1 what is an individual educational trajectory. Individual educational trajectory

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Individual educational trajectory of a student

The trend of individual learning is reflected in the regulatory document - the basic school curriculum, which provides for the allocation of separate hours for the student component.

The “student component” is not limited to individual work with the student.
But this term allows us to draw the understanding of not only scientists, but also administrators and teachers to recognize the role of the student in his own education. We are talking not only about the selection of individual educational content, but also about the possibility for the student to choose his own learning style, his ideological foundations, optimal tempo and rhythm, diagnostics and evaluation of results.

Taking into account individual characteristics and the nature of learning is necessary already in primary school. Each student is given the opportunity to create his own educational trajectory for mastering all academic disciplines. The simultaneous implementation of personal models of education is one of the goals of education in a senior specialized school. The task of teaching is to provide an individual zone for the student’s creative development, allowing him to create educational products at each stage, relying on his individual qualities and abilities.

Individual educational trajectory– this is the result of the realization of the student’s personal potential in education through the implementation of relevant types of activities. The organization of student-centered education aims to realize the following rights and opportunities:

– the right to choose or identify individual meaning and goals in each educational course;

– the right to personal interpretations and understanding of fundamental concepts and categories;

– the right to draw up individual educational programs;

– the right to choose an individual pace of learning, forms and methods of solving educational problems, methods of control, reflection and self-assessment of one’s activities;

– individual selection of subjects studied, creative laboratories and other types of classes from those that are in accordance with the basic curriculum;

– exceeding (advancing or deepening) the mastered content of training courses; individual choice of additional topics and creative works in subjects;

– the right to an individual picture of the world and individual substantiated positions in each educational field.

The main elements of a student’s individual educational activity are the meaning of the activity (why am I doing this); setting a personal goal (anticipating the result); activity plan; implementation of the plan; reflection (awareness of one’s own activities); grade; adjusting or redefining goals.

The condition for achieving the goals and objectives of student-centered learning is the preservation of the individual characteristics of students, their uniqueness, multi-level and diversity. The following methods are used for this:

a) individual assignments for students in class;

b) organization of pair and group work;

c) formulation of open tasks for children, which require each student to complete them individually (“My image of winter”, “My mathematics”, etc.);

d) inviting students to draw up a lesson plan for themselves, choose the content of their homework, the topic of creative work, an individual educational program in the subject for the foreseeable period of time.

The main task of student-centered learning is for each student to build an individual trajectory of their education that would correlate with the generally accepted achievements of humanity. A student's education is not limited only to the achievement of his personal goals. After demonstrating the student’s educational products, they are compared with cultural and historical analogues. This stage can give rise to a new learning cycle with appropriate goal setting. During the reflective-evaluative stage of training, the student’s educational products are identified, relating both to the individual results of his activities and to the studied general cultural achievements, including educational standards.

Organizing training along an individual trajectory requires a special methodology and technology. In modern didactics, it is usually proposed to solve this problem in two opposite ways, each of which is called an individual approach.

The first method is differentiation of learning, according to which it is proposed to approach each student individually, differentiating the material he studies according to the degree of complexity and focus. For this purpose, students are usually divided into groups according to the following types: “physics”, “humanities”, “techniques”; or: capable, average, lagging behind; levels A, B, C.

The second method assumes that each student’s own path of education is built in relation to each educational area he or she studies. In other words, each student is given the opportunity to create his own educational trajectory for mastering all academic disciplines.

The first approach is most common in schools, the second is rare, since it requires not just the individual movement of the student against the background of general, externally set goals, but the simultaneous development and implementation of different models of student learning, each of which is unique in its own way and related to the personal potential of any individual student.

The task of teaching is to provide an individual zone of creative development for each student. Based on individual qualities and abilities, the student builds his own educational path. The simultaneous implementation of personal models of education is one of the goals of student-centered education.

An individual educational trajectory is a personal path to realizing the personal potential of each student in education.

Student's personal potential– the totality of his abilities: organizational, cognitive, creative, communicative and others. The process of identifying, realizing and developing these abilities of students occurs during the educational movement of students along individual trajectories.

It follows from this that if we single out specific personal abilities of students as guidelines for their educational activities in each academic subject, then the path to mastering these subjects will be determined not so much by the logic of these subjects as by the totality of the personal abilities of each student. the main role Among these abilities will belong to those thanks to which the student creates new educational products, that is, creative abilities.

In student-centered learning, the following point is fundamental: any student is able to find, create or propose his own solution to any problem related to his own learning. A student will be able to advance along an individual trajectory in all educational areas if he is given the following opportunities: to determine the individual meaning of studying academic disciplines; set your own goals in studying a specific topic or section; choose the optimal forms and pace of training; apply those teaching methods that best suit his individual characteristics; reflexively understand the results obtained, evaluate and adjust your activities.

