Student tutoring project
teachers biology MBOU Secondary School No. 1, Michurinsk, Shatilova I.V.
1. general characteristics the child in respect of whom tutor support is carried out.
Zhidkov Mikhail, 13 years old.
Tutor support is carried out in relation to a teenager studying 7 "G" class MBOU secondary school No. 1 of the city of Michurinsk.
During training from 1st to 7th grade, he shows excellent academic success, is the winner of the school and municipal stages All-Russian Olympiad schoolchildren in the Russian language, biology and ecology, as well as Misha actively participates in competitions different levels. In the class, Mikhail had good interpersonal relationships with all students. Never goes into conflict, always ready to help his classmates,. Shows leadership qualities. Treat teachers with respect. The main group of health, but there is a visual impairment. He rarely misses school.
Misha is quite sociable and very responsible. He is purposeful, has a high capacity for work, has good Creative skills sensitive to other people's opinions.
Brought up in a complete family. Mom Irina Yuryevna and dad Sergey Alexandrovich have higher education. There is a younger sister Sophia, a future student of the 1st grade.
2. Feature cognitive interests child
To identify the features of cognitive interest in a 7-grader, various methods were used:
determination of the intensity of cognitive interests by questioning (V. S. Yurkevich's test);
observation of manifestations of cognitive interest. The method of observing the manifestations of cognitive interest made it possible to collect additional information about the manifestation of cognitive interest during Misha's activities in the lesson in natural conditions (G.I. Shchukina's method);
Torrens test for creativity (adapted version by A.N. Voronin);
detection of search activity (method of M.I. Lisina).
The analysis of the conducted studies made it possible to draw a conclusion about the level of manifestation cognitive activity student and creativity of thinking (indicators "fluency" of execution, "flexibility", "uniqueness"). Mikhail has a high spontaneous search activity, shows interest in the essence of phenomena, in their essential connections and patterns, seeks to understand difficult issues, seeks to overcome difficulties in complex problematic tasks. predominance high level the development of interest and the average level of creativity provides high search activity for most academic subjects. When developing an individual educational program, it is necessary to take into account the fact that cognitive interests of a high level of development, combined with a rich outlook, a high level of knowledge, require for their development an appropriate favorable environment that renews and deepens knowledge, ensures going beyond curricula and introduces sciences with maximum using search activity.
To determine the priority sphere of practical and cognitive interests of a teenager,used the diagnostics of cognitive interests according to the “Map of Interests” by A. E. Golomshtok (modified by S. Ya. Karpilovskaya). Thus, interest in the subjects of the natural science cycle (biology, ecology, physics) was revealed. Misha also has creative abilities (he studies piano at a music school).
3. The purpose of the individual educational program
Personal development and self-determination of the student through the development of resources of cognitive activity in an open educational environment in accordance with their own educational needs.
4. Tasks of an individual educational program
Determining the preferred type of activity of the student.
Organization of student's own activities based on personal needs, interests, aspirations.
Development of skills of self-education, self-education, self-realization.
Offer to a child alternative ways education, depending on his age and individual characteristics.
Creating a comfortable environment for effective learning.
Organization of psychological and pedagogical support of the student.
5. Map of educational resources
StagesReflection
Tutor support
Diagnostic
I know-I can-achieved
1. Good level of knowledge in general subjects
2. Subjects of particular interest are: biology, ecology, Russian language, physics.
3. I know how to conduct elementary research, write essays, make presentations, use Internet resources.
4. Results in the previous academic year:
participant of the All-Russian intellectual competition "Olympus" in mathematics, biology, winner All-Russian competition Biological Championship.
5. Winner of the city music competition.
The psychological and pedagogical service revealed the types of giftedness of the student: intellectual, creative.
Tutor's tasks:
1. Ensure the variability of the student's extracurricular activities.
2. Draw up an MI taking into account the interests of the child.
3. Develop research skills.
4. Improve further creativity and leadership qualities
5. Promote creativity
Design
I want to learn - learn - achieve
1. Engage in research activities in the field of biology.
2. Continue successful participation in subject Olympiads and music competitions.
To compile the IEP, specific types of activities are selected from the Opportunity Matrix:
1. Work within the framework of the LEU section of biology.
2. Participation in the classes of the school circle "Ecolovenok" and the program of additional education "Organization project activities" .
3. Participation in events held at the school (musical evenings, concerts, class hours).
Participation in competitions, olympiads, quizzes of various levels on the interests of the student.
Organization
My steps towards the goal
1. Reading additional scientific literature on subjects and working with Internet resources.
2. Classes in the "Eco Lover" circle.
3. Attendance at the course "Organization of project activities".
4. Work in KNOU
5. Participation in subject weeks, competitions at various levels.
October: participation in the concert attended by Teacher's Day, participation in school stage All-Russian Olympiad for schoolchildren in biology, ecology, Russian language
November: participation in observations of nature, participation in the municipal stage of the All-Russian Olympiad for schoolchildren in biology and ecology.
December: participation in the projects of the section of the LEU biology.
January: participation in the NOU school conference with the results of research in biology;
February: participation in the action "Feed the birds in winter"
March: participation in a concert dedicated to International Women's Day, participation in the municipal stage of the competition "Agribusiness Ideas".
April : participation in the Bird Day, participation in the school scientific and practical conference"Up the ladder of success".
May:
Participation in school and municipal concerts dedicated to the 71st anniversary of the victory in the Great Patriotic War;
Participation in the regional scientific-practical conference "Agribusiness-Initiative";
Tutor consultations;
Classes under the program of additional education "Organization of project activities".
Monitoring and analysis
Learned - Learned - Achieved
1. My discoveries:
Identified the influence of environmental factors on health;
Developed the project "Mobile eco-laboratory"
My victories:
Winner and prize-winner of the school and municipal stage of the All-Russian Olympiad for schoolchildren in biology and ecology, prize-winner (2nd place) of the school scientific and practical conference "Up the ladder of success", winner of the regional competition "Agribusiness Initiative" (1st place).
My achievements:
He graduated from the 7th grade of the general education and the 3rd grade of the music school with excellent marks.
Work on ITM contributed to the development of the intellectual and creative abilities of the student, which made it possible to achieve good luck V learning activities.
Misha hosted Active participation in all subject weeks competitions. Worked on the project "Mobile Ecolaboratory".
Psychodiagnostics revealed a positive dynamics in the level of formation of a number of indicators of intellectual giftedness.
6. Use of various resources.
A) Inside school resources:
Elective courses (Russian language, mathematics, physics, etc.);
Additional education programs ("Organization of project activities", "World of Physics", "Robotics", etc.);
Extracurricular activities(scientific society of students "Filyonok", photo studio, circles: "Ekolovenok", theatrical art"Mask", musical, etc.)
B) Resources of the immediate social environment:
Favorable relationships in the family, as well as with acquaintances and friends;
Financial and informational assistance to parents (necessary consultations and the Internet, assistance in organizing trips to other cities and excursions).
C) Resources of the socio-cultural environment of the "proximate availability":
Museum of Local Lore(department of nature);
Museum of I.V. Michurin;
Michurin State Agrarian University;
VNIIS named after I.V. Michurin;
Central Genetic Laboratory named after IV Michurin;
Children's School of Music;
Children's sports school;
Center children's creativity;
Teenage club "Peer".
D) "Remote" external resources:
Agribusiness centers (Tatanovo and Izberdei);
Excursion trips to other cities, regions, countries.
