Documents concerning the modernization of the Russian education system certainly contain the idea of the need to change directions pedagogical process. The main goal of the team’s activities secondary school should be not so much the implementation of abstract educational tasks, but rather the development of unique individual abilities, which are based on new social values and needs.

Achieving such a goal is impossible without individualizing the educational process, which is quite doable. To do this, you only need to train children according to an individual educational route. Federal State Educational Standards indicate the value of this area. It will allow each child, based on operationally regulated self-esteem, as well as on an active desire for improvement, to form and develop value orientations of their own beliefs and views. Ensuring work along the individual educational route (IER) will make it possible to take a big step in addressing issues of personal development and its readiness to determine the meaning and purpose of life through education. At the same time, teachers will be able to look at the educational process from the student’s point of view.

Individualization of training

In recent decades, the work of the school has been marked by the emergence of a wide variety of pedagogical systems, concepts and theories that are focused on the self-development of the personality of the student and teacher, as well as a variety of ways to support this manifestation. In this regard, locally and universally used teaching directions are adjusted towards individualization and humanization. What does this mean? Humanism in education means ensuring the external and internal freedom of each person, as well as recognition of his self-worth.

Thanks to the development of this direction, the main task of education becomes the student’s knowledge of his own “I”. A growing person must evaluate his capabilities and aspirations. After all, she needs them to realize own strength, as well as for self-determination.

In his development, a young person faces many problems. As soon as a child who wants to join something experiences the first difficulties, the support of the teacher should immediately come into force.

The main idea of updating education is its individualization. This will allow the learning process to be as effective and functional as possible. One of the ways to achieve this goal is the development and subsequent implementation of an individual educational route for the student. Several of them can be compiled for the same student. Their implementation can be carried out either sequentially or in parallel to each other.

Definition of the concept

What is individual educational route schoolboy? This is a differentiated, educational, purposefully designed program. Its implementation is intended to provide the student with the position of a subject of choice. An adult, when following a child along an individual educational route, is called upon to provide pedagogical support for the self-determination and self-realization of his pupil.

There is also a broader understanding of this term. This is an individual educational trajectory. Such a definition implies the implementation of several areas of the curriculum and many plans at once. In this understanding, the individual educational route serves as a content component. Also included in the educational trajectory is the method of implementing the developed program, that is, the technology for organizing the pedagogical process.

A child’s individual educational route is necessary for designing activities to acquire knowledge. Such a training system is created to implement a person-centered approach and is intended for training gifted individuals. This route takes into account the intellectual abilities of children and determines their personal paths of education and development.

Main goals

Why is it necessary to use an individual educational route? The introduction of such a system makes it possible to create certain psychological and pedagogical conditions that provide active stimulation in students of self-valuable activities based on self-development, self-education, as well as self-expression during the process of mastering skills and knowledge.

Taking into account the idea of the universal genetic giftedness of every child, a teacher in a modern school must provide his students with a field of activity that will provide the basis for the manifestation of all their abilities.

However, it is worth considering the fact that not all children can be called gifted. To a large number It is very difficult for schoolchildren to cope with the program proposed by the education system. For such students, an individual educational route from primary school class onwards should become a significant aid in learning. This may be associated with the poor health of children, and with a low degree of their motivation, and with a number of other reasons that the teacher must know and take into account in the teaching process.

Choosing an IOM

What individual educational route can be drawn up by a teacher for a specific student? The choice of one or another IOM will depend on a number of factors. Among them:

Features, interests and needs in achieving educational results of both the student and his parents.
Professionalism of the teacher.
Opportunities of the educational institution.

The most effective means for developing skills for a child’s self-determination are considered pedagogical situations, as well as joint planning with children and their parents of the child development program, which occurs in the process of reading, communication, play, etc. This situation is called an individual educational route.

Types of IOM

According to new concept learning, the child can repeat a topic, learn new things or consolidate already learned material. An individual educational route developed by a teacher for a particular student must certainly take into account his psychological characteristics, as well as his level of knowledge.

IOMs are developed for strong and weak students, as well as for those children who are often sick. However, among the students there are always those who find learning easier than others.

A sample of an individual educational route for a child with outstanding abilities, presented below, allows you to understand what work should be done with gifted students.

Routes can be long or short. But, regardless of their type, such programs help solve problems related to the formation and development of the student’s personality, increasing his interest in the subject, desire to independently acquire knowledge and apply it in practice. As a result, the student begins to work fruitfully and achieves success.