The possibility of an individual educational trajectory for a student suggests that when studying a topic, a student can, for example, choose one of the following approaches: figurative or logical cognition, in-depth or encyclopedic study, introductory, selective or expanded mastery of the topic. Preservation of the logic of the subject, its structure and substantive foundations will be achieved with the help of a fixed volume of fundamental educational objects and related problems, which, along with an individual learning trajectory, will ensure that students achieve a normative educational level.

To organize the learning process “in different ways for everyone,” it is necessary to have uniform methodological, logical and organizational foundations. The individual path of students’ mastery of educational topics and sections presupposes the presence of reference points.

Reference points– points around which everyone’s learning trajectory will be built. These points will make it possible to compare and contrast the personal content of education of different students and to assess the individual nature of their activities.

Structural and logical diagrams, algorithmic instructions, and generalized activity plans can be used as universal foundations for individual education. Algorithmic plans can be reviewed and created by students.

Let's consider the stages of a student's educational activity organized by a teacher, allowing him to ensure his individual trajectory in a specific educational area, section or topic.

1ststage. Diagnosis by the teacher of the level of development and degree of expression of the personal qualities of students necessary for the implementation of those types of activities that are characteristic of a given educational field or part of it. The initial volume and content of the students’ subject education is recorded, that is, the quantity and quality of ideas, knowledge, information, skills and abilities available to each of them on the upcoming subject topic. The teacher establishes and classifies the motives of students’ activities in relation to the educational field, preferred types of activities, forms and methods of classes.

2nd stage. Fixation by each student, and then by the teacher, of fundamental educational objects in the educational field or its topic in order to indicate the subject of further knowledge. Each student makes an initial concept of the topic that he will have to master.

3rd stage. Building a system of the student’s personal relationship with the educational field or topic to be mastered. The educational field appears before the student in the form of a system of fundamental educational objects, problems, and issues.

Each student develops a personal attitude towards the educational field, self-determines in relation to the formulated problems and fundamental educational objects, establishes what they mean to him, what role they can play in his life, how his activities influence or will influence this sphere of reality. The student (and teacher) fix the priority areas of their attention in the upcoming activity, clarify the forms and methods of this activity.

4th stage. Programming by each student of individual educational activities in relation to “their own” and general fundamental educational objects. At this stage, students create individual training programs for a designated period. These programs are an educational product of an organizational type, since they stimulate and direct the realization of the student’s personal educational potential. When assessing students' organizational activity products, the same methods of diagnosis, control and evaluation are used as for subject-type products.

5th stage. Activities for the simultaneous implementation of individual educational programs for students and a general collective educational program. Students implement their planned programs over a certain period of time: for a first-grader this could be a lesson, for older children – a week or more. The student carries out the main elements of individual educational activity: goals - plan - activity - reflection - comparison of received products with goals - self-assessment.

6th stage. Demonstration of students’ personal educational products and their collective discussion. Introduction by the teacher of cultural analogues to student educational products, that is, ideal constructs belonging to the experience and knowledge of mankind: concepts, laws, theories and other products of knowledge. Students are organized to enter the surrounding society in order to identify in it the same issues, problems and products, elements of which were obtained by students in their own activities.

7th stage. Reflective-evaluative. Individual and general educational products of activity are identified (in the form of schemes, concepts, material objects), the types and methods of activity used (reproductively acquired or creatively created) are recorded and classified. The results obtained are compared with the goals of individual and general collective training programs.

The achievements of each student are correlated with the identified common set of means of cognition and types of activities as a collective product of learning, which gives him the opportunity not only to understand the collective results, but also to assess the degree of his own progress in mastering these methods of activity and realizing personal qualities.

Based on a reflexive understanding of individual and collective activities, as well as with the help of control means, the activities of each student and everyone together, including the teacher, are assessed and self-assessed. The completeness of achieving goals and the quality of products are assessed, and conclusions are drawn.

Thus, the range of opportunities provided to the student in his movement along an individual educational trajectory is quite wide: from individualized cognition of fundamental educational objects and personal interpretation of the concepts being studied to the construction of an individual picture of the world and personal lifestyle.

One of the tasks modern school is the development of personality and support for the individuality of the student. Individuality is a person characterized in terms of his socially significant differences from other people; the originality of the psyche and personality of the individual, its uniqueness. Individuality can manifest itself in the traits of temperament, character, specific interests, qualities of perceptual processes and intelligence, needs and abilities of the individual.

Individualization is used to achieve set goals. Individualization means the creation of a system of multi-level training of students, taking into account the individual characteristics of students and avoiding equalization and providing everyone with the opportunity to maximize their potential and abilities.

The form of individualization is an individual educational trajectory or individual educational route.

An individual educational trajectory is a personal path for the creative realization of the personal potential of each student in education, the meaning, significance, purpose and components of each successive stage of which are comprehended independently or in collaboration with the teacher.