Scientific and educational institutions of Tambov, Moscow, Lipetsk, etc.
E) The most important Internet resources:
smart ass - - Children's Russian Internet Festival: news, participants, organizers, projects.
Phystech-Inform-Bureau
- counseling center for schoolchildren
-
Opportunity to get answers to questions on the latest achievements of science and technology from leading scientists of the Russian Academy of Sciences, Russian Academy of Education; and also, together with peers, participate in independent scientific research.
Guide IN THE WORLD OF SCIENCE
for schoolchildren.
-
Thanks to this catalog, schoolchildren can find through a computer network not only educational materials, but also other useful materials of a methodical, popular science, informational, bibliographic nature.
Olympiads on the site "Developing Education"
http://maro.newmail.ru/olimp_ro/
-
Tasks of Olympiads in various subjects organized by international association"Developing Education"
"virtual school Cyril and Methodius"
-
The project is an analogue of a comprehensive school on the Internet.encyclopedia. Located at www. wikipedia.org.
Innovative educational network "Eureka" . - http://www.eurekanet.ru/ewww/info/14714.html
Informational portal"YaClass" - http://www.yaklass.ru
7. List of possible project topics within the framework of the implementation of the IEP.
project on agribusiness education - "Shock Freezing of Vegetables";
"Influence of nitrates on health";
"The whole truth about fast food";
"The ABC of Health".
8.Planned educational events.
participation in subject Olympiads;
participation in competitions and conferences of different levels;
participation in online contests, forums;
development of new projects and creation of presentations.
Municipal budgetary educational institution"May Day average comprehensive school» Pervomaisky district, Tambov region
Generalization of pedagogical experience on the topic
Tutor support for students in the context of the implementation of the Federal State Educational Standard
Erina Anna Sergeevna, teacher of Russian language and literature
1. Topic of experience: "Tutor support for students in the context of the implementation of the Federal State Educational Standard"
2. Information about the author of the work: Erina Anna Sergeevna, teacher of the Russian language and literature of the higher branch No. 1 of the MBOU "Pervomaiskaya Secondary School" in the village. Staroseslavino
3. Conditions for the emergence, formation of experience.
increasing the level of learning motivation
mastering educational technologies and providing psychological and pedagogical support to the child
realization of the abilities of students with increased educational needs and a high level of development of self-education skills;
assistance to low-performing students who have gaps in knowledge revealed during the entrance, midterm and final examinations;
elimination of difficulties in preparing students for the state final certification
4. Relevance of experience.
The new tasks set today for school education significantly expand the scope and purpose of educational standards. At the same time, the effect of the correct introduction of the Federal State Educational Standard depends entirely on how much managerial, pedagogical and educational activities in each educational institution will be thoughtful, purposeful, technologically armed and provided with the necessary resources. In the context of the introduction of new standards, the development of the child's personality, and not "acquired knowledge", becomes the semantic guideline. This fundamentally changes the target orientations of activity. educational organization. Priority is given to:
achievement and maintenance of a high level of motivation of the child to education;
achieving the level of knowledge necessary and sufficient for the next stage of education, which ensures competence-based development and solution (at the level of independent activity) of educational and social tasks;
achievement of independence in educational and socially oriented activities, reflective assessment and self-assessment of results.
5. Leading pedagogical idea of experience.
The need for personal accompaniment of the student, moving along the educational route designed by him, in the process of becoming his responsible choice, the teacher's assistance in solving independently set self-educational tasks. This is a promising approach to the development of a methodology for the formation of readiness for self-education.
6. Duration of work on experience.
September 2014-present
7.Experience range.
The material is intended for teachers of Russian language and literature working in high school, as well as for all participants educational process within the framework of the introduction of the Federal State Educational Standard.
8.Theoretical base of experience.
Tutor support is pedagogical activity on the individualization of education, aimed at identifying and developing educational motives and interests of the student, the search for educational resources to create an individual educational program, to work with the educational order of the family, the formation of educational and educational reflection of the student. Here, accompaniment should be understood as joint movement tutor (as a companion) and student (as the main actor) in the educational process. Work should be aimed at building on the material real life a tutor to practice expanding his own capabilities, to self-determination, connecting a subjective attitude to building his own progress towards success. The tasks of the tutor are: to "teach" the ward to plan their own educational activities, to carry out its analysis, reflection, independently raise questions of their own development, outline growth prospects, conduct education through different ways of working, teach them to comprehend successes and failures, build interaction with other people and structures for solving the assigned tasks. Properly organized tutor support contributes to the development of the following competencies of high school students:
subject (collection of a knowledge base to continue the education of the student);
managerial (the ability to plan one's activities, to carry out its design, as well as the ability to formalize the results of one's activities (project, research, etc.);
communicative (use of various resources for the implementation of educational requests (human (including collective)), informational (for example, the Internet), etc.);
sociocultural (implementation of socialization, for example, inclusion in various educational, professional and other communities). The subject of tutor support is an individual educational program of the student, which describes:
a way of organizing his education, including a description of the image of the future and the goals of education,
work with a map of educational resources, which includes the subject content of training,
a set of activities that can be provided by the lyceum or in cooperation with other educational institutions (both in the city and outside it),
reflection and evaluation of the implementation of the program (individual items, activities), communications during the implementation of the program, including those made on the basis of self-assessment of the replenished Portfolio.
9.Experience technology.
The purpose of this experience is to achieve: a high level of a child’s motivation for education, a level of knowledge necessary and sufficient for the next stage of education, which ensures competence-based development and solution (at the level of independent activity) of educational and social tasks, independence in educational and socially oriented activities, reflective evaluation and self-assessment of results.
Methodological tasks of work in this direction:
optimize the capabilities of the existing school model in order to form an open educational space,
identify a complex organizational - pedagogical conditions, ensuring the inclusion of all subjects of educational practice in the design of the educational process.
Pedagogical tasks of the work:
“teach” the ward to plan their own educational activities,
carry out its analysis, reflection,
to independently raise questions of their own development,
outline growth prospects
carry out education through different ways of working,
learn to make sense of successes and failures,
build interaction with other people and structures to solve the tasks
This experience is implemented using the following methods: problem-based learning; design methods; practice-oriented activity; analysis and introspection; self-learning (both individually and in groups). The most effective was the use of such technologies as "Case-training"; "Debate"; "Portfolio"; "Educational journey" ("professional journey"); "Development critical thinking through reading and writing. During the design process, it is necessary that each student be able to formulate their educational goal at this stage of work, while assessing their ability to achieve it and, most importantly, taking responsibility for the process and result of education. In the course of organizing activities for the implementation of the planned, it is necessary that the following events take place:
organization of spaces for joint activities of students;
conducting installation consultations;
formation of small groups, teams;
setting goals for individual and group work;
implementation of planned actions, taking into account the tasks set
work organization round table, intergroup discussion (as a possible outcome of the activity).
Further, it is necessary to monitor the activities carried out together with the students. Why is diagnosing the achievement of the goal (diagnosing the dynamics of changes), monitoring activities during the process. At the end of the control procedure, an analysis process is necessary in order to plan corrective actions. Why is diagnosing difficulties and limitations, assessing the level of satisfaction with the process and results of the work done), as well as the level of motivation, its changes. Here, the students' goals are adjusted for further work, i.e. further progress or in the direction of the implementation of the previously set goal or its change is discussed. Possible products of tutor activity:
Tutor's portfolio (both informational on solving a problem, and achievements).
An essay by a tutor, the analysis of which will help the tutor to objectively assess the personal changes that have taken place.