The Federal State Educational Standard invites teachers to develop an individual educational route for a child with disabilities. Such activities will be within the framework of improving correctional education. An individual educational route for a child with disabilities should determine the path to quality education and training for children with disabilities. limited opportunities. In the future, this will contribute to their successful socialization.

Features of creating IOM

It is impossible for a teacher to “draw a trajectory” of learning for his students, since the process of acquiring knowledge is always dynamic and in development. An individual educational route cannot be created according to a single “recipe”. This justifies the need to adjust the IOM elements. The main task of the teacher is to offer the student wide range opportunities, as well as helping him make his final choice.

The development of the IOM takes place with the participation of the teacher, the student and his parents. However, the process of choosing a specific route should belong only to the child.

Stages of building an IOM

Creating an individual educational route is possible by going through the following steps:

The teacher determines the content of education.
The level and mode of the child’s assimilation of educational material is revealed.
The teacher's actions are planned to achieve the goal.
Criteria for evaluating performance results are being developed.

IOM components

What are the main elements of an individual educational route? These are the following components:

Target. It expresses the setting of specific educational goals, which should be formulated on the basis of the Federal State Educational Standard, as well as the needs and motives of the student.
Meaningful. This item IOM represents the justification of the structure, as well as the systematization and grouping of the content of educational subjects with the establishment of inter-cycle, intra-subject, and inter-subject connections.
Technological. This component determines the techniques, methods and pedagogical technologies intended for use in the field of education and training systems.
Diagnostic. This component indicates the system used to determine the level of knowledge.
Organizational and pedagogical. These are the conditions and paths that should lead to achieving the goal.
Effective. This element is intended to formulate the expected results.

Drawing up an explanatory note

This is a document that describes the individual educational route compiled by the teacher. It should include a description:

Features of child development.
Potential capabilities and abilities of the student.
Features characteristic of the educational process.
Expected results.
Performance criteria.
Forms and methods of tracking the results of the educational process.

In the individual route itself, the teacher must indicate the following points:

Offer a set of tasks of increased or simplified complexity.
Provide topics for creative or research projects.

The necessary materials must be placed in the appendix to the developed program.

Let's look at specific examples of drawing up an explanatory note for IOM.

Education at preschool educational institution

An individual educational route for a preschooler according to the Federal State Educational Standard is necessary to create conditions in kindergarten that contribute to the positive socialization of children. At the same time, children should receive social and personal development, inextricably linked with physical, aesthetic, emotional and intellectual areas.

How should an individual educational route for a preschooler be drawn up according to the Federal State Educational Standard?

The first section of the explanatory note concerns general information about the child. Here the teacher indicates the following data:

Where did the student come from?
Whether or not he had long breaks in attending preschool educational institutions.
Assessment of the preschooler’s adaptation in the group (good or satisfactory, insufficient or bad).

The second section of the document explains the characteristics of the family. Here the teacher provides the following information:

Information about parents.
Information about the composition of the family (incomplete or complete, large or not, and the presence of sisters and brothers is also indicated).
Type of family (prosperous, dysfunctional, morally dysfunctional or with the presence of family dictates, with excessive custody of the child, passive or ready to cooperate).

The third section is intended to indicate the features appearance child. Here the teacher should briefly note:

The gait of a child.
Posture.
Mimicry.
Gestures.
The presence of drooling, etc.

The fourth section is devoted to somatic health. Here the teacher should indicate:

Characteristics nap preschooler.
The frequency of his illnesses.
Presence of enuresis or encopresis.
Child health group.

The fifth section concerns the characteristics of the motor sphere. In it, the teacher must describe the child’s general and manual motor skills. It is also indicated which of his hands is the leading one.

The sixth section points out the need to describe the characteristics of the cognitive sphere of a preschooler. The following characteristics of the pupil should be explained here:

Attentiveness.
Concentration (can he concentrate on the proposed activity during class or is he constantly distracted).
Accuracy when performing tasks.
Diligence.
Characteristics of the student’s memory (does he quickly or slowly remember the proposed material, is it difficult for him to memorize poetry, is he able to grasp main idea what was said).
Characteristics of the child’s thinking (whether he is able to navigate in space, whether he carries out the simplest classification according to a pattern, whether he identifies counting operations, and whether or not he can form temporary representations when studying program material).