An individual educational route is a temporary sequence of implementation of a student’s educational activities. The individual educational route is changing and depends on the dynamics of emerging educational needs and tasks. The educational route allows you to construct a time sequence, forms, and types of organization of interaction between teachers and students, and a list of types of work, differently than the curriculum.

An individual educational trajectory is a sequence of additional educational subjects (elective courses), free work, extracurricular activities, including additional education, built next to (parallel) with a block of compulsory educational subjects, in which students master educational information in close contact with teachers.

Main characteristics of an individual educational trajectory:

Individual does not mean only “one-on-one” with the teacher. It is important to find such educational material, organize such forms of interaction that will contribute to personal initiative, manifestation, and the formation of individuality.

Educational means contributing to the formation of knowledge, skills, understanding of the world and oneself in this world.

Trajectory is a trace of movement, the accumulation of various educational, social and educational experiences.

In the most general view There are three types of trajectories that reflect the leading orientation of the student:

The adaptive type trajectory requires the use of education to prepare students for the modern socioeconomic and cultural situation;

The developmental trajectory is characterized by the broad development of opportunities, abilities and the entire creative potential of the person receiving education;

The trajectory of a creative orientation includes not only the development of characteristics and capabilities, but also their purposeful use for transformation, “building” oneself, one’s own education, career, and life.

The main task of the teacher is to create a variable educational environment, offer the student a range of opportunities and help him make a choice.

The educational environment is most often characterized by two indicators: saturation (resource potential) and structure (methods of organization).

When moving forward, the student can choose the content of knowledge, skills, the level of their development, the form of educational work, and the pace of progress.

The child’s educational trajectory is determined by previously acquired knowledge and skills, primarily in the classroom.

Basic elements of creating a trajectory:

Landmarks - determining what is expected final result activities of students and teachers as guidelines for the implementation of education. Formulation of goals.

The program is the innovative (creative) essence of individual educational activity, the main components of which are: meaning, goals, objectives, pace, forms and methods of teaching, personal content of education, a system for monitoring and evaluating results.

Educational environment - the natural or artificially created socio-cultural environment of the student, including different kinds means and content of education capable of ensuring its productive activities.

Impulse is the launch of the mechanism of “self-propulsion” of the student and teacher (motivation), associated with comprehension of activity, self-knowledge, value orientations and self-government.

Reflexive comprehension is the formation of an “individual educational history” as the sum of significant “internal increments” necessary for a continuous educational movement.

A portfolio is the sum of a student’s “educational products,” the creation of which is possible through the identification and development of individual potentials and abilities.

Initially, options for individual student advancement are described, including:

1. The student's compulsory training sessions.

2. Elective classes (elective courses) aimed at expanding and deepening knowledge, developing skills, and acquiring practical experience.

3. Independent work.

4. Project activities.

5. Additional education.

6. Participation in extracurricular activities.

Based on an analysis of the available options, the student, together with the teacher and parents, forms an individual curriculum for a quarter, half-year, academic year, including:

1. The purpose of learning (takes into account the interests, capabilities, abilities of the child)

2. Mandatory component (school subjects)

3. Classes of the student’s choice (elective courses)

5. Participation in project activities

6. Participation in research activities

7. Participation in associations of additional education

8. Participation in extracurricular activities

9. Report forms

10. The main elements of a student’s individual educational activity:

Determining the meaning of an activity

Setting a personal goal

Formation of an activity plan

Implementation of the plan

Reflection, performance assessment

Adjustment or reassessment of goals and, accordingly, the route of movement

Formalization of the student’s educational program plan:

The purpose of my education at school

The purpose of my education at this stage

What I do because I'm interested (I choose)

What would I like to do (order)

What I do because it is necessary (I fulfill the norm)

What problems do I see in achieving my goal:

What methods and forms of learning will I use to solve problems?

When forming and implementing individual educational trajectories, the role of teachers changes. The most relevant today is a tutor - a teacher who provides general supervision of students’ independent extracurricular work; individual scientific supervisor; teacher

Tutor support technology presupposes the presence of a tutor, whose main activity is to organize the process of developing the student’s personality, ensuring that the “accompanied” masters the content, means and methods of activity.

This technology involves the joint activity of the accompanying (tutor) and the accompanied to resolve the practice problem and includes the following main stages:

1. Identifying the problem and understanding its causes.

2. Finding ways to solve this problem.

3. Developing a plan to solve the problem.

4. Providing primary care during the implementation of the plan.

If we are talking about supporting the activities of the next period, then the stages are different:

1. Analysis of the current state of activity. Identifying achievements, problems and difficulties.

2. Design of activities for the next period.

3. Designing the necessary and sufficient education of a teacher to carry out this activity.

4. Design and implementation of activities to support the education and activities of schoolchildren.

Tutor support - This special type accompaniment of a person’s educational activity in situations of uncertainty of choice and transition through the stages of development, during which the student performs educational actions, and the tutor creates the conditions for its implementation and comprehension (E.A. Sukhanova, A.G. Chernyavskaya).

