Program
"Monitoring the process of education
students of MCUDO "IDDT"
The association (circle) is the main link connecting the child and DDT within the framework of a single educational system. Each circle has its own individuality, originality, in its own way affects the personality of the child. The leaders of the circles plan and organize their work in accordance with the concept of the educational system of DDT, the program of activities of the leader to create the educational system of the circle. Diagnostics and monitoring of the development of the individual and the team helps to assess the effectiveness of the educational system.
Under pedagogical monitoring of the process of education teachers understand the system of collecting, analyzing, tracking and correcting, comparing the results of observation to justify the strategy and forecast for the development of the educational system of the association.
Monitoring acts as a systematic way to assess quality educational process, the action of methods, methods of educational influence. It allows you to adaptively adjust the process of personality formation, eliminate negative approaches, and ensure the effectiveness of the educational process.
The strategy and tactics of monitoring the upbringing of children is based on the followingprinciples:
Humanity - respect for the personality of each participant, respect for his dignity, rights and freedoms;
Democracy - taking into account the interests of all participants, joint decision-making;
Dialogue - constructive interaction of participants even in the absence of common views on certain issues of education;
Confidentiality - non-disclosure of research results without the consent of the participants;
Scientific - the validity of the concepts, ideas and methods of action used;
Integrity and consistency - consistent development and implementation of monitoring of education as a system, and not a series of random methods.
Basic monitoring functions - diagnostic, orienting (guiding), motivational-stimulating, educating, evaluative, analytical, corrective and prognostic.
Purpose of monitoring : evaluate the state and effectiveness of the functioning of the educational system of the association, the success of the educational process in it and the level of development of the team.
Object of monitoring is the educational system of IDDT.
Subject of monitoring - a creative team as a condition for the development of a child's personality.
To study the effectiveness of the educational system, I use the following criteria:
The level of formation of the team.
Level of self-government development
The level of involvement of students in collective creative activities.
The level of mental and physical health of students.
The level of satisfaction of students and their parents with the educational model of the circle.
The level of upbringing of students.
Level social development students (willingness and ability to interact with each other in various life situations take responsibility, take initiative, work in a group)
As a tool, I use the following main methods of pedagogical diagnostics:
informational and ascertaining - conversation, questionnaire, test, survey;
evaluative - assessment, self-assessment, expert assessment, independent characteristics;
productive - the study of the products of activity, creativity of pupils;
behavioral - observation, discussion, sociometry, interaction analysis;
game methods.
Criteria, indicators and ways of studying
the effectiveness of the educational system
Criteria and indicatorsDiagnostic tools
The development of the physical and mental qualities of students.
Questionnaire “Attitude towards healthy lifestyle life";
Statistical medical analysis children's health status.
Formation of the intellectual potential of the individual
Statistical analysis of current and final academic performance;
Questioning of students.
Socialization of the personality of students.
Methods for studying the socialization of the personality of students.
Determining the level of tolerance
(according to M.I. Rozhkov).
Development of creative abilities.
observation.
Test "Studying the interests of students."
Methodology "Map of Interests"
Competition of ideas and projects.
Moral education of students.
Scientific school of A.I. Shemshurina
"Diagnosis of moral self-esteem".
"Diagnosis of Ethics of Behavior".
"Diagnostics of attitude to life values".
"Diagnosis of moral motivation".
Method Ovcharova R.V.
"Revealing the level of upbringing".
Test “Thinking about life experience"(compiled by Dr. pedagogical sciences N. E. Shchurkova).
The development of the creative activity of the child.
Pedagogical supervision.
Test "Diagnosis of general abilities, value orientations of the individual."
Screen of creative activity of students.
The level of formation of the team, the level of development of self-government in the team.
Diagnostics "Determining the level of development of self-government in the student team"
(M. I. Rozhkov).
Method "I am a leader"E.S. Fedorov; O.V. Eremin, T.A. Mironov.
Satisfaction of students with life activities in the association.
Method A.A. Andreeva
"Study of student satisfaction with school life".
Questionnaire "Psychological climate in the team."
Satisfaction of parents with the activities of the educational institution.
Methodology Stepanov "Satisfaction of parents with the activities of an educational institution."
Tracking the level of development of the team.
Tracking the level of development of the team was carried out according to the followingfeatured :
moving towards a common goal
self management,
discipline,
public opinion,
consistency in work
correlation of leadership and subordination,
team friendship,
communication in free time.
Team development levels:
admissible,
critical,
invalid.
team
Level of trait development
Permissible
Critical
Invalid
Movement towards a common goal.
Majority.
Minority.
There is resistance to the goal.
Self management.
Some functions are transferred.
Only with the participation of adults.
Only under duress.
Discipline.
The majority.
The minority.
Discipline is held only by the elder.
Public opinion.
Most as a result of clarification.
Minority.
Complete indifference.
Consistency at work.
Leadership is needed.
Conflict.
Consistency in negative actions.
The ratio of leadership and subordination.
Majority.
Only those who are constantly elected as leaders.
Some students don't know how to obey.
Friendship in the team.
Kindness in the team.
There are episodic conflicts.
There are outcasts in the team.
Communication in free time.
Free group communication.
Limited group attachments.
conflict between groups.
The research procedure is phased sequential:
initial (September);
intermediate (January, April);
final (May).
On this moment teams have enough high level formation.87 % students are included in active creative activity, creative, communicative. The rest of the guys, although they do not show initiative, nevertheless willingly participate in the affairs of the team, they treat assignments with great responsibility. All students take part in DDT activities.
The level of self-government of the team is high, its arithmetic average0,9. The living space of the association is not limited to DDT.
This methodological article describes methods for determining the effectiveness of training in an additional educational program, diagnostics of the educational process on the example of the choreographic group "Rostok".