The seventh paragraph describes the level of knowledge of the preschooler in the sections of the program. Here you need to provide the following information:

Child's skills in drawing and mathematics.
The ideas he has about the world around him.
What difficulties does a preschooler experience in the learning process?
When describing the stock of general knowledge about the world around us, the teacher explains whether the child names his name and age, whether he knows the names of his parents, seasons, home address, signs of the times, and whether he is able to describe the flora and fauna.
The student's drawing skills are well developed. That is, can he depict a person, a tree, a house, etc., as well as mold a block or ball of plasticine.
His elementary mathematical concepts relating to quantity and counting.

The individual educational route of a preschooler in the eighth section explains his attitude to classes:

Can a child control his activities, bringing them to the end?
Does the child accept help (teaching, organizing, guiding, practical or verbal).
How does he overcome the difficulties that arise (cries, quits work, looks for a way out on his own).

In the ninth section, the individual educational route of a preschooler includes a description of the child’s speech. The following features are considered:

The sound side (phonetic structure, correct pronunciation of sounds, etc.).
Child's vocabulary. Is it sufficiently developed or not, does it correspond age norm.
The grammatical structure of a child’s speech. Is it sufficiently formed and does it correspond to the age of the student?
The use (or not) of verbs and nouns in the diminutive form.
A preschooler’s ability to coordinate adjectives and numerals with nouns.
Coherence of speech. Does it correspond to the age norm or does it require further development?

The tenth section concerns the characteristics of a preschooler’s activity, that is, whether he has self-service skills, how interested he is in games, constructive and graphic work (collecting nesting dolls and pyramids, simple figures, etc.).

In the eleventh section, the teacher indicates the presence of difficulties in communicating with the child. Can he support games or does he tend to remain alone, is he conflicted or not, etc.

The twelfth section indicates the personal characteristics of the child. Here the teacher must provide the following information:

How adequate are his emotional reactions?
Is he passive or active.
Capricious or shy in interactions with adults and children.

The thirteenth section should talk about the features of the emotional-volitional sphere of a preschooler. Here the teacher describes the child’s prevailing mood, whether he experiences fear of possible failure, whether he switches to another type of activity at the request of an adult, etc.

The last section indicates additional features that a preschooler has. Does he have a predilection for any particular type of activity, what are the reasons for his developmental delay (if any).

We examined the features of drawing up a child’s individual educational route. The samples presented in the article will help in writing it.

The main goal of modern preschool education is the development and education of the future student with the help of all available pedagogical resources. However, the educational program for children is focused on a child with average abilities, which means that in order to work with children who have deviations from developmental norms or, conversely, are ahead of their peers, it is necessary to adjust the recommended educational strategies. This explains the relevance of developing a separate plan for the development of a specific preschool child, which is called an individual educational route (IER) in accordance with the Federal State Educational Standard.

The essence of the concept of IOM

This is interesting. Galileo Galilei said: “We cannot teach man anything. We can only help him discover this within himself.”

An individual educational route is called a program for creating educational space for a specific child, which is compiled with the help of child psychologists, defectologists, educators and methodologists at a specific educational level (in kindergarten this is the junior group, middle and senior). In other words, IOM involves the selection of activities that will solve certain learning difficulties or, conversely, expand or deepen knowledge and the degree of mastery of a skill. For example, if an aptitude for mathematics is identified, IOM may include additional classes in the subject, or if there are difficulties in communicating with peers, the child can be included in group games as often as possible, starting with working in pairs and gradually increasing the number of participants. This takes into account not only the child’s age (which is typical for the general educational strategy of a preschool institution), but also the child’s abilities, which may be ahead or slow down in comparison with generally accepted standards. Thus, IOM is compensation for difficulties in learning, taking into account the child’s personal potential, which allows him to demonstrate his intellectual, emotional-volitional, activity and moral-spiritual characteristics. Despite the fact that there is no specific “recipe” for drawing up an individual strategy, the principles, goals and objectives of the IOM are stipulated in documents such as

Law of the Russian Federation “On Education”;
Federal State Educational Standard DO.

Goals and objectives

The main goal of IOM is to create suitable conditions in an institution engaged in preschool education for successful self-realization among peers and surrounding adults of an individual child, his social and personal growth, that is, for the growth of authority and an increase in knowledge, skills and abilities.