Tutor support involves the provision of pedagogical support to students during the independent development and implementation by each student of an individual educational program (strategy) (Terov A.A.)

The multiplicity of choices of technologies and adequate models of the support system is based on the initial provisions of the targeting of “helpful education”. “Assisting education” as an integral part of public education, objectively necessary for creating conditions for the personal development of a schoolchild, is a specific professional activity of specialists in solving socio-psychological problems in pedagogical systems specially organized for this purpose.

At the same time, the support process is based on organizational-pedagogical, technological and socio-pedagogical factors, and relationships become a system-forming factor of the entire system of pedagogical support, serve as the basis for the integrity of models, stabilizing interactions within the various components of the sociocultural space.

The humanistic paradigm initiates the emergence of personality-oriented education, one of the aspects of which is variability, which in turn leads to the possibility of students choosing an individual educational trajectory. What is it individual educational trajectory?

This term has several meanings that are similar in meaning: individual development trajectory, personalized learning, targeted training model, individual educational route. Let us briefly describe each of these concepts.

V.P. Bespalko defines personalized learning as “a pedagogical system with a correctly stated didactic task and pedagogical technology capable of solving it,” and adjustments to the pedagogical task are determined by the personality characteristics of the students.

ABOUT. Mochalova believes that one of the areas of personality-oriented learning is personalized training programs that take into account the capabilities and individual characteristics of students. She proposes to determine individually oriented matrices for student development. Their construction occurs in several stages, by superimposing matrices that determine the ideal capabilities of students and a matrix built on the basis of the results of a psychological and pedagogical examination.

The targeted training model is characterized by T.G. Ivoshina as “a learning strategy that solves the problem of individualizing learning.” The author notes that “individualization requires the development of a system of tasks that would correspond to the pace of entry into the subject content, the level of its mastery by each student, as well as forms of presentation of educational material that are adequate to the cognitive capabilities of the child. The combination of these indicators constitutes an individual cognitive strategy.

The term “individual development trajectory” was introduced by I.S. Yakimanskaya, who believes that the individual development trajectory is built in two different directions: the child’s adaptability to the requirements of adults and creativity, which allows him to seek and find a way out of the current situation, overcome it, build a new one for himself, relying on existing ones in the individual experience of knowledge, methods, actions. The ability to determine the trajectory of individual development of I.S. Yakimanskaya connects it with the formation of a mechanism of self-organization and self-realization of the individual within the framework of personality-oriented learning.

E.I. Kazakova, A.P. Tryapitsyna, E.I. Sundukov in her research connects the concept of “individual educational route” with the concept of “educational program”, which allows students to master a certain level of education. I.V. Galskova notes the ability of students to consciously choose an individual learning route with the implementation of various options for developmental education: person-centered learning, project-based learning, modular, humanistic school.

All of the above concepts are united by the orientation of the content, forms, and methods of teaching on the personal characteristics of students, which, depending on the specifics of the concepts, may be different. The individual educational trajectory they propose also depends on the characteristics of the students.

B.S. Gershunsky connects the individual educational trajectory with the interests, capabilities, and abilities of the individual, but at the same time notes that “no attention has yet been paid to personality-oriented standards that make it possible to differentiate education in accordance with the interests, abilities and educational needs of the individual.”

A well-known developer of the theory and practice of technologization of the pedagogical process V.V. Guzeev, considering the concept “ educational technology"at the present stage, recognizes the probabilistic nature of the educational process. “Each student deserves his own path through the learning material that meets his goals, needs and interests.”

O.A. Abdullina and A.A. Pligin, the development of individual educational trajectories is associated with the type of thinking and the way of perceiving educational information. According to A.A. Pligin, the teacher must know who his student is: a visual learner, an auditory learner or a kinesthetic learner. This information is necessary to create individual educational trajectories for students.

Unlike previous authors, N.N. Surtaeva gives a clear definition of what an individual educational trajectory is: “This is a certain sequence of elements of each student’s educational activity, corresponding to his abilities, capabilities, motivation, interests, carried out with the coordinating, organizing, consulting activities of the teacher in conjunction with parents.”

By individual educational trajectory we mean the creation of special social and pedagogical conditions for the possibility of choosing ways, forms and methods of personal development that allow supporting the various educational interests of adolescents. This determines the personal path to realizing personal potential in the educational environment as a channel of socialization.

I.S. Shcherbakova believes that the choice of an individual educational trajectory is determined by the individual typological characteristics of a teenager’s personality:

• a) cognitive interests;
• b) “success” of educational activities;
• c) “professional dreams”;
• d) life plans;
• d) readiness to implement them.