Tutor's diary.
The result of tutoring activity should also be a change in the status of the personality of a particular student in a group, as well as the emergence (development) of the desire for self-actualization as a desire to more fully identify and develop their personal capabilities, the need for self-improvement, in maximizing their potential.
Pedagogical methods and technologyAchieved results
Creation of problem situations in educational activity and organization of active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills, abilities, mental abilities develop.
Project based teaching methods
Work according to this method makes it possible to develop the individual creative abilities of students, to approach professional and social self-determination more consciously.
Research Methods in Teaching
It gives students the opportunity to independently replenish their knowledge, delve deeply into the problem under study and suggest ways to solve it, which is important in the formation of a worldview. This is important for determining the individual development trajectory of each student.
Collaborative learning (team, group work)
Cooperation is interpreted as the idea of a joint developmental activity of adults and children. The essence of an individual approach is to go not from subject, but from the child to the subject, go from the possibilities that the child has, apply psychological and pedagogical diagnostics of the personality.
Information and Communication Technologies
Changing and unlimited enrichment of the content of education, the use of integrated courses, Internet access. ANDusing a computer to receive and work with information on electronic media, from the Internet
Health saving technologies
The use of these technologies makes it possible to distribute various types of tasks evenly during the lesson, to alternate mental activity with motor activity.
Portfolio innovation assessment system
Formation of a personalized account of the achievements of the student as a tool for pedagogical support of social self-determination, determining the trajectory of the individual development of the individual.
Differentiated learning
A form of organization of the educational process, in which the possibilities and requests of each student or individual groups of students are taken into account as much as possible.
Purpose of differentiated learning– creation of a comfortable environment for learning and personal development, taking into account individual psychological features.
Differentiation can be carried out according to the following criteria:
according to the content of the task
according to the form of organization of work in the lesson
according to the method of pedagogical support
according to the way of perception of information
Person-Centered
Providing comfortable, conflict-free and safe conditions for the development of the individual, the realization of her natural potentials. The personality of the child in this technology is the goal educational system, and not a means to some abstract end. Manifested in students' learningindividual educational programsaccording to their capabilities and needs.
The student's request is determined according to the following scheme:
1. Formulate your educational goal.
The goal is a subjective image of the desired, the expected result of the activity. To set a goal means to predict, to predict the expected result. The goal should be specific, i.e. it is necessary to indicate: a certain period, the successes that you want to achieve in general and in certain areas, the ways of receiving education after school.
2. Define tasks - ways to achieve the goal.
Tasks - a plan of your actions to achieve your goal, which is developed: for a certain period, for specific types of activities, for individual items.
3. Choose the forms and methods of teaching.
Choose those forms and methods of teaching that help you learn effectively. educational material or suggest your own. You must: know what and how you are taught in the classroom, be able to formulate a proposal for the teacher on the application of the most effective ways learning, to be able to determine the forms of self-education.
4. Determine the forms and methods of control
Choose your preferred forms and methods of control: how often you need to be checked so that you study well, what is the best way to check your knowledge, how you should exercise self-control.
5. Plan your learning activities.
An example of an individual educational route preparation for the exam in the Russian language
Student 11 "T" class Kozlova Alena Alekseevna
1. Goals of education
(The goal is a subjective image of what you want. Indicate your goal for this school year - in general, in individual subjects.) _- prepare for passing the exam In Russian.
2. Tasks of education
(The task is part of the goal. Determine how you will achieve your goal.)
First of all, I want to learn how to write essays-reasonings on a linguistic topic and on a given text.
3. Forms and methods of teaching
- explanation of the teacher, independent work with measuring material, writing trial essays, computer testing.
4. Forms and methods of control
(as a whole, for individual subjects). For me ppreferable: written work on questions, test, oral answer on questions, work with measuring materials, textbook retelling, computer control, search for an answer in the textbook, test (on the topic), project, abstract, essay (underline), other (fill in)
How often do you need to be checked: lesson control,thematic control,
quarter control, etc.
Date ____________________________
Student Signature ________________
Parent's signature _______________
Teacher's signature
Alena Kozlova's individual educational route for the second half of the 2015-2016 academic year
homemade
exercise
Implementation timeline
1.Diagnosis. Training work No. 1 according to the type of exam in full.
Time to complete the work 100-110 minutes. When performing work, it is desirable to create conditions that are as close as possible to the requirements for passing the exam.
Not set
20.01.16.
2. Analysis of results training work: verified works with calculated points and grades are given to the student, assessment criteria are announced, the correct answers are shown on the board, a self-examination process is underway to eliminate the teacher's accidental errors.
Do the work on the bugs
27.01.16.
3. Methods and techniques for working on an essay on a linguistic topic.
The structure of the essay of reasoning. Templates for writing. Test writing under the guidance of a teacher.
Write an essay Option 17.19.
14.02 2016
4. Independent work. intermediate control.
Not set
21.02. 2016.
5. Techniques for working with essay-reasoning.
Learn patterns for writing
01.03. 2016
6. Trial writing an essay on the text of Option-17
Not set
15.03. 2016
7. Independent work. intermediate control. Analysis of the written essay. Compliance with the verification criteria.
Write an essay Option - 10
23.03.2016
8. Trial computer testing in full
10.04.2016
9. Independent work. Weekly essay writing. Checking and consulting the teacher.
April-May 2016.
The implementation of this model made it possible to increase the level of motivation of schoolchildren, their independence and responsibility in solving such issues as compiling curriculum, setting educational goals, evaluating the results of educational work. The teacher in such conditions acts as a coordinator, creating favorable conditions for meaningful learning, stimulating curiosity and cognitive motives. The results of the work give grounds to consider such a way of learning productive, promising, meeting the requirements of modern society; inspires confidence to keep improving this model learning.
TABLE #1
The results of the final attestation of students in the Russian language
ClassYear
11 "T"
2014-2015
11 "T"
2015-2016
TABLE #2
The results of students in the Russian language in the inter-certification period
1. The level of progress of students in the Russian language at the end of the academic year - 100%
2. The level of progress of students in the Russian language according to the results of the Higher School of Economics (final test papers) - 100%
3. The level of quality of students' knowledge of the Russian language at the end of the academic year - 69.2%
4. The level of quality of students' knowledge of the Russian language based on the results of the Higher School of Economics (final control work) - 61.5%
TABLE #3
The results of diagnosing the level of students' motivation to study the subject
Most of the class formed a stable motive for self-education. Students began to perceive teaching as a socially significant activity. There was an orientation not only to mastering knowledge, algorithms of educational actions, but also a desire to draw up a program for obtaining additional knowledge. Children began to work actively, learned to set goals and mastered self-control. Developed the ability to overcome obstacles in achieving goals. They mastered the culture of educational work.TABLE #4
The effectiveness of students' participation in subject Olympiads, competitions and competitions at various levels
YearMunicipal level
Regional level
Federal level
2014-2015
Members
Winners and runners up
Members
Winners and runners up
Members
Winners and runners up
2015-2016
2016-2017
Conclusion of work on this topic
Thus, today, starting work on approbation of new educational standards of high school, we are talking about a different education that develops a person as an individual, independent in constructing life and professional tasks, in generating personal meanings. We can build new look result:
the school is successful if all students are created conditions that generate motivation for education (study and joint socially oriented activities); if all students are given the opportunity to develop their independence in subject and socially oriented activities; if all students are provided with the right to develop and implement a reflective self-assessment of the results of what has been achieved;
a teacher is successful if, together with teachers and parents, he learns the “internal law of development” of each child, which consists in the emergence of new subject, social and personal tasks based on his developed capabilities, creates a motivating, active, competence-based and reflective environment for joint activities with each student;
the student is successful if he develops as a person: he is motivated to set and solve diverse tasks in the subject and social activities, is able to show his personal qualities in individual and joint activities, develops a reflective self-assessment of his activities
10. List of used literature
1. T.M. Kovalev. Materials of the course "Fundamentals of tutor support in general education»: Lectures 1-4.-M. Pedagogical University"The First of September", 2010.