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Municipal educational institution
additional education children
creative center "Constellation"
Compiled by: teacher of additional education
MODOD CT "Constellation"
Nekhaeva Valentina Ivanovna
Vlasikha
Moscow region
2016
p/p | Page |
|
Introduction | ||
Methods for determining the effectiveness of training in an additional educational program: | ||
2.1. | Methodology "Portfolio" | |
Methodology "Pedagogical diary" | ||
2.3. | Methodology "Graph of my achievements" | |
2.4. | Methodology "Self-assessment map" | |
2.5. | Methodology "Protection of abstracts" | |
2.6. 2.6.1 2.6.2. | Methodology "Monitoring of learning outcomes for an additional educational program" Table of "Monitoring of learning outcomes for additional educational program" Individual card for recording learning outcomes | 8-16 10-13 14-16 |
2.7.1. 2.7.2. | Methodology "Monitoring of the personal development of the child in the process of mastering additional educational program» Table of carrying out "Monitoring of the personal development of the child in the process of mastering the additional educational program" Individual card for recording the results of personal development | 16-20 |
Pedagogical monitoring | ||
3.1. 3.1.1. | Monitoring educational outcomes Form of fixing educational results | 21-22 |
3.2. 3.2.1. | Monitoring the effectiveness of educational influences Form of fixing the results of educational influences | |
Monitoring of socio-pedagogical results Form of fixing socio-pedagogical results | ||
Diagnostics of the educational process on the example of the choreographic group "Rostok". | 24-26 |
|
Conclusion | 26-27 |
|
Literature |
1. Introduction
Statement of the problem of identifying the effectiveness of the work of a children's creative association at first glance may seem far-fetched, because if additional education is a child's free choice of the type and profile of activity, the joint creativity of the pupil and the teacher, the mutual self-realization of each of them, etc., then how can check the results of all this? What has been said is absolutely true. But if we want additional education to be not just a form of children's leisure, then let's try to look at it from the point of view ofgeneral requirementsto teaching activities.
Additional education, despite all the features of its organization, content and methodology, is subject to all laws educational process: it has goals and objectives, the content defined by them, the interaction of the teacher with the children, the result of the education, upbringing and development of the child. In addition, today, more and more often, one of the requirements for the activities of institutions and children's associations of additional education is calledperformance.All this actualizes the need for its systemic identification in this educational area.
Control, or verification of learning outcomes, is an essential component of the learning process. Control allows you to determine the effectiveness of training under the program, helps children, parents, teachers to see the results of their work, which creates a good psychological climate in the team and increases the self-esteem of the student. Unlike general education, where the process of revealing the results educational activities of students is quite clearly defined, in the additional education of children this issue causes real difficulties for teachers.
2. Methods for determining the effectiveness of training in an additional educational program:
There are various methods for determining the effectiveness of training in an additional educational program:
2.1. Methodology "Portfolio"
("Briefcase")
One of modern forms assessment of achievements and competence, including the student's creative success, is the formation of a "portfolio" (Portfolio). Maintaining a portfolio develops students' skills of reflective activity (the ability to analyze their own activities, improve them, take the initiative to achieve success). The content and methods of designing a "portfolio" can be very diverse - from complete collection all works up to the album of the highest achievements.
2.2. Methodology "Pedagogical diary"
This form of diagnostics can be used by teachers working with individual learning groups (solo singing, instrumental classes, etc.). The pedagogical diary is a document in which the teacher, through observation and analysis individual characteristics student (for example, level creative development, development of interests), studies the individual dynamics of the development of these qualities.
2.3. Methodology "Graph of my achievements"
This technique allows us to make a conclusion about the dynamics of the process of establishing a sustainable interest in the subject area in the process of implementing the educational program
At the end school year members of the circle are invited to present on the coordinate system in the form of a graph:
-) dynamics of ownachievement levelduring the stay in the children's association.
-) evaluation of the change level of interest to the study of a particular subject area during classes in additional education.
The vertical scale indicates the level of achievement and interest, while the horizontal scale shows time. Conditional indicators of the levels of achievements and interests are established: the minimum is 0, the maximum is 10.
On the basis of individual graphs, a graph can be drawn up that reflects the totality of the studied indicators in this group of children. A summary graph of change in the level of achievement can be compared with individual graphs.
2.4. Methodology "Map of self-assessment by students and assessment by the teacher of the competence of the student" (for 12-16 years old)
self-assessment allows children to record their own progress through the levels of mastery. If it is carried out openly, then its regulation includes social mechanisms. An open display of the learning outcomes of the program encourages children to look for new job options, to creative activity. You can advise the child to keep a record of his own educational achievements. To do this, he is recommended to have a special notebook (diary) and gradually fill it out. It is necessary to teach children to reason about the quality of their work: this has great importance for the formation of self-esteem of children
Self-Assessment Scheme
Topic, section | What have I done? | My successes and achievements | What do I need to work on? |
blank card
Dear friend! Please evaluate on a five-point scale the knowledge and skills that you received while studying in a circle (team) this academic year, and cross out the corresponding figure (1 is the lowest score, 5 is the highest)
Question structure:
Points 7, 8 - communication experience.
Carrying out procedure:
Results processing:
2.5. Methodology "Protection of abstracts"
One of the common methods of public presentation of the results obtained by the student is the defense of abstracts in a scientific and practical conference.
Essay - independent work (project), which requires the student to analyze and summarize information independently found in various sources.
I will dwell in more detail on the issue of monitoring the results of a child's education in an additional educational program, using various methods and techniques, based on the experience of working in the Rostok choreographic group.
2.6. Monitoring child learning outcomes
under additional educational program
Since educational activities in the system of additional education involve not only teaching children certain knowledge, skills and abilities, but also the development of diverse personal qualities of students, its results must be judged by two groups of indicators:
- educational (fixing subject and general educational knowledge, skills, acquired by the child in the process of mastering the educational program;
- personal (expressing changes in the child's personal qualities under the influence of classes in a given circle, studio, section).
Below is a table that allows you to visualize the set of basic knowledge, skills and practical skills that a child should acquire as a result of mastering a specific educational program.
Determination technology learning outcomes for an additional educational program is as follows: the totality of measured indicators (theoretical, practical training of the child, general educational skills and abilities) is assessed by the degree of severity (from minimum to maximum). For convenience, the selected levels are indicated by the corresponding test scores (1 - 10 points). The methods by which the teacher will determine the compliance of the child's learning outcomes with program requirements can be observation, testing, a control survey (oral or written), analysis of a control task, an interview, etc. This list of methods can be supplemented depending on the profile and specific content educational program.
Dynamics of the results of the development of subject activities specific child is reflected in an individual card for recording learning outcomes for an additional educational program. The teacher puts down points twice a year (at the beginning and at the end of the school year) corresponding to the degree of severity of the assessed quality in the child. In addition, at the end of the card, the teacher is invited to highlight a special column “Subject Achievements of the Student”, which acts as a “portfolio”, where the most significant achievements of the child in the field of activity studied by the educational program are recorded. Here the results of the child's participation in exhibitions, olympiads, contests, competitions, etc. can be noted. Regular monitoring of the results can become the basis for stimulating, rewarding the child for his work, diligence. Each assessment needs to be commented on, to show what the increase in the knowledge and skill of the child is - this will support his desire for new successes.