G.V. Kupriyanova believes that an individual educational trajectory is determined by a complex of factors:

• characteristics, interests and needs of the student himself and his parents in achieving the necessary educational result;
• professionalism of the teaching staff;
• the ability of the educational institution to satisfy the educational needs of the student;
• capabilities of the material and technical base of the educational institution.

The logical structure of designing an individual educational trajectory, according to G.V. Kupriyanova, includes the following stages:

• setting an educational goal for individual development that reflects his interests, capabilities, and needs;
• introspection, reflection (awareness and correlation of individual needs with external requirements);
• choosing a way to achieve the goal;
• specifying the goal (selection of activities);
• preparation of a route sheet.

The effectiveness of developing an individual educational trajectory is determined by a number of factors:

• awareness by all participants in the pedagogical process of the need and significance of an individual educational trajectory as one of the ways of self-determination and self-realization;
• providing psychological and pedagogical support and information support for the process of developing an individual educational trajectory for a teenager;
• active inclusion of adolescents in activities to create an individual educational trajectory;
• organization of reflection as the basis for correcting an individual educational trajectory.

The need to design an individual educational trajectory is dictated by the following considerations:

• 1) entire pedagogical systems have emerged that consider individual educational trajectories as the main pedagogical tool;
• 2) the material and technical capabilities of providing individual education have expanded;
• 3) an individual trajectory is the main condition for social and pedagogical support for each student.

When considering the scientific design of an individual trajectory, we mean the integral features of the scientific method, and not just a “set of rules” that is proposed to be introduced into the practice of socio-pedagogical support for each teenager in the educational process.

V.V. Ilyin identifies seven groups of such rules:

• objectivity - mediation by reliable knowledge;
• universal significance - the intersubjectivity of actions, in contrast to personalized unique acts that remain the preserve of non-science;
• reproducibility - invariance of actions for any subject in an identically similar situation;
• expediency - meaningfulness, rational controllability of the implementation of both individual steps and systems of operations as a whole;
• determinism - predetermined, foreseen, genetic connectedness of principles, sequences, chains of intellectual movement in objectivity;
• necessity - the guarantee of results when standards are observed, as opposed to the unscientific feature of their accidental, unintentional achievement;
• efficiency - planned social assimilation, implementation, consumption of both the process itself and its result, which is unusual for a non-scientific way of cognition based on situational, hermetic recipes.

Within the framework of this terminology, two primary tasks of scientific design of individual trajectories can be formulated as conditions for social and pedagogical support of each teenager, which correspond to this concept of the method:

• 1) the task of mediating socio-pedagogical programs and projects with reliable knowledge;
• 2) the task of ensuring the reproducibility of the results of socio-pedagogical programs and projects based on the development of models of “invariance of actions for any subject in an identically similar situation.”

The main provisions of the concept of the next stage of reform of the education system involve a transition to a diversity of educational content and educational programs that create the prerequisites for the real choice of individual educational trajectories in accordance with the needs and capabilities of the individual. Personality queries “Dictionary of the Russian language” S.I. Ozhegova connects with the needs and interests of the individual, which, along with motives, goals, etc., are components of the motivational sphere and can be designated by one word - motivation. Learning opportunities are defined as the ability to learn, and requests are defined as motivation, including needs, motives, and goals. Considering all this, S.A. Vdovina gives the following definition of individual educational trajectories: “the manifestation of the style of educational activity of each student, depending on his motivation, learning ability and carried out in collaboration with the teacher.”

“Cooperation, dialogue, partnership in the relationship between the student and the teacher,” notes N.Yu. Postalyuk, “allows us to transform the student from a passive subject of pedagogical influence into a creative personality capable of setting the direction of his own development.” The teacher must help the student understand his strength and weakness: intellectual, moral - this is what O.S. believes. Gazman, who defines individualization in education as “a system of means that promotes a growing person’s awareness of his differences from others... to choose his own meaning in life and life path.” This requires pedagogical support, “the subject of which is the process of jointly determining with the child his own interests, goals, capabilities...”.

So, the humanistic educational paradigm forms relationships according to the type of “subject-subject” relationships, when the additional education teacher and the student are in a state of cooperation and co-creation, interaction. The possibility of realizing such relationships is achieved through the formation of individual educational trajectories. The term “individual educational trajectory” itself, despite the insufficient interpretation of its content, is firmly established in modern pedagogical literature.

We understand individual educational trajectories as a manifestation of the style of educational activity of each teenager, depending on his motivation, learning ability and carried out in collaboration with the teacher.