2. T.M. Kovalev. Materials of the course "Fundamentals of tutor support in general education": Lectures 5-8.-M. Pedagogical University "Pervre September", 2010.
3. Kovaleva T.M., Kabyshcha E.I., Popova (Smolik) S.Yu., Terov A.A., Cheredilina M.Yu. Profession "tutor". -M.- Tver: "SFK-office".
4. G.M. Bespalova. Tutoring support for a student: organizational forms and educational effects (article from the website of the International Tutor Association ").
5. Tutoring support of individual educational programs at different levels of education: materials of the international scientific and practical conference (March 28-30, 2012, Perm) / under the total. ed. L.A. Kosolapova; Perm. state humanit. - ped. un-t. - Perm, PSGPU, 2012.
6. Kovaleva, T. M. Organization of pre-profile training and profile education at school: tutor support / T. M. Kovaleva // Innovations in education. - 2007. - No. 11. - P. 14–26.
7. Kovaleva, T. M. Modern quality education and the principle of individualization: [method of tutor support] / T. M. Kovaleva // Head teacher: modern school management. - 2012. - No. 1. - P. 68–72.
DRAFT PLAN OF TUTORING ACTIVITIES TO SUPPORT THE EDUCATIONAL ACTIVITIES OF THE STUDENT OF THE SENIOR STAGE OF EDUCATION
RELEVANCE
Priority values have changed in the last decade school education: reorientation to the development of interests and abilities, to the formation of key competencies of students in the intellectual, civil law, communication, information and other fields. To achieve these areas, it is necessary to develop cognitive activity, independence of students, and monitor the dynamics of the development of their cognitive interests. Helping the student to realize their educational and professional prospects is helped not only by the teacher and psychologist, but also by the tutor.
The organization of the tutor's activities at the school is determined by the relevant regulatory framework. At the federal level, this is directly the law “On Education in Russian Federation», Labor Code, "Unified qualification directory of positions of managers, specialists and employees", section "Qualification characteristics of positions of education workers" (Order No. 593 of the Ministry of Health and Social Development of Russia dated 14.08.2009). At the level of an educational organization, these are the charter of an educational organization, a collective agreement, internal regulations, an employment contract between an employee and an employer.
Regulations are the basis for the development of school local acts: regulations, job descriptions, etc.
Tutoring activities - this is an activity to accompany the student, aimed at creating conditions for him that provide the possibility of personal development, carried out by the tutor.
Tutor support educational activities student - this is a special type of pedagogical influence, in which the tutor creates conditions and offers ways for students to identify, implement and comprehend their conscious choice of specialization and cognitive interest in mastering the main educational program, and the student independently develops and implements an individual educational trajectory.
The main direction of tutoring at school - this is support for the formation of general and professional competencies of a student in the framework of mastering the main educational program in the chosen specialization and building an individual educational trajectory for students.
GOALS AND OBJECTIVES OF TUTORING SUPPORT
The tutor, being at the same time an organizer, a consultant, solves a wide range of tasks related to self-determination of the student in the surrounding educational space, building an individual educational trajectory together with him.
Target - create conditions for a conscious choice by each student of the senior level of education of the sphere of the future professional activity in accordance with their resources, capabilities, abilities.
Tasks:
1st stage (grades 9-10) self-determination and adaptation:
accompanying the student in self-determination in relation to the chosen specialization;
support of the student in the process of adaptation in the new educational space;
supporting the student in building a personal educational trajectory;
2nd stage (grade 10):
support for the development of general and specialized competencies;
support of Portfolio formation;
3rd stage (grade 11):
supporting the process of self-development and self-education of the student in the framework of mastering the main specialized educational program;
support for the development of general and professional competencies;
accompaniment of self-control and self-analysis of movement along a personal educational trajectory;
support of Portfolio formation;
support in the formation of the student's idea of the direction of his further professional development.
INTERACTION WITH PARTICIPANTS OF THE EDUCATIONAL PROCESS
The tutor interacts with all participants in the educational process within the framework of the college's activities:
Academic work: drawing up the educational part of the individual educational trajectory of the student, inclusion in research and scientific and practical work, organizing the student's independent work on academic disciplines and specialized modules.
Educational work: drawing up an extracurricular part of an individual educational trajectory, inclusion in cultural and extracurricular activities, organizing leisure activities, additional education, participation in social projects both inside and outside the school.
Socio-psychological work: identification (diagnosis) of the psychological characteristics of the student's personality, the formation of an understanding of the status of the school student, behavior correction, the development of the psychological and physical properties of the student's personality.
Profile work: organization of space for inclusion in professional activities (inclusion in scientific and practical projects, development of educational and industrial practice programs).
FORMS OF TUTOR SUPPORT
Forms of work used in tutor support:
individual support;
group accompaniment.
DIRECTIONS OF TUTORING ACTIVITIES
Social- the possibilities of the surrounding society the joint work of the tutor and the student on the analysis of infrastructure educational institutions in terms of their resource capacity for the implementation of an individual educational program.
Subject- the possibility of a certain objectivity expanding the boundaries of the subject knowledge of the student through the involvement of knowledge of other subject areas.
Anthropological ( personality possibilities)
awareness of their interests, abilities, opportunities, resources;
identification of weaknesses and strengths;
development of personal potential, social competencies.
SUBJECT, CONTENT, MEANS OF TUTOR SUPPORT
Escort item
readiness for self-education;
willingness to solve problems;
readiness to use information resources;
Readiness for social interaction;
readiness for social and professional self-determination;
communicative and social competence
the ability of students to identify gaps in knowledge when solving a new problem;
the ability to extract information from various sources;
independently acquire knowledge and skills to solve the tasks;
the ability to draw reasoned conclusions, make informed decisions;
Ability to interact effectively with team members
Escorts:
trainings;
tutorials;
educational events;
success forums;
educational cartography;
portfolio management ;
counseling;
profile and professional samples;
Tutor tools:
Consulting technology;
Question posing technology;
Active listening technology;
Portfolio;
Technology of accompanying cognitive interests;
Technology for supporting design and research activities;
Case method (method of analyzing specific situations);
Group work technology;
Educational tourism.
FUNCTIONS OF TUTOR SUPPORT
Diagnostic:
identifying the motives and needs of students;
identifying student characteristics and learning skills;
diagnosing the dynamics of changes;
states of motivation that change in the process of learning goals and needs;
diagnosing difficulties and limitations;
monitoring the activities of students throughout the training;
assessment of the level of satisfaction of students with the process and learning outcomes.
Organizational and activity:
organization of spaces for joint activities of students;
carrying out installation messages;
formation of small groups, teams;
setting goals for individual and group work;
organization of the round table, intergroup discussion.
Projective:
designing an educational goal for each student;
correlation of the set goals with the capabilities of the student;
determining the responsibility of the student for the process and learning outcomes;
development of projects of individual training programs.