2.6.1. Monitoring the results of a child's learning in an additional educational program
Indicators (estimated parameters) | Criteria | Possible number of points | Diagnostic methods |
|
| Correspondence of the theoretical knowledge of the child to the program requirements Meaningfulness and correctness of the use of special terminology | - minimum level(the child has mastered less than ½ of the knowledge provided by the program); Average level (the volume of acquired knowledge is more than ½); - maximum level(the child has mastered almost the entire amount of knowledge provided by the program for a specific period); - minimum level(the child, as a rule, avoids using special terms); Average level (the child combines special terminology with household terminology); - maximum level(special terms are used consciously and in full accordance with their content). | observation, testing, control survey, etc. Interview |
|
2.3. Creative skills (creative attitude to business and the ability to translate it into a finished product) | Correspondence of practical skills and abilities to program requirements No difficulty in using special equipment and equipment Creativity in completing tasks | Minimum level (the child has mastered less than ½ of the provided skills and abilities); Intermediate level (the volume of learned skills is more than ½); The maximum level (the child has mastered almost all the skills and abilities provided by the program for a specific period); The minimum level of skills (the child experiences serious difficulties when working with equipment); Intermediate level (works with equipment with the help of a teacher); Maximum level (works with the equipment independently, does not experience any particular difficulties); The initial (elementary) level of development of creativity (the child is able to perform only the simplest practical tasks of the teacher); Reproductive level (performs mainly tasks based on the sample); Creative level (performs practical tasks with elements of creativity). | Control task Control task Control task |
|
3.3.3. Ability to work accurately | Independence in the selection and analysis of literature Independence in the use of computer sources of information Independence in educational research work Adequacy of perception of information coming from the teacher Freedom of possession and presentation of prepared information to students Independence in the construction of a discussion speech, logic in the construction of evidence Ability to self-cook workplace activity and clean up after yourself Compliance of real safety compliance skills with program requirements Accuracy and responsibility in work | The minimum level of skills (the student experiences serious difficulties when working with literature, needs constant help and control of the teacher); Intermediate level (works with literature with the help of a teacher or parents); Maximum level (works with literature independently, does not experience any special difficulties) levels - by analogy with clause 3.1.1. levels - by analogy with clause 3.1.1. levels - by analogy with clause 3.1.1. levels - by analogy with clause 3.1.1. levels - by analogy with clause 3.1.1. Minimum level (the child has mastered less than ½ of the safety skills required by the program); Intermediate level (the volume of acquired skills is more than ½); The maximum level (the child has mastered almost the entire range of skills provided by the program for a specific period). satisfactory - good - excellent | Analysis Research work Observation |
2.6.2. Individual card
Surname, name of the child ______________________________________
Age_________________________________________________
Type and name children's association __________________________________________________________
Full name of the teacher __________________________________________________________
Start date of observation _____________________________________
Timing of diagnosis Indicators | First year of study | Second year of study | Third year of study |
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End I half a year | End uch. of the year | End I half a year | End uch. of the year | End I half a year | End uch. of the year |
|
C) etc. 1.2. Possession of special terminology | ||||||
2.1. Practical skills provided by the program: a) b) c), etc. 2.2. Possession of special equipment and equipment 2.3. creative skills | ||||||
3.1. Educational and intellectual skills: a) the ability to select and analyze specialized literature b) ability to use computer sources of information c) the ability to carry out educational and research work 3.2. Educational and communication skills: a) the ability to listen and hear the teacher b) the ability to speak in front of an audience c) the ability to conduct polemics, to participate in discussions 3.3. Educational and organizational skills and abilities: a) the ability to organize your working (training) place b) skills to comply with safety rules in the process of activity c) the ability to work accurately | ||||||
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2.7. Monitoring the personal development of the child
in the process of mastering an additional educational program
The development of the child's personal qualities should be provided for in each educational program.
The development of a child's personality is influenced by many factors, and not just communication with a teacher of additional education. In addition, it is quite difficult to find those indicators of personal development, on the basis of which it is possible to determine their positive dynamics.
This technique involves tracking the dynamics of the personal development of children involved in the system of additional education, according to three blocks of personal qualities -organizational-volitional, orientational, behavioralpersonality traits. Taken together, the personal properties given in the table reflect the multidimensionality of the personality; make it possible to identify the main individual characteristics child, easily observed and controlled, available for analysis by any teacher and do not require the involvement of other specialists. At the same time, the list of qualities proposed in the table can be supplemented by the teacher in accordance with the goals of his program.
Technology for determining personal qualitiesthe student is as follows: the totality of measured indicators (patience, will, self-control, self-esteem, interest in classes, conflict, type of cooperation) is assessed according to the degree of severity (from minimum to maximum). For convenience, the selected levels are indicated by points. Observation, questioning, testing, diagnostic conversation, reflection method, incomplete sentence method, and others can be used as methods for diagnosing personality changes in a child.
The technology of monitoring the personal development of a child requires documenting the results obtained for each child. To this end, the teacher draws up for each childan individual card for recording the dynamics of the personal qualities of the child's development.
The card is filled out twice a year - at the beginning and at the end of the academic year. If necessary, this can be done more often, for which additional columns can be introduced.
The resulting sections allow you to consistently record the step-by-step process of changing the personality of each child, as well as plan the pace of individual development.
The student himself can be involved in the evaluation of the personal qualities listed in the card. This will allow, firstly, to correlate his opinion about himself with those ideas of the people around him; secondly, to clearly show the child what reserves he has for self-improvement.