According to the studied methodological and pedagogical literature, the value of the individual educational trajectory of adolescents is that it allows, on the basis of operationally regulated self-esteem, an active desire to improve one’s own knowledge and skills, to replenish knowledge when designing one’s educational activities in order to develop methods and techniques for independent work in various forms of educational and cognitive activity. At the same time, it is very important that each teenager has a personally oriented task of designing an individual educational trajectory, which helps to increase his personal growth and the successful functioning of the socialization channel.

Thus, an individual educational trajectory is a purposefully designed differentiated educational program that provides each individual with the position of a subject of choice, development and implementation of an educational program when the teacher provides socio-pedagogical support for his self-determination and self-realization in one direction or another of the functioning of the socialization channel.

BUILDING AN INDIVIDUAL TRAJECTORY

PERSONAL EDUCATION

The concept of “individual trajectory of personality education” appeared relatively recently, although the idea not only hovered fruitlessly in the pedagogical air, but was also used for a long time when teaching individual students and in individual cases according to individual programs.

The goal of constructing individual educational trajectories in a general secondary education institution is for gifted students to master the existing range of social and environmental conditions for the fullest possible disclosure of the potential inherent in nature.

The traditional model of organizing the educational process ceases to meet the needs of the development of children's and adolescent giftedness, since the reproductive mastery of the educational material on which it is focused leads to inhibition and degradation of both the creative and general abilities of students, respectively, and their giftedness.

Modern teachers are looking for a new algorithm for creating the necessary pedagogical conditions for developing a student’s readiness to design an individual educational trajectory as a means of developing giftedness.

The construction of an individual educational trajectory is based on four important processes: forecasting, design, construction and evaluation of the effectiveness of implementation.

The implementation of an individual educational trajectory is carried out in stages:

1. Creation of an intellectual educational space in an educational institution that satisfies the needs of students in choosing sociocultural practices.

2. Activation of the student’s cognitive and transformative activity (motivation for individual educational activities).

3. Diagnostics of the level of development of the student’s abilities and his individual interests, characteristics, professional inclinations and inclinations (diagnostic stage). Based on the results of the work, an Individual Card is drawn up psychological development child.

4. Development of an individual educational route and technologies for its implementation.

5. Assessing the effectiveness of the implementation of the individual educational trajectory of a gifted student (the degree of formation of personal, subject and meta-subject competencies; the success of professional self-determination.).

Development of an individual educational route.

Individual educational route is a purposefully designed differentiated educational program that provides the student with the position of a subject of choice, development and implementation of an educational program while teachers provide pedagogical support for his self-determination and self-realization.

The basis of an individual educational route is the student’s self-determination.

A student’s individual educational route is not only a modern, effective form of assessment, but also helps solve important pedagogical problems.

Methodology for creating an individual educational route.

IOM helps a gifted child discover all his talents and decide on his future profession.

There is currently no universal recipe for creating an individual educational route (IEP).

The most effective advancement is in an individual educational route, which is built along the following vital lines:

personal growth line,

knowledge line (educational);

line of professional self-determination.

When designing an individual educational route, it is necessary to take into account:

1. The degree of students’ assimilation of previous material.

2.Individual pace, the speed of students’ progress in learning.

3.The degree of formation of social and cognitive motives.

4. The degree of formation of the level of educational activity.

5. Individual typological characteristics of students (temperament, character, characteristics of the emotional-volitional sphere, etc.).

The structure of an individual educational route includes target, content, technological, organizational, pedagogical, and effective components.

A teacher drawing up an individual program for a student must rely primarily on the content of the basic program.

The main question of any educational program or route is How to structure the material? When starting to create an individual educational route, the teacher needs to determine what type of material is structured in his program.

Various educational program structures can be represented by simple geometric lines.

Linear – the principle of construction is from simple to complex.

Most traditional programs are built on the analogy of a straight line going up(Fig.1). It is thus very difficult to build a program focused on the development of giftedness, because gifted children often have a penchant for divergent type tasks (creative tasks). The peculiarity of these tasks is that they allow many correct answers. Solving these problems within the framework of the program, the main requirements of which are systematic and consistent, is quite difficult.

Concentric - structuring educational material according to the type of several concentric circles(Fig.2) .

The structure of such a program usually includes several smaller subroutines (they can be relatively autonomous). Having completed the first round, the child masters the second, then the third. This type of structure can be used for elementary school students.

Logarithmic spiral - the most productive type of structure, since the same type of activity is practiced in classes periodically, repeatedly, and the content gradually becomes more complex and expanded by enriching it with components of in-depth study of each action(Fig.3) . This method of structuring the material opens up great opportunities for students’ research activities, which are precisely aimed at developing their talent.

Development of an individual educational route heldgradually, taking into account the individual characteristics of the student.

stage – diagnostics of the level of formation of personal, subject and meta-subject competencies of gifted students;

goal setting stage and identifying priority tasks;

Each student chooses the topics that he has to master (in symbolic, schematic, drawing, thesis form) and builds his own individual image of the topic (the way he sees it ideally, this ideal is subsequently completed).

