.
3. On the table in front of the child are a coin, a pencil: a coin on the left side of the pencil in relation to the child. Pencil left or right? And the coin?
4. The child sits opposite an adult who has right hand coin, and in the left hand a pencil. Is the coin in the left or right hand? What about a pencil?
Evaluation criteria:
Understanding the possibility of different positions and points of view, orientation to the position of other people, different from their own;
Correlation of the characteristics or features of objects with the features of the observer's point of view, coordination of different spatial positions.
Assessment levels:
1. Low level: the child answers incorrectly in all four tasks;
2. Middle level: correct answers only in the 1st and 3rd tasks; the child correctly determines the sides in relation to their position, but does not take into account the position of the partner.
3. High level: the child performs four tasks correctly, that is, he takes into account the differences in the position of another person.
Method "Who is right?"
(method of G.A. Tsukerman et al.)
Target: identification of the formation of actions aimed at taking into account the position of the interlocutor (partner).
Assessed universal learning activities: communicative actions.
Age: 8-10 years old.
Grading method: individual conversation with the child.
Task description: The child is given in turn the text of three tasks and asked questions.
T e c s t 1
Petya drew the Serpent Gorynych and showed the drawing to his friends. Volodya said: "That's great!" And Sasha exclaimed: “Fu, what a monster!”
Which one do you think is right? Why did Sasha say that? And Volodya? What was Peter thinking? What will Petya answer to each of the boys? What would you say if you were Sasha and Volodya? Why?
T e x s t 2
After school, three friends decided to cook lessons together.
First, let's solve math problems, - said Natasha.
No, you need to start with an exercise in the Russian language, - Katya suggested.
But no, first you need to learn a poem, ”Ira objected.
Which one do you think is right? Why? How did each of the girls explain their choice? How can they do better?
T e x s t 3
Two sisters went to choose a gift for their little brother for his first birthday.
Let's buy him this lotto, - suggested Lena.
No, it’s better to give a scooter, - Anya objected.
Which one do you think is right? Why? How did each of the girls explain their choice? How can they do better? What would you suggest to donate? Why?
Evaluation criteria:
Understanding the possibility of different positions and points of view (overcoming egocentrism), focusing on other people's positions that are different from their own;
Understanding the possibility of different bases for assessing the same subject, understanding the relativity of assessments or approaches to choice;
Accounting for different opinions and the ability to justify one's own;
Accounting for different needs and interests.
Assessment levels:
1. Low level: the child does not take into account the possibility of different reasons for evaluating the same object (for example, the depicted character and the quality of the drawing itself in task 1) or choice (tasks 2 and 3), respectively, excludes the possibility different points vision; the child takes the side of one of the characters, considering a different position is clearly wrong.
2. Middle level: partially correct answer - the child understands the possibility different approaches to an assessment of an object or situation and admits that different opinions are just or wrong in their own way, but cannot substantiate their answers.
3. High level: the child demonstrates an understanding of the relativity of assessments and approaches to choice, takes into account the difference in the positions of the characters and can express and justify his opinion.
Mission "Mittens"
(G.A. Zuckerman)
Target: identification of the level of formation of actions to coordinate efforts in the process of organizing and implementing cooperation (cooperation).
Assessed universal learning activities: communicative actions.
Age: 6.5-7 years old.
Grading method: observation of the interaction of students working in pairs in the classroom, and analysis of the result.
Task description: children sitting in pairs are given one image of mittens to each and asked to decorate them in the same way, that is, so that they make up a pair. Children can come up with a pattern themselves, but first they need to agree among themselves which pattern they will draw.
Each pair of students receives an image of mittens in the form of a silhouette (on the right and left hands) and the same sets of colored pencils.
Evaluation criteria:
The productivity of joint activities is assessed by the degree of similarity of patterns on mittens;
The ability of children to negotiate, come to a common decision, the ability to convince, argue, etc.;
Mutual control in the course of performing activities: do children notice each other's deviations from the original plan, how they react to them;
Mutual assistance in the course of drawing;
Emotional attitude to joint activities: positive (they work with pleasure and interest), neutral (they interact with each other out of necessity) or negative (ignore each other, quarrel, etc.).
Assessment levels:
1. Low level: the patterns are clearly dominated by differences or there is no similarity at all. Children do not try to negotiate or cannot come to an agreement, each insists on his own.
2. Middle level: partial similarity - individual features (color or shape of some parts) are the same, but there are noticeable differences.
3. High level: mittens are decorated with the same or very similar pattern. Children actively discuss possible variant pattern; come to an agreement on how to color the mittens; compare methods of action and coordinate them, building joint action; monitor the implementation of the adopted plan.
Quest "Road to Home"
(modified version of the method "Architect-builder")
Target: identifying the level of formation of the action to transfer information and display the subject content and conditions of activity.
Assessed universal learning activities: communicative and speech actions.
Age: 8-10 years old.
Grading method: observation of the process of joint activity of students in pairs and analysis of the result.
Task description: two children are seated opposite each other at a table partitioned off by a screen (screen). One is given a card with a line depicting the path to the house (Fig. 6, a), the other is given a card with landmarks-points (Fig. 6, b). The first child tells how to go to the house. The second tries to draw a line - the road to the house - according to his instructions. He is allowed to ask any questions, but he is not allowed to look at the road card. After completing the task, the children change roles, marking a new path to the house (Fig. 6, c).
Evaluation criteria:
The productivity of joint activities is assessed by the degree of similarity of the drawn tracks with the samples;
The ability to build statements that are understandable for the partner, taking into account what he knows and sees and what he does not; in this case, it is sufficient to accurately, consistently and fully indicate the landmarks of the road trajectory;
The ability to ask questions in order to get necessary information from an activity partner;
Methods of mutual control in the course of performing activities and mutual assistance;
Emotional attitude to joint activities: positive (they work with pleasure and interest), neutral (they interact with each other out of necessity), negative.
Assessment levels:
1. Low level: patterns are not built or do not look like patterns; instructions do not contain the necessary guidelines or are formulated incomprehensibly; questions are not to the point or are formulated incomprehensibly for the partner.
2. Intermediate level: there is at least a partial similarity of patterns with samples; instructions reflect part of the necessary guidelines; questions and answers are formulated vaguely and allow to obtain the missing information only in part; a partial understanding is reached.
3. High level: Patterns match the samples; in the process of active dialogue, children reach mutual understanding and exchange the necessary and sufficient information to build patterns, in particular, indicate the numbers of rows and columns of points through which the road runs; at the end, on their own initiative, they compare the result (the drawn road) with the sample.
Cyclogram of events
| Characteristic UUD | Tools | Frequency of holding | Dates |
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| Self-knowledge and self-determination | Self-esteem | Self-esteem test "Ladder" | testing | 1 time per year | March, April |
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| Meaning formation | Motivation | Level Assessment Questionnaire for First Graders school motivation Motivation Questionnaire | testing | 1 time per year | March, April |
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| Moral and ethical orientation | Methodology "What is good and what is bad" Methodology "Unfinished sentences" | questioning | 1 time per year | March, April |
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| Regulatory UUD | the control | Point drawing Correction test | testing | 1 time per year | February - April |
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| Cognitive UUD | Logic UUD | Compare pictures Identification of essential features logical patterns The study of verbal-logical thinking | testing | 1 time per year | February - April |
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| Communicative UUD | "Mittens" "Left and Right Side" "Pattern from dictation" "Cooperative Sorting" "Road to Home" "Who is right?" | testing testing testing testing | 1 time per year |
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