2.7.1. Indicators (estimated parameters) | Criteria | The degree of severity of the assessed quality | Possible points | Diagnostic methods |
I. Organizational and volitional qualities: 1.1. Patience 1.2. Will 1.3. self control | The ability to endure (withstand) certain loads for a certain time, to overcome difficulties. The ability to actively encourage oneself to take practical action. The ability to control one's actions (to lead one's actions to the proper). | Patience enough for less than ½ lesson Patience is enough for more than ½ lesson Patience for everything The child's volitional efforts are motivated from outside Sometimes by the child Always by the child The child is constantly under the influence of control from outside Periodically self-monitoring Constantly in control of himself | Observation Observation Observation |
|
II. Orientation qualities: 2.1. Self-esteem | The ability to evaluate oneself adequately to real achievements. Conscious participation of the child in the development of the educational program | Overpriced understated Normal Interest in classes is dictated by the child from the outside Interest is periodically maintained by the child himself Interest is constantly maintained by the child independently | Questionnaire Testing |
|
III. Behavioral qualities: 3.1. Conflict (the attitude of the child to a clash of interests (dispute) in the process of interaction 3.2. Type of cooperation (relation of the child to the general affairs of the children's association) | Ability to take a stand in a conflict situation The ability to perceive common affairs as their own | Periodically provokes conflicts He himself does not participate in conflicts, he tries to avoid them Tries to resolve conflicts on his own Avoids participation in common affairs Participates when prompted from outside Initiative in common affairs | Testing, unfinished sentence method Observation |
2.7.2. Individual card
taking into account learning outcomes for an additional educational program
(in points corresponding to the severity of the quality being measured)
Surname, name of the child _________________________________________________
Age_______________________________________________________________
Type and name of the children's association __________________________________
Full name of the teacher _____________________________________________________
Start date of observation _______________________________________________
Timing of diagnosis Indicators | First year of study | Second year of study | Third year of study |
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Beginning of study of the year | End uch. of the year | Beginning of study of the year | End uch. of the year | Beginning of study of the year | End uch. of the year |
|
| ||||||
2.1. Self-esteem 2.2. Interest in activities in the children's association | ||||||
3.1. Conflict 3.2. Type of cooperation | ||||||
| ||||||
*IV block can be entered into the card at the discretion of the teacher in order to mark special successes child in conscious work on changing their own personal qualities.
3. Pedagogical monitoring
For the successful implementation of the program, continuous and systematic monitoring of the results of the child's activities is proposed (see table).
Criteria indicators are determined by the level: high (B) - 3 points; medium (C) - 2 points; low (H) - 1 point.
Options | Criteria |
Educational Outcomes | Mastering the content of education by children 1. Variety of skills and abilities. 2. Depth and breadth of knowledge on the subject. Children's practical and creative achievements. 3. The position of the child's activity in learning and sustainable interest in activities. 4. A variety of creative achievements (exhibitions, competitions, their scale). 5. Development of general cognitive abilities (sensomotor, imagination, memory, speech, attention). |
The effectiveness of educational influences | 1. The culture of the child's behavior. 2. The nature of relations in the team. |
1. Health care. |
3.1. Monitoring of educational
results
1. Variety of skills and abilities
High (3 points):has clear technical skills, knows how to use tools correctly (scissors, ruler, pencil, eraser).
Medium (2 points):has separate technical skills and skills, knows how to use tools correctly.
Low (1 point):has poor technical skills, lacks the ability to use tools.
2. Depth and breadth of knowledge on the subject
High (3 points):has a broad knowledge of the content of the course, owns certain concepts (name geometric shapes, definitions ...) freely uses technical terms, uses additional material.
Medium (2 points):has incomplete knowledge of the course content, operates with special terms, does not use additional literature.
Low (1 point):insufficient knowledge of the course content, knows individual definitions.
3. Position of activity and sustainable interest in activities
High (3 points):shows an active interest in activities, strives for independent creative activity.
Medium (2 points):shows interest in activities, is persistent in achieving the goal, is active only on certain topics or at certain stages of work.
Low (1 point):is present in the classroom, not active, performs tasks only according to clear instructions, instructions from the teacher.
4. Variety of creative achievements
High (3 points):regularly takes part in exhibitions, competitions, on the scale of the region, city.
Medium (2 points):participates in exhibitions within the circle, institutions.
Low (1 point):rarely participates in competitions, competitions, exhibitions within the circle.
5. Development of cognitive abilities: imagination, memory, speech, sensorimotor
High (3 points):accuracy, completeness of perception of color, shape, size, good development of fine motor skills of the hands; the pupil has a meaningful, expressive speech, is able to clearly answer the questions posed, has a creative imagination; the child has sustained attention.
Medium (2 points):the child clearly perceives shapes and sizes, but is not sufficiently developed fine motor skills hands, reproductive imagination with elements of creativity; the pupil knows the answers to the question, but cannot formulate a thought, cannot always concentrate his attention.
Low (1 point):can not always correlate the size and shape, fine motor skills of the hands are poorly developed, the imagination is reproductive.
3.1.1. Form of fixing educational results(see tab.).
Educational Outcomes
F.I. age | Starting | Intermediate | final |
||||||||||||
1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
|
3.2. Monitoring the effectiveness of educational influences
1. Culture of child behavior
High (3 points):has moral judgments about moral actions, observes the norms of behavior, has moral qualities personality (kindness, mutual assistance, respect, discipline).
Medium (2 points):has moral judgments about moral actions, has behavioral norms, but does not always comply with them.
Low (1 point):moral judgments about moral deeds diverge from generally accepted norms, rarely comply with the norms of behavior.
2. The nature of relations in the team
High (3 points):high communicative culture takes an active and interested part in the affairs of the team.
Medium (2 points):has communicative qualities, but is often embarrassed to take part in the affairs of the team.
Low (1 point):low level of communicative qualities, there is no desire to communicate in a team.
3.2.1. Form of fixing the results of educational influences(see tab.).
№ p/p | F.I. child | Age | Starting | Intermediate | final |
|||
1 | 2 | 1 | 2 | 1 | 2 |
|||
4. Monitoring of socio-pedagogical results
1. Health care
High level (3 points):a child with a certain share of responsibility performs physical. minutes, gymnastics, monitors his physical condition.
Medium (2 points):the child monitors his physical condition, but physical. minutes, gymnastics performs not responsibly.
Low (1 point):the student performs physical minutes, gymnastics only under the pressure of a teacher.
The form of fixing socio-pedagogical results (see tab.).
Socio-pedagogical results
5. Diagnostics of the educational process on the example of the choreographic group "Rostok".
Dance art has great power in educating a creative, comprehensively developed personality. Choreography classes introduce the child to the world of beauty, bring up artistic taste. Contact with dance teaches children to listen, perceive, appreciate and love music. Choreographic classes improve children physically, strengthen their health. They contribute proper development of the musculoskeletal system, get rid of physical defects, correct postural disorders as much as possible, form a beautiful figure. These classes well relieve stress, activate attention, enhance emotional response and, in general, increase the vitality of the student. In the dance, the cheerfulness and activity of the child finds expression, his creative imagination and creative abilities develop: the pupil learns to create a plastic image himself. Performances in front of the audience are the main educational means: the experience of success brings moral satisfaction to the child, conditions are created for the realization of creative potential, a sense of responsibility, friendship, and camaraderie are brought up.
Therefore, the main task of the teacher is to help children penetrate the world of music and dance, and not to prepare them for the professional stage.
Requirements for the level of training of students.
Predicted results and verification methods.