Based on the diagnostic results and the student’s choice of topic, the teacher, together with the student and his parents, determinesroute goals and objectives . You need to be prepared for the fact that in the process of learning and choosing the direction of future professional activity, the child’s priorities may change.

3 stage determining the implementation period of the IOM;

On an individual basis, in agreement with the parents and the child himself, the duration of the route is determined in accordance with the goals and objectives set, and the needs of the student himself. In a rural school where there is no opportunity to attend additional education institutions, it is necessary to clearly plan the possibility of additional classes without compromising the basic program.

This stage can be quite difficult, since the vast majority of students do not abandon the traditional form of education and IOM is carried out in parallel with receiving basic education or classes in specialized groups.

Stage 4 – Programming of individual educational activities in relation to “our own” and common fundamental educational objects.

The student, with the help of the teacher and parents, acts as the organizer of his education: formulating the goal, selecting topics, expected final educational products and forms of their presentation, drawing up a work plan, selecting means and methods of activity, building a system for monitoring and evaluating activities. An individual training program is created for a certain period (lesson, topic, section, course).

Stage 5 – Implementation of individual and general educational programs .

Activities for the simultaneous implementation of individual educational programs for students and the general educational program. Implementation of the planned program in accordance with the main elements of activity: goals - plan - activity - reflection - comparison of the products obtained with the goals - self-assessment. The role of the teacher is to guide, give an algorithm for the student’s individual activity, equip him with appropriate methods of activity, search for means of work, highlight criteria for analyzing work, review, and evaluate the student’s activity.

Stage 6 – Integration with other specialists . The route developer, after analyzing the diagnostic results and based on the content of the educational and thematic plan, decides whether it is necessary to involve other specialists in working with this irradiated person to achieve the goal.

Stage 7 – Demonstration of personal educational products students and their collective discussion. The teacher demonstrates ideal “products” on a given topic: concepts, laws, theories, etc. Work is organized to identify problems in the environment, elements of which were obtained by students in their own activities.Ways to demonstrate results: display of achievements, personal exhibition, presentation - portfolio of achievements, exam, test work, etc.

Stage 8 – Reflective-evaluative stage.

Identification of individual and general educational products of activity, recording types and methods of activity. The results obtained are compared with the goals of the child’s educational activities.

Each student evaluates his activities and the final product, the level of personal changes. Personal merits are compared with fundamental achievements in this area, with the achievements of others. After self-assessment and evaluation, conditions are created for correction and planning of further collective and individual activities.

The method of assessing and self-assessing success is chosen by the teacher together with the child. You can evaluate success at each stage of mastering the route using the giftedness map. The student can conduct a self-assessment using diagnostic self-analysis questionnaires, during a conversation, or when discussing the results. The following sample questions may be used:

What goals did I set for myself at the beginning of the school year? (what I wanted to achieve)

What actions have I planned to achieve my goal? (what I should do)

Did I manage to realize my plans? (what I did to achieve the goal)

What is the effectiveness of my actions? (what I learned and what still needs to be done)

The greatest difficulty for students isdevelopment of their assessment competence . It is necessary to ensure that students themselves become experts in their own project activities and understand examination procedures as an important means of managing their individual educational route.

The subject of the examination should not be limited to the final product of their project activities. To kidin the process of self-examination necessaryevaluate all increments in the development of competencies :

in obtaining and critically understanding new knowledge;

in working with various sources of information;

in collaboration with partners; in organizing your work space and time; in evaluating the results obtained;

in understanding the meaning of the completed project as a significant event.

Irina Gavrilova
Construction of an individual trajectory of child development in the light of the Federal State Educational Standard for preschool education

In Federal State educational standards for preschool education basic principles formulated preschool education. One of them is the principle individualization, formulated as building educational activities based individual features of each baby, where myself child becomes active in choosing the content of his education, becomes the subject education

Personalization- this is the implementation of the principle individual approach, this is an organization educational process taking into account individual characteristics of children, which allows us to create optimal conditions for realizing the potential of everyone baby.

IN preschool age for comprehensive development, it is important not only to develop the child’s existing abilities, but no less important development hidden possibilities and abilities. To kid you can transfer a certain amount of knowledge, skills, abilities, but not all children are the same, each the child develops in his own special way, is inherent only to him, in a way, therefore the role of the teacher, who is obliged to help him in this, is especially important here. But one should not expect high results from all children, since each child's abilities.

Everyone knows about the wide range individual characteristics of preschoolers.

Children are different:

different levels of flexibility of mental activity - some quickly find answers, others need to think thoroughly to come to the right conclusion;

different rates of knowledge acquisition - some quickly grasp and remember, others need long work and repetition to learn new material;

skills are also formed at different rates: one child performs actions automatically after a dozen repetitions; for others, this number of repetitions doubles or triples, and only then the action becomes automated.