The objectives of the personal educational strategy are as follows:

formation of a subject environment for social development baby (that is, providing the necessary material and technical base for activities, for example, if a child is passionate about playing chess, then game room, along with “standard” toys there may be a chessboard especially for him);
organization of a unified system of interaction between all levels of administration, as well as cooperation with parents aimed at the social and personal growth of the child;
improving dialogue with the child based on mutual respect and trust;
creating all the conditions for nurturing a child’s positive attitude towards himself and the people around him, as well as for developing the child’s communicative competence;
formation in the child of a positive attitude towards his personality, as well as raising an awareness of rights and freedoms related to concepts that are relevant for this age (choice of friends, toys, the right to personal belongings, and most importantly, the right to one’s own opinion).

The above tasks determine the factors that determine IOM:

state order;
requests and needs of adult family members, in particular parents;
personal abilities and level of potential of a particular child;
material and technical equipment, as well as teaching staff of the preschool education institution.

These factors are important at all levels of interaction: the state determines the general strategy and direction for the development of education (for example, education of patriotism, spirituality), provides kindergartens with the necessary materials, parents put forward requirements for the level of preparedness of children, children realize and expand their capabilities, and the circle closes again - the state - it “receives” individuals who become worthy citizens of their country, caring about its prosperity.

All these aspects of creating an IOM practically repeat the general strategy of preschool education, but with the difference that now individualization, that is, an orientation towards the education of a unique personality, is carried out not only in specially designated hours for certain classes or in certain types activities, but runs like a “red thread” through the entire educational process.

For whom and why is it created?

An individual education strategy is created for children

those lagging behind in mastering the preschool curriculum;
with mental disabilities, for children with disabilities;
with advanced mental development.

In general, the IOM is developed for

motor skills training (both fine and gross);
formation of hygienic, moral, cultural, communicative and social skills;
active realization of the child’s potential, affecting manipulative (laying out lotto, cards, etc.), sensory-perceptual (determining geometric figures by shape, texture of material by tactile sensations etc.), subject and practical (application baby set for a sandbox not only for its intended purpose, but also for caring for indoor plants) and a play area for development;
development of speech abilities (by performing various tasks, the baby should comment on his actions);
formation of correct ideas about the world around us;
understanding the essence of the concepts of space and time.

As a rule, the IOM is drawn up for the school year, but in some cases (for example, if the child has not coped with the problem or if it concerns a gifted child), the strategy can be used throughout the entire period of study; only the methods and techniques of work need to be adjusted so that they are age-appropriate child.

Who compiles and leads

The development of the IOM is carried out by the teacher, but - which is of particular importance - he does this ONLY together with a methodologist and psychologist, as well as taking into account recommendations and comments

parents of the baby;
speech therapist

The card is filled out by a teacher, a psychologist (some aspects of social and communicative development) and a speech therapist (a number of points in speech development). The distinction between aspects of observation and work takes place individually, which is associated with the qualifications of preschool employees. This is especially true for kindergartens, where the teacher also performs the functions of a speech therapist. That is, in practice, a folder with an IOM is created, including a psychological and pedagogical diagnosis of the child, a plan for implementing the strategy, a list of expected results, as well as a table or characteristics with details of the implementation of each goal. At intervals established by the administration of the institution (based on the goals specific IOM), parents get acquainted with the progress of the assigned tasks, after which they express their wishes and ask questions regarding a specific area of education. In the future, it is assumed that every child graduating from kindergarten will present his “dossier” to the teacher primary classes, which, continuing the initiated line of individualization of education, will formulate the following goals and objectives of the IOM and engage in their implementation already at the stage of the child’s education at school.

What does it include?