Upon admission to the choreographic group, each child and teenager is diagnosed according to eight indicators: posture, eversion, foot elevation, dance step, body flexibility, jump, coordination of movements, musical and rhythmic coordination. The teacher evaluates the student upon admission, six months later and at the end of the academic year. There are cases when children with incorrect posture came to the dance association, low level development on other test indicators. And after a certain time, the indicators improved significantly.
Diagnostics of the educational process:
- tracking in the classroom throughout the year through pedagogical observation (development of each child and the team as a whole), observations are recorded in the diary of success and achievements.
- planning for ongoing monitoring in the classroom through observation, discussion, analysis of classes.
- intermediate control should be carried out after studying each dance (repetition), intra-collective competitions.
- Final control - analysis of the educational program, final classes, holding reporting concerts.
Monitoring of the educational process
Monitoring Plan
- Development Watch creativity students and recording the results achieved.
- Generalization of results.
- Analysis and evaluation of the achieved results.
The object of monitoring is choreographic abilities - in children's associations of the choreographic direction.
The results are monitored by conducting primary, intermediate and final control.
Primary control and diagnostic module.
Primary control is carried out at the end of September - October (at the end of the enrollment of children in study groups)
Target– determination of the level or degree of creative abilities of children at the beginning of education.
- the level of preparedness of children for this type of activity;
- choice of training program;
- forms and methods of working with these children.
Forms of holdingprimary diagnostics - testing, observation, questioning, sections.
Intermediate control and diagnostic moduleb
Intermediate control is carried out in December-January.
Target -Summing up the intermediate results of training, assessing the success of the promotion of students.
During the diagnosis, the teacher determines:
- what is the assessment of the success of the choice of technology and methodology;
- the learning outcomes at this stage are analyzed.
Forms of conduct,indicators, evaluation criteria are developed by the teacher himself in a form convenient for him.
Final control and diagnostic module:
The final diagnosis is carried out in April - May.
Target- determination of the level of preparation and the level of development of the creative abilities of children at the end of training.
Forms of holding: open class; offset - game; offset - quiz; reporting concert; assignment of signs - stars of a certain dignity.
The form of evaluation of the student's result is very important. It should be specific and understandable to children, reflect real level their preparation. The main thing is to encourage the student to conscious self-improvement, to cultivate the ability to evaluate their achievements and see the prospect of development.To fix the performance, I rely on the tables that I described above, depending on the age and level of training of students.
F.I. study | Options estimates | Fundamentals of modern dance | Parterre exercise | Basics classical dance | Folk dance | Execution dance numbers | Total Qty points | |
Ivanova Anna | dance step | |||||||
Movement coordination | ||||||||
Musical-rhythmic coordination | ||||||||
Posture | ||||||||
eversion | ||||||||
body flexibility | ||||||||
Bounce | ||||||||
Foot lift |
Monitoring scheme for students of the choreographic group "Rostok"
Card of self-assessment by students and assessment by the teacher of the competence of the student (for 12-16 years old)
Dear friend! Please evaluate on a five-point scale the knowledge and skills that you received while studying in a circle (team) this academic year, and cross out the corresponding figure (1 is the lowest score, 5 is the highest.
Items 1, 2, 9 - the experience of mastering theoretical information.
Items 3, 4 - practical experience.
Points 5, 6 - experience of creativity.
Points 7, 8 - communication experience
Carrying out procedure:
This card is proposed to be filled in by the student in accordance with the instructions. Then this card is filled in by the teacher as an expert. The assessment is put down by the teacher in empty cells.
Results processing:
The self-assessment of the student and the assessment of the teacher are summed up, and the arithmetic mean value is calculated for each characteristic.
1 | Mastered the theoretical material on topics and sections (I can answer the teacher's questions) | 1 | 2 | 3 | 4 | 5 |
2 | I know the technical terms used in the classroom | 1 | 2 | 3 | 4 | 5 |
3 | Learned to use the knowledge gained in the classroom in practical activities | 1 | 2 | 3 | 4 | 5 |
4 | I am able to perform practical tasks (exercises, tasks, experiments, etc.) given by the teacher | 1 | 2 | 3 | 4 | 5 |
5 | Learned how to work independently | 1 | 2 | 3 | 4 | 5 |
6 | I can bring my creative ideas to life. | 1 | 2 | 3 | 4 | 5 |
7 | I can teach others what I have learned in class | 1 | 2 | 3 | 4 | 5 |
8 | Learned to cooperate with the guys in solving problems | 1 | 2 | 3 | 4 | 5 |
9 | Learned how to get information from different sources | 1 | 2 | 3 | 4 | 5 |
10 | My achievements as a result of classes | 1 | 2 | 3 | 4 | 5 |
5. Conclusion
It is also very important to consider the form of evaluating the child’s result: it should be specific and understandable to children, reflect the real level of their preparation, but not form their position of a “losers” or “threes”. In this case, a 10-point (or any other) assessment system, the assignment of "titles" can come to the aid of the teacher. different levels, awarding "signs" and "medals" of a certain dignity, etc. The main thing is that the pupil develops an adequate self-esteem of his own achievements, based on the desire to achieve even better results.
When the teacher sums up the results of diagnosing the results, he needs to pay attention, first of all, to the degree of implementation of the educational program (how many children completed the program in full, how many - partially, etc.): if we objectively evaluate the effectiveness of the implementation of any educational program, then 100% “learning” cannot be, because children with different abilities, opportunities, and often not of the same age, are simultaneously studying in the training group. An analysis of such results may become a reason for revising or correcting the educational program: if the program was completed (or “over-fulfilled”) by all children, then it may require some complication; and vice versa, if the program was completed by less than half of the students, then it is too complex and needs some simplification.
The teacher needs to analyze general level theoretical and practical training of children in order to further eliminate the identified gaps or shortcomings.
6. Literature used:
1. Buylova L. N., Klenova N. V. Methods for determining the results of the educational activities of children // Additional education. 2004, No. 12.
2. Buylova L. N., Klenova N. V. Methods for determining the results of the educational activities of children // Additional education. 2005, №1
3. From the experience of the teacher.
Monitoring the quality of education in additional education for children
Methodist,
additional education teacher
MOU DO DEC "Rodnik"
Yaroslavl
The Federal Law "On Education in Russian Federation» from 29.12. 2012, it is said that “The quality of education is a comprehensive characteristic of educational activities and student training, expressing the degree of their compliance with federal state educational standards, educational standards, federal government requirements and (or) the needs of the physical or legal entity in whose interests educational activities are carried out, including the degree of achievement of the planned results of the educational program "(Chapter 1, Article 2, paragraph 29).