STAGES OF DESIGNING AN INDIVIDUAL EDUCATIONAL PROGRAM FOR A STUDENT OF THE SENIOR STAGE OF EDUCATION
Stages
Stage 1
Determination of the student's cognitive interest as the basis for building an individual educational
programs
Carrying out diagnostics of individual cognitive interest, preferences, inclinations.
The use of methods of tutor support of individual cognitive interest: a sign method - analysis of personal educational history through the analysis of student texts: a specially written essay, story, diary.
The role-playing method is the creation of a game situation of immersion in a historical (literary) image and a description of the position of this hero, the projections of the student's views on the position of the hero are analyzed.
The communicative method is a group discussion of the position of the student.
The method of diagnostic questioning is the analysis of the student's educational history.
Discussion of the results, diagnostic results.
Stage 2
Formulation of an individual educational issue
Projecting the image of your future in professional and personal terms (who I want to become, what profession to get, where I will go to study).
Definition of the student's educational question (what I know and can do, what I want to know, why do I need it).
Revealing the essence of cognitive difficulty - what exactly is lacking for a high school student to determine in choosing a further educational path to achieve an image of his future.
The main method of posing an educational question is the discussion of the student's position by means of a tutor's question: clarifying, alternative, provoking
Stage 3
Educational Goal Setting
Formulation by a high school student together with a tutor of an educational goal as an expected result.
Correction, concretization of the educational goal.
Stage 4
Search for educational resources
The search for a tutor and a student from different sources and resources of education as a means to achieve his goal.
Drawing up a "plan-map" of the educational route - a listing of all the found options for means and sources of knowledge, indicating the sequence of "passing the points of the map."
Points on the map of the educational route: books, articles, consultations with teachers, scientific sessions, laboratories, elective courses, meetings with specialists, the topic of a project or research, questioning parents and friends, visiting a specific site or meeting in a chat, etc.
Analysis plan-maps, its correction
Stage 5
Implementation, discussion, analysis of individual educational plan student
Implementation, discussion, analysis, adjustment of the plan of educational activities.
Independent activity of the student to implement the plan.
Discussion with the tutor of emerging difficulties and problems (once every two weeks)
Carrying out work on the comprehension by a high school student of the meaning of the actions performed in accordance with a specific goal.
stage 6
Analysis of the results of the student's individual educational program
Analysis and selection of the result of the activity: portfolio, project, research.
Correction of the educational goal, further design of the individual educational program of the student.
PROJECT IMPLEMENTATION PROGRAM
Stage 1 - design (grades 9-10)
1. Study and analysis of psychological, pedagogical and scientific research sources on the organization of tutor support for a student.
2. Development of the structure and content of the student's tutor support model: determination of the goal, objectives, directions, stages, subject, means, forms, methods and technologies for the implementation of student tutor support.
3. Selection diagnostic techniques, methods for monitoring the effectiveness of tutor support.
4. Development of the structure and content of individual tutor consultations, group tutor consultations, reflective sessions.
5. Development of an approximate scheme of the tutor's work on the student's request.
6. Development of a system of trainings for the formation of confident behavior, the development of leadership skills, the ability to make responsible choices.
Stage 2 – practical (Grade 10)
1. Implement tutor support for a student's individual educational program.
2. Approbation of group tutor consultations with students on designing their own individual educational program.
3. Organization of individual tutor consultations to determine the student's individual educational request.
4. Implementation of tutor support for the stages of the student's individual educational program.
6. Approbation educational events: educational cartography, success forum, promotions, competitions, festivals, presentations, role-playing games.
Stage 3 - generalizing (Grade 11)
1. Analysis of the results of tutor support of the student's individual educational program.
2. Formulation of the main conclusions and recommendations for building a model of tutor support for a student.
4. Conducting an examination of the results and products of activities.
5. Evaluation of the effectiveness of the model of tutor support of the individual educational program of the student (analysis of data on the life trajectory of graduates).
TOOLS TO CONTROL AND ENSURE RELIABILITY OF RESULTS
Expected result:
implementation by each high school student of his own individual educational program:
development of one's personal potential: cognitive and professional interests, abilities, opportunities, competencies;
self-determination in the choice of professional sphere and future professional activity;
educational activity of the student;
the ability to analyze, reflect and correct their own activities;
the ability to independently set and implement life and professional tasks;
design, research, social competencies;
experience of working in a team.
Products of tutor activity:
Student Portfolio as a Portfolio of Educational Achievements.
Writing an essay by a high school student, the analysis of which will help the tutor to objectively assess the personal changes that have occurred.
Tutor's diary.
The result of tutoring activity can be a change in the status of the individual in the group and the desire for self-actualization as the student's desire to more fully identify and develop their personal capabilities, the need for self-improvement, to maximize their potential.
TRACKING METHOD:
educational monitoring;
observation, methods of statistics, methods of psychology (sociometry, individual maps, testing), questioning, reflective sessions, educational cartography, student's portfolio;
analysis of data on the implementation of individual educational requests of students;
analysis of the results of the state (final) certification;
analysis of data on personal and socially significant achievements of students;
analysis of data on the life trajectories of graduates.
EXAMPLE TUTOR DOCUMENTATION:
program (plan) of tutor support of the student;
work plan with students for a week, month, quarter;
individual educational trajectories of students;
schedule of work with the tutor group;
children's attendance log;
analysis of the implementation of the educational program (requirements of the Federal State Educational Standards) by students;
student portfolio;
monitoring materials educational outcomes and effects of individualization of education of students, etc.
CONCLUSION
The project made an attempt to reform the individualization and profiling of high school students through the implementation of tutor support. The high school should become an institution for the socialization of students, give them the opportunity to design their future and form the necessary resources for a conscious professional choice and life plans. Therefore, the school needs conditions for the individual educational activity of each student in the process of developing his abilities for self-determination, self-organization, understanding his educational opportunities and prospects.
The project provides an opportunity to change the existing system of profile training of high school students, taking into account the problems of age - the search for one's own identity, self-determination, as a practice of becoming, associated with the construction of possible images of the future, designing and planning an individual path: educational, life and value perspectives.
Innovation project
"Model of tutor support
individual educational program for a high school student of a multidisciplinary school"
Educational institution:Municipal budgetary educational institution "Secondary school No. 5" Multidisciplinary ".
Status of the educational institution:Regional innovation platform on the theme "Development and practical implementation of a model of a multidisciplinary school of the third stage, the main content unit of which is an individual educational program of a student."
Organization address:628309, Nefteyugansk, microdistrict 2, building 29,
First part.
Project name:Model of tutor support for individual
High school educational program
Multidisciplinary school.
Relevance and novelty of the problem.
The basis of social self-determination of the student's personality is value-semantic self-determination, i.e. defining oneself in relation to general cultural human values in order to highlight and justify one's own life concept and position. The socio-economic transformations that have been characteristic of Russia in the past 10-15 years have dramatically changed the orientation Russian society which, of course, led to significant changes in education. Today, the tasks of education and upbringing are not only the formation complete system universal knowledge, skills and abilities, but also the formation of individual activity in schoolchildren in the field of self-knowledge, self-development, self-determination, independence, the ability to successfully socialize, future adaptation in the labor market and self-realization in life.
“The main task of education in present stage The development of human civilization should be the creation of conditions for the independent choice of a person, the formation of readiness and ability to act on the basis of constant choice and the ability to get out of a choice situation without stress ”(From the report of the UNESCO International Commission on Education in the 21st Century).