Main direction	Goals and objectives	Methods and means
Sensory education	C.: development of tactile, muscular skills through the actions of perception and thinking. Z.: develop fine motor skills; thinking, visual perception	M.: exercises, game. WITH.: printed board games, lotto, dominoes, puzzles, mosaics, lacing, bushings, errands in a corner of nature, research activities (with paper, natural materials), plasticine, clay, sand.
Environmental education	Ts.: expansion of ideas about the surrounding nature. Z.: * teach to establish cause-and-effect relationships between seasonal changes in nature and human actions in nature, expand ideas about plants and animals of their native land, Russia, planet Earth, to form an environmental culture, the need to protect natural resources.	M.: exercises, games, experiments, questions, conversations, search activities. WITH.: didactic games, lotto, dominoes, puzzles, errands in a corner of nature, research activities (with water, ice, natural materials - coal, stone, resin, sand, crushed stone).
Development of basic types of movements	Ts.: development of general motor skills and coordination. Z.: * develop physical qualities - speed, agility, endurance and strength, * improve balance. *develop organization.	M.: exercises, massage, physical education, games. WITH. - sports equipment: gymnastic benches, skittles, gymnastic sticks, balls, jump ropes, ring throws, etc.
Moral education	Ts.: familiarization with generally accepted norms and rules of behavior. Z.: teach the ability to manage your behavior	M.: exercises, game. WITH.: reading fiction, dramatization works of art, illustrations, slides.
Speech development	Ts.: speech development. Z.: * expand the vocabulary denoting the names of objects, actions, signs, learn to use synonyms, antonyms in speech, improve the ability to use different parts of speech exactly according to meaning, develop the ability to distinguish by ear and pronunciation all the sounds of the native language, improve phonemic awareness, determine the place of sound in a word. learn to agree nouns with numerals, nouns with adjectives, pronouns with nouns and adjectives, learn to form words with the same root, develop a culture of verbal communication, practice making sentences, *learn to divide words into syllables.	M.: didactic exercises, games, conversations. WITH.: printed board games, didactic games, tests, cut alphabet, games - diagrams, cash registers, object pictures.
Social and communicative development	Ts.: enriching children's consciousness with new content - understanding concepts - time, sign, symbol. Z.: * strengthen the skills of using polite words. * cultivate a culture of behavior at the table, in communication with peers and adults, in public places. * cultivate optimistic qualities. * formation of self-service skills. * consolidation of knowledge about traffic rules	M.: exercise, game, question. WITH.: printed board games, didactic games, tests, games - diagrams, subject pictures, educational and methodological material on traffic rules.

Stages of developing an individual educational route for a preschooler according to the Federal State Educational Standard

The development of an individual strategy occurs in stages.

Observation stage. The objectives of this stage are to identify children experiencing difficulties, resulting in the observer completing a table.

Diagnostic stage. This stage is carried out together with a child psychologist. Tests are performed with the child to identify the causes of certain difficulties. The result of the work is a table.

Construction stage. The goal of this stage is the actual development of the IOM based on the identified difficulties and the reasons for their occurrence. The result is a ready-made route diagram.
Implementation stage. IOM is performed using different methods. Among the universal ways to achieve a set goal, for example, in case of difficulties in the socialization of a child, the following can be distinguished:

Methods	Goals
Conversations, games, discussion of books read, problematic issues (for example, in the middle group - what is good and what is bad).	Familiarity with various manifestations of emotions that form moral assessments (for example, anger at the wolf that ate Little Red Riding Hood helps to form a negative attitude towards vile acts)
Games, trainings for the development of the sphere of behavior.	Developing communication skills, relieving tension, reducing aggressive behavior, negativity, etc.
Art therapy (isothread, fairy tale therapy, doll therapy)	Creative realization, education of aesthetic taste
Psychogymnastics techniques for relaxation	Muscle relaxation, emotionally positive attitude, etc.

Diagnostic stage. Evaluation of the results of work on the IOM. The main criterion is whether the problem remains or has been resolved. If there is no progress, a new IOM is developed, but if progress is planned, then the existing one can be continued or modified.

Examples

Individual routes, as already noted, do not have an established design scheme; they can be in the form of a table or in the form of text - it all depends on the difficulty the development is aimed at solving. Let's consider two drafting options.

Example No. 1

Difficulties: inattentive and distracted, has difficulty making decisions logical problems, mathematical tasks.
Experiences difficulties in solving logical problems and mathematical tasks.
Month
Week Regime moments Direct educational activities Independent activity Interaction with parents
January
3 week Working with multimedia presentation"Count the outline" Game "Tangram"
4 week Walk
“Draw a geometric castle on the snow” Tell your friends about your drawing
February
1 week Didactic game “What has changed?” Memo "Games for the development of logical thinking"
2 week Duty in a corner of nature
Watering plants based on the description of the flower. Multimedia game "Associations"
3 week Working with punched cards
"Composition of numbers" Teach a friend
Work with the card. Game to visit us.
4 week During morning appointment completing assignments on handouts Multimedia presentation “Funny Counting” Check your friend's work.
Route Action Results: The level of development of attention, concentration and switching has increased. The child copes with tasks of a mathematical nature and logical problems.