Thus, the quality of education is determined by a set of indicators characterizing various aspects learning activities educational institution: the content of education, forms and methods of education, material and technical base, personnel, etc. At the same time, the educational result will be of high quality if it meets the expectations of customers and the goals set. In addition, the content, forms of organization of activities, and the necessary conditions must be selected adequately to the goals.
The components of the quality of education can also include: its accessibility, the availability of a certain set of educational programs, the degree of approximation of the practice-oriented part of the content of programs to the requirements of potential customers, the individualization of education, the use modern technologies training, high qualification of teachers, involvement in the quality assurance process of each employee of the institution; the presence of a system of motivation and encouragement of the professional development of subjects of educational activity (self-education, advanced training, etc.), the transformation of the problem of quality assurance into the task of the entire educational institution.
In this regard, great importance is given to monitoring in the educational activities of the institution. Given the lack of educational standards in additional education, and as a result, the lack of standard diagnostic methods, the competence of teachers in their use, the presence of a certain system of monitoring activity in the UDOD becomes relevant.
Quality monitoring in UDO education is multi-level, so it must be considered from three main positions, i.e. from the standpoint of the institution, the educational process and students.
On institution level
material support;
Information Support;
Professional level teachers;
On level of educational process assessment of the quality of education is a comprehensive characteristic of educational activities and training of a student, expressing the degree of their compliance ... with federal state requirements and the needs of an individual ... in whose interests educational activities are carried out, including the degree of achievement of the planned results of the educational program (from the Federal Law "On Education in RF").
The main indicators of quality at this level include:
Compliance of the goals and results of the educational process with modern social requirements;
Compliance of the conditions of educational activities with the requirements of maintaining the health of students and ensuring psychological comfort.
On student level the quality of education is understood as the quality of education, upbringing and development, including the following aspects: psychological and pedagogical, technological, environmental, health-saving, theoretical and practical training in the subject, general educational (meta-subject) skills and abilities.
Thus, monitoring the quality of education in a preschool educational institution will consist of monitoring the quality of education of an institution, the educational process and the educational results of students in an institution.
TO common goals monitoring the quality of education include:
1. Determination of the state and effectiveness of the educational process in the institution, its compliance with the needs and expectations of society in the development and formation of civil, everyday, professional competencies of the individual.
2. Determination of the compliance of the conditions of the institution with the requirements that allow the implementation of the educational process at a qualitatively high level.
Quality criteria serve as a tool that ensures the measurement of the quality of the achievements of the results of the educational activities of the institution. The criteria are represented by a set of calculated indicators, which, if necessary, can be adjusted.
Let us consider possible criteria and indicators of the quality of education in an institution of additional education for children.
So, at the institutional level The components of assessing the quality of education in UDO include:
1. Logistics:
Study rooms, laboratories with a fume hood, their compliance with SanPiNam;
Educational boards, tables, chairs, cases, racks, laboratory equipment;
Computers, printers, scanners, multimedia projector, TV;
Organizational support, social partners: cooperation with general education schools, gymnasiums, centers of additional education, libraries, museums, planetarium, zoo, dolphinarium, equestrian school, botanical garden, YSPU greenhouse;
Regulations on intermediate and final certification;
Regulations on monitoring educational results.
2. Information Support:
Normative legal acts, orders regulating educational activities;
Materials of non-periodical publications: encyclopedias, dictionaries, reference books, etc.;
Materials of periodicals: newspapers, magazines, collections, bulletins;
Audiovisual materials: audio materials, video materials, photographic materials;
Internet sources.
3. Professional level of teachers:
Compliance of the level of theoretical and practical training with the requirements of the professional standard of a teacher of distance learning;
The quality of program materials;
The quality of training sessions;
Participation in MO and PMS (participant, speaker, organizer);
The presence of award documents, prizes.
4. Motivation for professional and innovative activities:
Participation in scientific and practical conferences different levels;
Publications of educators;
Self-education of teachers;
Participation in projects of different levels.
At the level of the educational process the purpose of monitoring is to identify:
Compliance of the goals and results of the educational process with modern requirements;
Compliance of the content of DL with its goals and cognitive abilities of students;
Compliance of the conditions of educational activities with the requirements of maintaining the health of students and ensuring psychological comfort.
Monitoring indicators:
1. Modern requirements for the educational process for the implementation of additional general educational general developmental programs:
The integrity and unity of its constituent elements, which have a certain connection with each other;
The child's freedom to choose the acquisition of knowledge, methods of activity, value orientations aimed at satisfying the interests of the individual, his preferences, inclinations, abilities and contributing to his self-realization and cultural (including social) adaptation;
Providing children with intellectual, psychological, pedagogical, educational, developmental services based on free choice and self-determination;
Continuous, variable, multi-level, exceeding the basic component of education, implemented by the individual in his spare time and designed to provide the child with additional opportunities for spiritual, intellectual and physical development, satisfying his creative and educational needs;
The presence of a special educational space, where many relationships are objectively set, where not only special developing cognitive games are carried out and the experience of performing skills, creativity and emotional-value relations of students is mastered, but also opportunities for life self-determination of children and adolescents expand;
The presence of a system of search, variable education, testing other, not common ways out of various uncertain situations in culture and providing the individual with a fan of opportunities to choose their own destiny, stimulating the processes of personal self-development aimed at:
Satisfying the educational needs of children, due to a certain situation, and the needs that are significant for them in assessing the progress made;
creation of conditions for the use of free time for positive personal development purposes, adding new achievements to the existing ones;
Execution of orders from children and filling in the gaps they have in information, knowledge, resources, etc.) by filling their lives with new opportunities;
resolution of contradictions and expansion of children's ideas about themselves and the world around them;
optimization of the process of obtaining and productive use of new (additional) information;
parallel development of different teaching materials, training courses, educational programs.
2. Modern requirements for the content of additional general educational general developmental programs:
Accessibility, scientific character, consistency, focus on the “zone of proximal development”, development cognitive interest, differentiated and individualized, integrated with other areas of knowledge.
3. Requirements for maintaining health and psychological comfort
- compliance of educational activities with SanPiNam, including prevention emotional burnout teachers;
Trust and high demands of group members to each other;
benevolent and businesslike criticism;
free expression own opinion when discussing issues relating to the entire team;
lack of pressure of subjects on each other;
Sufficient awareness of team members about its tasks and the state of affairs in their implementation;
satisfaction with belonging to the teaching staff;
a high degree of emotional involvement and mutual assistance in situations that cause a state of frustration (deceit, frustration, destruction of plans) in any of the members of the team;
taking responsibility for the state of affairs in the teaching staff by each of its members, etc.