The general education of young people ends at the senior level of education at school.. Therefore, the functions of the high school predetermine the direction of the content of the entire school education and are very important for the formation and realization of the potential opportunities of high school students, "trying out" own forces and abilities, finding oneself before entering adulthood.
Problems of the general averageeducation at the senior level of education:
1. Young people, entering adulthood, are not ready to solve the problems that society and the state pose for them: to independently navigate in any situation, find a solution in non-standard conditions, use life experience to make responsible life and professional choices.
2. Reproductive teaching methods lead to standard thinking of young people, unpreparedness for creative activity, inability to accept independent solutions, search.
3 . Formality in conducting pre-profile and profile training
leads to the fact that high school students are not ready for a responsible choice future profession and areas of professional activity.
4. Difficulties of professional self-determination in high school due to the fact that the formed professional orientation of schoolchildren is divorced from real life.
5. Professional self-determination is complicated by the lack of personal experience high school student in the chosen field of work and knowledge about professions.
To solve the above problems, it is necessary in high school to provide students with the opportunity to design their future and form the necessary resources for a conscious professional choice. At school, it is necessary to create all the conditions for the individual educational activity of each student in the process of developing his abilities for self-education, self-determination, self-organization, understanding his educational plans and prospects.
These conditions include:
Individualization of the educational process, which is ensured by the provision of independent choice by high school students of options for studying subjects (profile and basic), elective courses, forms of education, independent determination of topics and areas of research, design and creative activities;
Expansion of the space of social activity of students, which is ensured by their inclusion in various forms of public presentations, the organization of profile tests, internships and practices;
- organization of the space of reflection, which is provided within the framework of consultations and discussions with students of their educational goals and prospects, educational stories and events.
It is impossible to create the above conditions without introducing a special position of a school tutor into the educational space of the school, which ensures the connection between the individual educational needs of the student and different options opportunities to achieve it.
Tutor- a historically established special pedagogical position that ensures the development of individual educational programs for high school students and students and accompanies the process individual education at school, university, in the systems of additional and continuous education.
Tutor - this is a mentor who accompanies, guides, but does not give ready-made, specific answers to the tutor's questions. The tasks of the tutor are: to “teach” the ward to plan their own educational activities, carry out its analysis, reflection, independently raise questions of their own development, outline growth prospects, conduct education through different ways of working, teach them to comprehend successes and failures.
On May 5, 2008, by Orders of the Ministry of Health and Social Development of the Russian Federation No. 216n and No. 217n (registered with the Ministry of Justice of the Russian Federation on May 22, 2008 No. 11731 and No. 11725, respectively), professional qualification groups for positions of workers of general, higher and additional vocational education, among which the position of "tutor" is fixed.
This academic year, our school received the status of "Multi-profile" and the issue of creating the necessary conditions for the individualization of the educational process, expanding the space for educational and social activities and the activity of high school students has become relevant and urgent.
We faced the goal of developing a model of tutor support for a high school student in a multidisciplinary school as a means of achieving the desired result.
Initial theoretical positions
Project Modeling conditioned objective processes taking place in modern society.The project was developed in According to Federal Law "On Education" dated July 17, 2009 N 148-FZ, which states that "the content of education is one of the factors of economic and social progress society and should be focused on: ensuring the self-determination of the individual, creating conditions for its self-realization”, as well as “ensuring the formation of a student’s picture of the world adequate to the current level of knowledge and the level of the educational program (level of education).
Project strategy defined:
The concept of specialized education at the senior level of general education;
Draft Federal State Educational Standards;
National educational initiative"Our new school";
The project is being implemented as part of the activities of the regional innovation platform fordevelopment and practical implementation of the model of a multidisciplinary school of the third stage, the main content unit of which is the individual educational program of the student.
The methodological basis of the project is:
- Humanistic concept of education and upbringing, pedagogy of cooperation (A.Maslow, K.Rogers, Sh.A.Amonashvili).
- Personality-oriented education (I.S. Yakimanskaya, V.V. Serikov, N.I. Alekseeva).
- Concepts of specialized education (E.A. Klimov, N.S. Pryazhnikov, N.V. Nemova).
- Theory of self-determination (P. Shchedrovitsky, A. Popov, S. Ermakov).
- The activity approach, which affirms activity as the basis and condition for the development of the personality (L.S. Vygotsky, A.N. Leontiev).
- Theories of personality socialization (I.S. Kon, A.V. Mudrik, A.V. Petrovsky, V.A. Shapovalov, F. Rozhkov).
- Theory and methodology of project activities (J. Dewey, E. S. Polat, S. T. Shatsky).
- Theory of learning according to individual educational programs (A.A. Popov).
Objective of the project
Development and practical implementation of a model of tutor support for an individual educational program for a high school student in a multidisciplinary school.
Project objectives
1. To develop the content and mechanism of tutor support for a high school student of a multidisciplinary school:
Purpose, tasks, directions of tutor support for a high school student of a multidisciplinary school;
Stages, subject, actions of tutor support;
Means, forms, technologies for the implementation of tutor support;
Determine the end result of tutor support;
Diagnostic methods for monitoring the effectiveness of tutor support.
2. Develop the structure and content of an individual educational program for a high school student in a multidisciplinary school:
Purpose, tasks of an individual educational program for a high school student;
Components (sections) of an individual educational program for a high school student;
3. Create conditions for the identification and further development of high school students' own resources in a multidisciplinary school through:
Individualization of the educational process;
Expanding the space of social activities;
Organization of the space of reflection and analysis of one's own
Activities of high school students;
4. To test the model of tutor support of an individual educational program for a high school student in a multidisciplinary school in practice.
Main idea of the project
The organization of tutor support in high school as an opportunity to maintain and develop in each high school student an initiative and author's attitude to their own educational activities, designing an image of their future, to culture, history, value and social aspirations aimed at forming:
The subject competence of a high school student - a knowledge base for further professional education in accordance with the educational claims of the student and his plans for the future;
Managerial competence of a high school student - ways to organize individual and collective activities (planning, design, research, creativity), design of activity products (project, research, presentation, social project);
Communicative competence - ways to use various kinds of resources to implement their ideas ( human resource, resource information systems, a resource of collective mental activity, etc.);
Sociocultural competence - ways of socialization, inclusion in various educational, professional and other communities;
Readiness for a responsible choice of the sphere of the future profession, professional activity.
Justification of the significance of the project
for the development of the education system in the city
The developed model of tutor support for a high school student of a multidisciplinary school is educational technology that provides training for graduates who are able to solve the problems of the innovative economy.
The results of the innovative project can be used in the system of training and advanced training of teachers during the transition to federal state educational standards of the new generation, for the organization of specialized education at the senior level in any school in the district.
Project Implementation Program
Stage 1 - design (2010-2011 academic year)
1. Study and analysis psychological and pedagogical And research sources on the organization of tutor support for a high school student of a multidisciplinary school.
2. Development of the structure and content of the model of tutor support for a high school student of a multidisciplinary school: determination of the goal, objectives, directions, stages, subject, means, forms, methods and technologies for implementing tutor support for a high school student
(See Appendix 1, Appendix 2, Appendix 3, Appendix 4).
3. Selection diagnostic methods, methods for monitoring the effectiveness of tutor support.
4. Development of the structure and content of individual tutor consultations, group tutor consultations, reflective sessions
(see Annex 5)
5. Development of an exemplary scheme for the work of a tutor on a high school student's request (see Appendix 6)
6. Development of a system of trainings for the formation of confident behavior, the development of leadership skills, the ability to make responsible choices
(see Annex 7, Annex 8)
Stage 2 - practical (2011-2012 academic year)
1. Introduce tutor support for an individual educational program for a high school student in a multidisciplinary school.