Example No. 2

Child's age: 4 years 2 months
Gender: male
Problem: Poor computing skills
The purpose of the individual route: development and consolidation of computing skills within the top ten
Objective: to develop attention, memory, logical thinking.
Frequency of classes: 2 times a week
Duration: 20 minutes
Exercises in class:

“The numbers got lost” Put the numbers in order Learn to name the numbers in order

2.”What has changed? What number is missing? Name the next and previous digit of the natural series Play the game “Name your neighbor”
3. “Fun little engine” Attach and attach the carriages with numbers to the engine. Solve examples by adding the number 1.

Put cars in the garage Solving examples by counting units Learn to name the next and previous digit
“Postman” Deliver letters - examples to houses (solving examples by adding and subtracting numbers 1 and 2) Play the game “Bring a letter to your grandmother, brother”
“Paratroopers” Each “paratrooper” is given a number based on your own example. Games at home to count objects that surround the child.
Help Dunno solve examples Solving examples of the top ten using punched cards Solving examples using fairy-tale characters: Piggy, Stepashka, Cheburashka, etc.
Let's help the hedgehog collect mushrooms. Consolidating computing skills within the top ten. Solving examples at home.

Structure of an individual lesson:

Organizational moment: a moment of joy.
A surprise moment: the arrival of a fairy-tale character.
Main job: help, guess, advise

Working at a magnetic board;
Exercises with handouts;
Work in a notebook.

Result of the lesson: a minute of communication, what you liked, what caused difficulties, and what was difficult.

Performance evaluation:
As a result of systematic and systematic work with a child who has weak computational skills, by the end of the one-year cycle of classes: computational skills will be strengthened; cognitive interest in mathematics will increase; The child’s mental activity is activated, he will freely perform computational exercises within the first ten. These achievements will help in the future to overcome problems in the mathematical development of preschoolers.

Higher philological education, 11 years of experience teaching English and Russian, love for children and an objective view of modernity are the key lines of my 31-year-old life. Strengths: responsibility, desire to learn new things and improve oneself.

Implementation of an individual educational route in educational activities schoolboy

Chemistry teacher Sokolova E.N. MBOU "SSH No. 17"

Nizhnevartovsk

Individual educational routes are indispensable in organizing project, research and creative activity when to give children choices. Designing an IOM in the education system is a vital necessity, allowing children to fully realize their needs and satisfy their interests.

Individual educational routes are a technology of the future that promotes self-realization of students and is aimed at the formation and development of a well-educated, socially adaptive, creative personality.

The documents devoted to the modernization of Russian education clearly express the idea of the need to change the guidelines of education and move towards the formation of universal individual abilities. Achieving this goal is directly related to individual educational routes.

IOM is a specific method individual training, which helps to learn both proactively and to close gaps in students’ knowledge, abilities, skills, master key educational technologies, provide psychological and pedagogical support for the child, and therefore increase the level of educational motivation.
An individual educational route is determined by the educational needs, individual abilities and capabilities of the student (level of readiness to master the program), as well as existing standards of educational content.

Ensuring the implementation of individual educational routes for students at school is an attempt to solve the problem of personality development, its readiness to make choices, determine the purpose and meaning of life through the content of education. This is an attempt to see the learning process from the student's perspective.

The student’s individual route model is an open system that includes the following system components:

Conceptual , which is a set of goals, values and principles on which activities carried out within the framework of an individual route are based.

Process-technological, which is a set of methodological and technological techniques, ways of organizing educational activities that are used in the process of mastering the content of education.

Pedagogical understanding of the concept of a student’s individual route allows us to determine it,as a personal trajectory mastering the content of education at a selected level, through the implementation of various types of activities, the choice of which is determined by individual characteristics student.

Pedagogical The algorithm for implementing a student’s individual route is a sequence of educational actions, goals through the use of forms and methods of organizing work that best suit the individual style of learning activity, the capabilities and needs of each student.

Necessary pedagogical conditions effective implementation of individual student routes are:

didactic support for students in the process of implementing an individual route based on continuous monitoring of educational and personal achievements.

methodological support for teachers in the process of solving specific educational and professional difficulties of participants in the educational process, through a system of individual counseling .

The process of students moving along an individual route ensures the formation and development of educational competencies at the level of each student, provided that in the process of implementing the route:

opportunities for students to choose level of development educational content in accordance with the characteristics and needs of students;

educational technologies, ensuring the student’s active position when interacting with information and the outside world;

monitoring system for assessing learning outcomes.