On the level of educational results of students purpose of monitoring detection:
Compliance of the level of the obtained educational results with the predicted results of additional general educational general developmental programs;
Compliance of the received educational result with the needs and expectations of students and parents;
Degrees of satisfaction of the expectations of various participants in the educational process.
The assessment of the quality of educational results of students is understood as the quality of education, upbringing and development, including the following aspects: psychological and pedagogical, technological, environmental, health-saving, theoretical and practical training in the subject, general educational (meta-subject) skills and abilities.
Indicators of the psychological and pedagogical aspect:
Development of general cognitive abilities (memory, attention, speech, imagination);
Development of the emotional-volitional sphere (patience, will, self-control);
Development of the cognitive interest of the child.
Technological aspect indicators:
Development of special abilities in the subject;
Development of creative abilities.
Indicators of the environmental aspect:
Participation in environmental events, in competitions related to environmental issues, in quizzes, projects, olympiads.
Indicators of the health-saving aspect:
Positive attitude towards your health;
Compliance with the requirements of the teacher;
Correct posture while performing tasks;
Presence - lack of fatigue, aggression, anxiety.
Indicators of theoretical training in the subject:
Theoretical knowledge on the subject;
Knowledge of specialized terminology.
Indicators of practical training:
Practical skills in the subject;
Ownership of specialized equipment.
Indicators of meta-subject skills and abilities:
Ability to listen and hear the teacher and each other;
Ability to organize your workplace;
Compliance with safety rules during work;
Ability to complete tasks independently and accurately.
The degree of satisfaction of the expectations of various participants in the educational process:
Desire to attend classes, general satisfaction with the process and the result of training;
Cognitive activity and initiative;
Feeling of security, stability, positive attitude to what is happening;
Striving for joint useful activity.
Indicators of social sustainability:
Prestige with parents and the public;
Presence of presentable results of children's activity;
Formation of environmental consciousness among students.
In conclusion, I want to say that properly organized and timely monitoring, in particular diagnostic work will make it possible to control the educational process, correctly formulate the pedagogical goals of the task, correlate them with the content, methods and techniques of pedagogical activity with the requirements of society and the state; in a word, without monitoring activities (pedagogical diagnostics) it is impossible to organize a purposeful, reasonable process of training, education and development of the student's personality in the light of modern requirements to the quality of education in institutions of additional education for children.
References:
1. The concept of long-term socio-economic development of the Russian Federation for the period up to 2020.
2. Decree of the President of the Russian Federation of May 7, 2012 N 599
"On measures to implement public policy in the field of education and science", the federal law dated 01.01.2001 N 273-FZ "On Education in the Russian Federation".
3. Order of the Ministry of Education and Science of the Russian Federation
dated August 29, 2013 No. 000.
4. Government program Russian Federation
"Development of education" for 2013 - 2020
(approved by Decree of the Government of the Russian Federation of April 15, 2014 N 295),
5. « Concept for the development of additional education for children until 2020”.
Topic: Monitoring in additional education.
The concept of "monitoring" comes from lat. monitor - reminding, supervising. Initially, this term was actively used in ecology. Lately the term has taken on a broader meaning. This term refers to the constant monitoring of any process in order to determine whether it corresponds to the desired result or initial assumptions. (observation of the educational process in order to identify quality of knowledge,)
Today, monitoring is actively exploited in other sciences, including pedagogy and psychology.
Monitoring is used in those cases when, in the construction of a process, it is necessary to constantly monitor what is happening in real life. subject environment phenomena in order to include the results of current observations in the management process.
The concept of "monitoring" is close to such general scientific pedagogical and psychological concepts as " Feedback”, “reflection”, “control”, “certification”, however, according to E.F. Zeer, all these concepts are separate elements of monitoring or its special cases.
The management of the pedagogical system and the quality of education requires a certain system of information. You can create it based on monitoring.
Monitoring- this is a constantly organized monitoring of any process in order to compare successive states with the expected results, tracking the progress of any processes according to clearly defined indicators. Aspects of monitoring: · the quality of education and upbringing, · the educational needs of students and parents, · the effectiveness of the educational process, · innovative and experimental activities, · the efficiency and effectiveness of educational programs, etc.
Monitoring types: sociological, psychological, pedagogical, educational, medical, etc.
Varieties of pedagogical monitoring:
· didactic/tracking various aspects of the educational process/,
· educational/ monitoring various aspects of the educational process /,
· managerial/ tracking the nature of relationships at various levels: leader - teaching staff, leader - parents, leader - external environment /, · socio-psychological: tracking job relations, the psychological atmosphere of the teaching staff, parents, children,
· medical/tracking the health of children, the use of health-saving technologies/.
Pedagogical monitoring includes the following areas: diagnostics of educational and program documentation, diagnostics of the efficiency of pedagogical activity, diagnostics of the level of education of students, diagnostics of the development of the personality of students.
Monitoring methods: current observation, testing, analysis of the results of educational activities, assessment and self-assessment, etc.
Monitoring stages:· initial diagnostics /review of primary information/, · forecasting /description of expected results/, · intermediate diagnostics, · correction /development and implementation of corrective measures/, · final diagnostics, · assessment of results.
Stages diagnostic activities d/o teacher: definition of the object, purpose and tasks of diagnostics, selection and development diagnostic technique, · processing of the received materials, results, · development and formulation of the pedagogical diagnosis of the object of study and the reason. causing this state, · development and formulation · development of corrective measures in the form of a specific plan of impact on the object in order to bring it to the desired state. Registration of monitoring results: pedagogical forecast, development trends of a given object, summary tables, diagrams, analysis, information sheets, plan corrective work etc.
Monitoring in an educational institution can be defined as a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, which ensures continuous monitoring of its state and development forecasting.
Monitoring to one extent or another has always existed in the system of general and additional education. This and test papers, and exams, and checks. However, experience shows that all these forms of traditional monitoring are becoming insufficiently effective today.
Modern system education is diverse and complex, it is constantly changing, it is dominated by the processes of self-development of the individual. In this regard, she feels the need for universal criteria for assessing her condition. One of these criteria is the quality of education. It is a measure of conformity between benchmarks defined by the state educational levels- qualifications, with what really is, what is the result of training and education. An example of such qualifications are education standards, which are designed to set a structural and substantive minimum, and various means of stating that students have achieved this minimum (in educational school- it is one State exam, in additional education - attestation
students). The organization and conduct of monitoring in an institution of additional education for children is a process of continuous scientifically based, diagnostic and prognostic monitoring of the state, development pedagogical process which is carried out in order to optimally select educational goals, objectives and means of their solution.