A difficult problem arises for the teacher - to take all this into account and make learning optimal for everyone baby. How build a job to take into account as much as possible individual characteristics of the pupils? One way out of this problem is multi-level training.

Multi-level learning is a personality-oriented technology in which the student has the opportunity to master program material depending on his abilities and capabilities, but not below the basic level.

Concept “ individual educational trajectory

has a broad meaning and involves several areas of implementation:

activity - special pedagogical technologies.

procedural - organizational aspect

Preschool childhood is a unique period in a person’s life, during which health is formed and personal development. At the same time, this is the period during which child is completely dependent on the adults around him. It is important that children grow up in an environment of respect and not suffer negative consequences. In the weak hands of children is our future, our tomorrow.

The route can be considered as a personal way to compensate for difficulties in learning, and then to realize the child’s personal potential nka: intellectual, emotional-volitional, active, moral and spiritual.

routes are being developed:

for children who do not master the basics;

For children, with disabilities health, disabled children.

Individual educational route

can be considered as a personal way to compensate for learning difficulties

Based on the analysis of the literature we studied, several stages of design were identified

1. Observation stage.

2. Diagnostic stage.

3. Design stage.

4. Implementation stage

5. Final diagnostic stage.

Let's take a closer look at each stage

1. Observation stage.

Purpose of the stage: identify group preschoolers,experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex. Based on the observation results, the table is filled in "Identified difficulties preschoolers»

2. Diagnostic stage.

At this stage, a number of diagnostics are carried out together with an educational psychologist.

The purpose of this stage is to identify the causes of difficulties baby. Based on the observation results, the table “Identified difficulties” is filled in preschoolers and their reasons(at the beginning and end of support)».

3. Design stage.

Purpose of the stage:

4. Implementation stage individual educational routes in the process of life preschoolers.

Individual educational The route can be implemented in all types of activities, at any time, it all depends on the desire of the child, on his choice, self-determination. Considering that the child’s leading activity is preschooler– a game for the teacher in implementation individual routes are helped by a pedagogical technique "Mailbox", in which children find a letter addressed to a specific child with the symbols of the task.

Stage 5: final diagnostics

At this stage, the final diagnosis is carried out.

Purpose of the stage: reveal the results of a route action (difficulty persisted or not). Based on the observation results, the same table is filled in.

Taking these stages into account, we compiled and implemented individual educational routes, taking into account methods of pedagogical support, content of work, to eliminate identified difficulties in child development and causes, contributing to their occurrence.

Principles building an educational route:

The principle of psychological comfort

The principle of democratization

Principle individualization

The principle of humanism

Principle of differentiation and integration

Principle developmental education

The principle of creativity

The principle of natural physical activity

Components educational route:

target ( goal setting, task definition educational work);

technological (definition of used pedagogical technologies, methods, techniques, systems of training and education, taking into account individual characteristics of the child);

diagnostic (definition of diagnostic support system);

effective (expected results, time frames for their achievement and criteria for assessing the effectiveness of implemented activities are formulated).

Stages of creation educational route:

Target:

1. Identification preschoolers,experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex.

2. Determining the causes of difficulties baby.

Construction stage educational route.

Target: building individual educational routes for preschoolers, based on the identified difficulties and the identified causes of these difficulties. Determination of methods of pedagogical support, content of work.

Implementation stage.

through specially organized activities (subgroup, frontal, individual sessions,

organization Team work teacher with children

creating conditions for independent activity,

Final diagnostic stage.

Final diagnostics are being carried out.

Target: Reveal the results of a route action.

Types individual educational route

I am centered educational route. At the heart of it is himself child. Everything is focused on him, everything is oriented towards him. The route has a pronounced personal orientation.

Knowledge-oriented IOM. The leading orientation of the route is related to the acquisition of knowledge.

IOM, focused on shaping oneself as educated person.

IOM, focused on developing oneself as a future specialist

Complex of selection factors individual educationalroute is determined: characteristics, interests and needs of the preschooler and his parents in achieving the necessary educational result;

Professionalism of the teaching staff;

Opportunities kindergarten to satisfy educational needs of pupils;

The possibilities of the material and technical base of the kindergarten.

Individual educationalroutes are being developed:

For children who do not master basic general education program for preschool education; -for children with disabilities, disabled children.

Development procedure individual educational routes

Educators together with specialized specialists (medical worker, educational psychologist, speech therapist) is being developed individual educational route(content component, then the developed method of its implementation is recorded in the calendar plan (organization technology educational process) .

Consequently, in a broader sense, IOM is an integrated model of the psychological, medical and pedagogical space created preschool specialists for the purpose of implementation individual characteristics of the child’s development and learning over a period of time.

Decor individual educational route