2. Approbation of group tutor consultations with high school students on designing their own individual educational program.
3. Organization of individual tutor consultations to determine the individual educational request of a high school student.
4. Implementation tutor support of the stages of an individual educational program for a high school student of a multidisciplinary school.
5. Approbation of trainings personal growth"Training for confident behavior", "Me and new circumstances in my life."
6. Approbation of educational events: educational cartography, success forum, promotions, competitions, festivals, presentations, role-playing games.
Stage 3 - generalizing (2012-2013 academic year)
1. Analysis of the results of tutoring of an individual educational program for a high school student of a multidisciplinary school.
2. Formulation of the main conclusions and recommendations for building a model of tutor support for a high school student in a multidisciplinary school.
4. Conducting an examination of the results and products of innovative activity.
5. Evaluation of the effectiveness of the model of tutor support for an individual educational program for a high school student (analysis of data on the life trajectory of graduates).
Means of control and ensuring the reliability of the results
1. Estimated result:
Implementation by each high school student of his own individual educational program:
Development of one's personal potential: cognitive and professional interests, abilities, opportunities, competencies;
Self-determination in the choice of professional sphere and future professional activity;
Educational activity of a high school student;
The ability to analyze, reflect and correct their own activities;
Ability to independently set and implement life and professional tasks;
Design, research, social competencies;
Teamwork experience.
Tracking way:
- educational monitoring;
- observation, methods of statistics, methods of psychology (sociometry, individual cards, testing), questioning, reflective sessions, educational cartography, portfolio of a high school student;
- implementation data analysisindividual educational requests of students;
- analysis of the results of the state (final) certification;
- analysis of data on personal and socially significant achievements of students;
- analysis of data on the life trajectories of graduates.
Conclusion
In the course of the project, an attempt was made to reform the individualization and profiling of high school students of a multidisciplinary school through the implementation of tutor support. In our opinion, high school should become an institution for the socialization of students, give them the opportunity to design their future and form the necessary resources for a conscious professional choice and life plans. Therefore, the school needs conditions for the individual educational activity of each student in the process of developing his abilities for self-determination, self-organization, understanding his educational opportunities and prospects.
The project makes it possible to change the existing system of profile training of high school students, taking into account the problems of age - the search for one's own identity, self-determination, as a practice of becoming, associated with the construction of possible images of the future, designing and planning an individual path: educational, life and value perspectives.
Bibliography
1. Vinogradova N.M., Bespalova G.M. Social test, practice, project in a teenage school. - M., 2004.
2. Gladkaya I.V. and others. Fundamentals of profile education and pre-profile training: Teaching aid for the teacher / Ed. A.P. Tryapitsyna. - St. Petersburg: KARO, 2005.
3. Individually oriented pedagogy. Collection scientific papers based on materials of the 2nd tutor conference and regional seminars. - Moscow-Tomsk, 1997.
4. Mettus E.V. I am learning to choose. - St. Petersburg, 2005.
5. Profile training at school: models, methods, technologies. Handbook for heads of educational institutions. - M.: Classic Style, 2006.
6. Pryazhnikov N.S. Methods of activation of professional and personal self-determination. M.: Publishing House of the Moscow Psychological and Social Institute. - Voronezh: NPO "MODEK", 2002.
7. The development of the child's individuality - the path to the formation of democratic consciousness / Recommendations for organizers and participants in advanced training courses for teachers "Creation and development of a democratic, tolerant way of life in the school", compiler and editor A.N. Tubelsky. - M., NGO "School of Self-Determination", 2001.
8. Rezapkina G.V. Me and My Profession: Vocational Self-Determination Program for Teenagers: Educational and Methodological Guide for school psychologists and teachers. - M.: Genesis, 2000.
9. Smirnova E.E. On the way to choosing a profession. - St. Petersburg: KARO, 2003.
10. Theory and practice of organizing pre-profile training: Educational and methodological guide. Part 1 / Ed. S.V. Krivykh, G.N. Shornikova. - SPb.: SPb APPO, 2005.
11. Tutoring: Idea and ideology. Materials of the 1st Interregional tutor conference. - Tomsk, 1996.
12. The student is the subject of the educational process / Edited by A.N. Tubelsky, G.A. Biryukova. In 3 parts. Part 2. - M., 2005.
MOU "Secondary School No. 5" Page
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Tutoring in high school
Annex 1
Model of tutor support of an individual educational program for a high school student in a multidisciplinary school
The purpose and objectives of tutor support for high school students
Escort directions
living
Social
subject
Anthropological
Escort item
Escort Form
Accompanying tools
Maintenance result
Annex 2
Model of tutor support for a high school student
(structure and content of the tutor support model)
The purpose of tutor support for a high school student
Creation of conditions for a conscious choice by each high school student of the sphere of future professional activity in accordance with their resources, capabilities, and abilities.
Tasks of tutor support
Contribute to the mastery of the culture of choice and co-organization of various educational offers by each high school student;
To assist high school students in designing an image of their future and developing the necessary resources for a conscious professional choice;
Organize work on the use by each high school student of the entire possible resource of open education and the construction of his own individual educational program;
Create conditions for the development of the personal potential of each high school student
Directions of tutor activity
Anthropological
personality possibilities
Awareness of their interests, abilities, opportunities, resources;
identification of weaknesses and strengths;
Development of personal O potential, social competencies.
Subject- the possibilities of a certain object
expanding the boundaries of the subject knowledge of a high school student through the involvement of knowledge of other subject areas.
Social- possibilities of the surrounding society
joint work of a tutor and a student to analyze the infrastructure of educational institutions in terms of their resource capacity for the implementation of an individual educational program.
Appendix 3
Subject, content, forms, means of tutor support
Accompanying forms:
Group;
Individual;
Facilities
escorts:
Trainings;
Tutorials;
educational events;
Success Forums;
- educational cartography;
- portfolio management;
- counseling;
Profile and professional samples;
Pryazhnikov's activating techniques
The ability of students to identify gaps in knowledge when solving a new problem;
Ability to extract information from various sources;
Independently master the knowledge and skills to solve the tasks;
The ability to draw reasoned conclusions, make informed decisions;
Ability to work productively with team members
Escort item
- readiness for self-education;
Willingness to solve problems;
Willingness to use information resources;
Readiness for social interaction;
Readiness for social and professional self-determination;
Communicative and social competence
Appendix 4
Tutor support functions
projective
Designing an educational goal for each student;
Correlation of the set goals with the capabilities of the student;
Determining the responsibility of a high school student for the process and learning outcomes;
Development of projects of individual training programs.
Organizational and activity
Organization of spaces for joint activities of students;
- carrying out installation messages;
Formation of small groups, teams;
Setting goals for individual and group work;
Organization of the work of the round table, intergroup discussion.
Diagnostic
Identification of the motives and needs of students;
identifying student characteristics and learning skills;
diagnosing the dynamics of changes;
states of motivation that change in the process of learning goals and needs;
diagnosing difficulties and limitations;
monitoring the activities of students throughout the training;
Assessment of the level of satisfaction of students with the process and learning outcomes.
MOU "Secondary School No. 5"
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Tutoring in high school
Appendix 5
The structure of an individual tutor consultation.