Changed quality modern life today it requires from the graduate of the educational institution DOD not so much the ability to follow the instructions of the teacher, but to solve the problems of life on their own. Any action is recognized as qualitative only when there is a personal meaning behind it, an internal component, which ensures the external quality of this action recognized by others.
When organizing and monitoring the quality of the educational process in the EI DOD, a special role is given to diagnostics, which allows obtaining objective data on the level of upbringing, development and training of the student.
In an institution of additional education for children, a comprehensive diagnosis of the quality of education includes three main aspects: didactic, methodological and psychological.
Didactic the performance aspect includes work in two areas: diagnostics of learning and diagnostics of learning.
learning- these are the consequences of training, the results achieved, i.e. results of diagnosing the level of implementation of the intended goal. The principles of diagnosing learning are objectivity, systematicity and visibility.
Learnability involves measuring the quality of students' activities in the learning process.
Methodical the aspect includes the analysis and evaluation of the quality of the implementation of educational programs, on the basis of which the educational process is carried out in the institution.
Psychological aspect includes: increasing the level of social and psychological adaptation of children, increasing sociability, creativity.
In the light of the identified aspects, the monitoring of the educational process is carried out in three areas: development, education, training. Depending on the tasks, the choice of diagnostic tools is also made: testing, questioning, pedagogical observation, reports, etc.
The most important condition for increasing the efficiency of the educational process in the system of additional education for children, improving the learning process is a systematic analysis of objective data on the state of the results of upbringing, development and training. The analysis of the obtained educational results allows us to judge the achievement of goals. The path of analysis lies through identifying problems as gaps between the required and real results, finding their main causes and building a strategy that guarantees their elimination and progress.
The analysis of key problems in children's associations is conducted from the end (i.e., results as consequences) to the beginning (i.e., to processes and conditions as causes).
Learning as an indicator of the quality of the educational process
The learning diagnostic system includes:
1. Preliminary identification of the level of knowledge, skills and abilities of students.
2. The current check in the process of assimilation of each topic being studied, while diagnosing the level of individual elements of the program.
3. Re-checking - in parallel with the study of new material, there is a repetition of the material covered.
4.Periodic testing of knowledge, skills and abilities in a whole section of the course to monitor the assimilation of the relationship between the structural elements of the educational program studied in different parts of the course.
5. The final check and accounting of the knowledge, skills and abilities acquired by the students is carried out at the end of the training according to the proposed educational program.
Materials for monitoring learning provide an objective assessment of the assimilation of the material of the program (program material) by students and are reflected in graphs and diagrams compiled by a teacher or methodologist. The following indicators are subject to tracking:
–changes in the population of the children's association over the past three years,
showing the dynamics of changes in the demand of children for education for each type of educational activity (indirect indicator);
- the number of students participating in extra-institutional events, exhibitions, competitions, festivals, the results of participation based on the results recent years(direct indicator);
– the number of children who linked their future profession with the type of activity studied in the institution (direct indicator);
– the period of time spent by children in the institution of additional education for children (indirect indicator);
- creative reports, competitions, exhibitions, staged performances, etc., assessment of teachers by the quality of the work performed (direct indicator);
-the opinion of parents about the quality of education received by their children within the walls of the institution of additional education for children (direct indicator).
The level of training is determined by conducting a test of knowledge, skills, skills - a cut of classes, testing, conducting creative reports, protection creative works participation in competitions, exhibitions, etc.
Diagnostics of the personal development of students in the CVR "Lad"
Diagnostics of educational results is the most difficult aspect of pedagogical activity. In creative associations, attention is focused on the development of the Personality and the Citizen. It is not so important what kind of activity the child is engaged in. The main thing is to create conditions in which his personal and creative potential will have the opportunity to develop. It is important to help the child form a positive image of his "I", the world, the future, to teach him how to establish and maintain communication links in society.
Pedagogical diagnostics allows you to create psychological picture students, to study their personal characteristics and professional orientation.
Diagnostics of the personal development of students at the CVR "Lad" is carried out twice a year according to the following parameters:
- the nature of the change in personal qualities;
-the orientation of the child's position in life and activity, the nature of life values
The level of development of children is determined using the reports of teachers based on the results of observations, tests, questionnaires, questionnaires. The level of upbringing - according to the indicators of the development of ethical culture, socio-psychological qualities with the help of questionnaires, tests, questionnaires, teacher observations, assessments of comrades and self-assessments, participation in mass events and public life team.
For level diagnostics socio-psychological adaptation of children, projective methods are used(“Drawing of a family”, “Non-existent animal”, “House-tree-man”, etc.). Sociability of children is determined on the basis of classes with elements of role-playing training, the use of special tests. The creativity of children is determined by the use of techniques developed by A.Ya. Ponomarev, Torrance test, etc.
Conclusions of the conducted researches in TsVR "Lad"
1. The dynamics of changes in children's demand for training in each type of activity over the past few years allows us to see the degree of interest of children and parents in mastering a particular type of activity. An increase in interest can only be in the case of a visual manifestation of the high quality of education, good creative results children.
According to the available lists of children, it is possible to draw up a schedule or diagram of the safety of the contingent of students by type of educational activity (the timing of the implementation of the educational program of the teacher).
2. The results of participation of students in various competitions, exhibitions, festivals of any level, expressed in the number of won prizes, can also be reflected in a graph or diagram. These data show changes in the professionalism of students in this educational program, i.e. the quality of additional education received in terms of acquiring knowledge, skills and abilities.
3. The number of children who linked their future profession with the type of activity studied at the institution is a clear indicator of the teacher's ability to captivate the child interesting business, to give him full-fledged knowledge that can clearly orient him in his future profession.
4. The years spent by students in the institution speak of the teacher's support for their desire to comprehend mastery, about the quality
implemented educational programs, the relevance and correctness of the chosen pedagogical direction. If children attend the institution for many years, it means that it is interesting and useful for them here.
5. Creative reports, competitions, exhibitions, performances and other types of reporting activities as the educational program is being implemented clearly show what knowledge, skills and abilities the children have acquired over a certain period of study, how much they coincide with the tasks set in the program. The level of knowledge and skills is reflected in the reports of teachers, the opinions of parents, comrades in the association, feedback from viewers, etc.
6. The opinion of parents about the quality of education received by their children in the institution is one of the weighty monitoring indicators. Parents encourage and contribute to the education of children in an institution only if they clearly see the positive results of creative work.
7. It is possible to use any other parameters if they allow you to see and evaluate the knowledge, skills and abilities acquired by children.