- Establishing contact.
- Main part:
A. Identification of the student's current request.
B. Work on the request of a high school student.
B. Discussion of events that took place in the educational
process.
D. Joint analysis of the implementation/non-implementation of the agreements reached at the previous meeting.
- Fixing new agreements. Homework. For example, a recommendation for reading a particular book, watching a movie.
- Completion of the tutor consultation, agreement on the date of the next meeting.
The optimal duration of the consultation is one
academic hour.
Appendix 6
An approximate scheme of the tutor's work on the request of a high school student.
1. Definition of the topic. At this stage, the tutor, using open questions, encourages the high school student to set the topic of discussion. For example: “What would you like to discuss today?”.
- Focus on the topic of discussion. The tutor asks to describe the request in more detail.
- Goal setting. The tutor helps to determine the goals and intentions. Direction of questions - "What do you want to achieve?",
“Why do you need this?”, “What do you want to know?”, “How will you do it?”.
- Search for ways to achieve the goal. The implementation of this stage depends on the level of maturity of the student: someone is ready to reflect, reason, think, and someone is waiting for what turnkey solutions the tutor will tell you. But it is at the stages of goal-setting and searching for ways to achieve the goal that the tutor solves the problem of developing a high school student to the point of being ready to take responsibility, so it is advisable to call for an independent search. The focus of the questions is “Let's think, how can you achieve what you have planned?”. After identifying several ways to achieve the goal, the tutor offers his ward to choose the most suitable option.
- Consolidation of responsibility. The meaning of the questions is "When you
Will you start implementing what you have planned?”, “What problems
Can you collide in achieving your plan?
"What kind of help do you need?"
Annex 7
Tutoring Products
- Portfolio of a high school student as a portfolio of educational achievements.
- Writing an essay by a high school student, the analysis of which will help the tutor to objectively assess the personal changes that have occurred.
- Tutor's diary.
- The result of tutoring activity can be a change in the status of the individual in the group and the desire for self-actualization as the desire of a high school student to more fully identify and develop their personal capabilities, the need for self-improvement, for maximum realizationits potential.
Annex 8
Stages of designing an individual educational program for a high school student in a multidisciplinary school
Stages (sections | |
Stage 1 Determining the cognitive interest of a high school student as the basis for building an individual educational programs | Carrying out diagnostics of individual cognitive interest, preferences, inclinations. Using the methods of tutor support of individual cognitive interest: the sign method is the analysis of personal educational history through the analysis of texts of a high school student: a specially written essay, story, diary. The role-playing method is the creation of a game situation of immersion in a historical (literary) image and a description of the position of this hero, the projections of the student's views on the position of the hero are analyzed. The communicative method is a group discussion of the position of the student. The method of diagnostic questioning is the analysis of the student's educational history. Discussion of the results, diagnostic results. |
Stage 2 Formulation of an individual educational question | Projecting the image of your future in professional and personal terms (who I want to become, what profession to get, where I will go to study). Determination of the educational question of a high school student (what I know and can do, what I want to know, why do I need it). Revealing the essence of cognitive difficulty - what exactly is lacking for a high school student to determine in choosing a further educational path to achieve an image of his future. The main method of posing an educational question is the discussion of the student's position by means of a tutor's question: clarifying, alternative, provoking |
Stage 3 Educational Goal Setting | Formulation by a high school student together with a tutor of an educational goal as an expected result. Correction, concretization of the educational goal. |
Stage 4 Search for educational resources | Search for a tutor and a high school student from different sources and resources of education as a means of achieving his goal. Drawing up a "plan-map" of the educational route - a listing of all the found options for means and sources of knowledge, indicating the sequence of "passing the points of the map." Points on the map of the educational route: books, articles, consultations with teachers, scientific sessions, laboratories, elective courses, meetings with specialists, the topic of a project or research, questioning parents and friends, visiting a specific site or meeting in a chat, etc. Analysis of the plan-map, its adjustment |
Stage 5 Implementation, discussion, analysis of the individual educational plan of a high school student | Implementation, discussion, analysis, adjustment of the plan of educational activities. Independent activity of the student to implement the plan. Discussion with the tutor of emerging difficulties and problems (once every two weeks) Carrying out work on the comprehension by a high school student of the meaning of the actions performed in accordance with a specific goal. |
stage 6 Analysis of the results of the individual educational program of a high school student | Analysis and selection of the result of the activity: portfolio, project, research. Correction of the educational goal, further designing of an individual educational program for a high school student. |
MOU "Secondary School No. 5"
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Application
Stages of tutor support for the IEP of a high school student
Stage 1 . Modeling by a high school student of the IEP (launching the "image" of his future, awareness of his cognitive interests, opportunities, inclinations, long-term and near goals and objectives) through training for self-knowledge, revealing his potential, tutorials on modeling the "image" of I "and IPE.
Stage 2 . Designing an IEP (what profession I want to get, where, what I want to learn, what I will do for this, search for information, resources, means) through the training “Projecting the image of a professional future, group, individual tutor consultations, trainings on self-organization, planning my activities.
Stage 3 . IEP correction (comprehension and correlation of results and intention) through reflective practice seminars, business games, projective methods, discussion of reflective texts, portfolio analysis.
Stage 4 . Self-realization of the IEP (control, reflection, correction) through the inclusion of a high school student in different types educational, creative, research, project activities: educational competitions, subject Olympiads, scientific sessions and laboratories, creative contests, conferences.
Stage 5 . Presentation of the IEP (presentation of the results of work, reflection, correction) through trainings, business games, conferences.
Preview:
MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION
SECONDARY EDUCATIONAL SCHOOL №5 "MULTIDISCIPLINARY"
Individual educational program
______ class student
profile___________________
FI____________________________________________
2011 - 2013
Student__________________________________________________________
(FULL NAME)
Program development date________________________________________________
Tutor __________________________________________________________
(FULL NAME)
Concept Development
Image of the future | |||||||
My professional interests, inclinations, opportunities. | |||||||
Characteristics of my future (profession, career, position in society, family, etc.) | |||||||
What profession do I want to get | Where do I want to study: university, secondary school | Faculty | speciality | Education form. | |||
Alternative 1 | |||||||
Items on profile level | Name of items | Want to have marks for this subject | I have marks for this subject | What will I do for this? |
|||
Elective courses | |||||||
Distance learning incl. distance courses | |||||||
Lessons with a tutor in what subjects | |||||||
Preparation for olympiads and competitions | |||||||
Self-education (subject) | |||||||
Artistic, sports school, circles, studios, sections | |||||||
Scientific laboratories, scientific sessions | |||||||
What do I want to learn | |||||||
I want to learn | Where can I learn it | ||||||
Set goals, plan your educational / social activities. | |||||||
See and calculate the main problems, build assumptions about their resolution. | |||||||
Plan your future. | |||||||
Make decisions and take responsibility for them | |||||||
Express yourself, the world of your feelings and ideas in text, art. | |||||||
Skills of professional self-determination. | |||||||
Research skills. | |||||||
Own information technology to work with information. | |||||||
The ability to argue, discuss constructively. | |||||||
Intellectual competencies: explore, analyze, reason, think critically, prove your point | |||||||
My educational project | |||||||
Problem I need to solve this school year | |||||||
My goal for this academic year. | |||||||
What resources do I need to achieve my goal? | |||||||
Expected results | |||||||
Project Implementation Plan. |
Student ____________________/______________/
Parents ___________________/_____________/
Tutor_____________________/____________/