When building an IOM for each student withdevelopmental problems The following principles must be taken into account:

1) systematic diagnosis;

2) individual selection of pedagogical technologies;

3) control and adjustment;

4) systematic observations;

5) step-by-step fixation.

The development of a student can be carried out along several educational routes, which are implemented simultaneously or sequentially. From this follows the main task of the teacher - to offer the student a range of possibilities and help him make a choice. The choice of one or another individual educational route is determined by a complex of factors:

characteristics, interests and needs of the student and his parents in achieving the required educational result;

professionalism teaching staff;

the school's ability to satisfy educational needs students;

capabilities of the school's material and technical base.

The logical structure of designing an individual educational route includes the following stages:

setting an educational goal (individual choice of the goal of pre-professional training),

Self-analysis, reflection (awareness and correlation of individual needs with external requirements (for example, profile requirements);

choosing a path (options) to achieve the goal,

specification of the goal (choice of courses, electives),

preparation of a route sheet.

The effectiveness of developing an individual educational route (IER) is determined by a number of conditions:

Awareness by all participants of the pedagogical process of the need and significance of an individual educational route as one of the ways of self-determination and choice profiling directions for further education;

implementation of psychological and pedagogical support and information support in the IOM

3. active involvement of students in the activities to create IOM

organization of reflection as the basis for correcting IOM.

This work can be carried out both as part of extracurricular activities and as an elective course. When carrying out this work, it is advisable to use active methods and forms of activity (for example, simulation games, collective reflection, “logbook”, diary, etc.).

IOM (individual educational route)

student(s) _8a_ class Sypkina Alexandra, chemistry teacher Sokolova E.N.

Target: closing gaps in the subject of chemistry

Subject

ZUN

OUUN

Tasks, ways of working

Deadlines

Control form

Completion mark

Quantity of substance

Develop knowledge about the amount of a substance; be able to solve problems using physical quantities“amount of substance and molar mass”; be able to calculate molar mass using chemical formulas

Form chemical thinking;

Develop skills in searching and analyzing information; develop skills in mastering speech means in cognitive activity; develop the ability to work in collaboration;

Build portfolio collection skills

Theoretical: paragraph 22 No. 1-4,

Work2 B4

16.11-23.11

Test

test

Parents (informed): _ Class teacher: ___

The correctional stage involves the work of the teacher, student and parents directly along an individual educational route, where topics for closing gaps are identified, it is indicated what knowledge, abilities, skills the child will acquire as a result of mastering this topic, as well as what OUUN (general educational abilities and skills) for him necessary.

The ways of working with a student are varied: individual assignments, organizing pair and group work, working with consultants, choosing “your own” homework, topics of creative work.

The teacher chooses forms of control over knowledge acquisition in accordance with the individual and personal characteristics of the child.

As a result of eliminating the gaps in the student’s knowledge of learning, the teacher issues a mark of completion and introduces it to the child’s parents, who sign the IOM sheet (individual educational route).

A problem group of teachers at our school developed recommendations for the prevention of learning difficulties for students within the framework of an individually oriented program:

Sheet individual training route

Full name of Fedorova Svetlana Yurievna

Student of MBOU "Secondary School No. 17"

for __2015_____/___2016____ academic year

Name of the elective course (9th grade)

Teacher's name

Quantity

hours

Course dates

Teachers' signature

Solving difficult chemistry problems

Sokolova E.N.

1st half of the year

Sokolova E.N.

Total

102

Deputy Director for HR ______________/__Kiselyova S.A.

Student of 9"B" class /__________/ Fedorov S.Yu

In this sheet, the student enters information about elective courses, as well as information about the deadlines for mastering a particular course. The presence of the last column “Signature of the teacher” allows the class teacher and the deputy director of the school for educational work to control the fact of attendance. The last line “Total” makes it possible to prevent the student’s workload from being exceeded (practice shows that students tend to choose not two or three courses at a time, as they are recommended, but more).

Individual educational route about elective courses and classes in additional education institutions.

Full name _________________________________________________,

student(s)_____ class of school No. ____, __________

for ______/_____ academic year

Plans for the future_______________________________________________

_______________________________________________________

Days of the week

Elective courses

Number of hours

Deadlines

passing

Additional education (subjects, courses)

Student's independent work

Monday, Wednesday, Friday

From 01 to 30.05

Children's Art School No. 1

Playing an instrument

This route contains information about elective courses and classes outside the school, for example, in additional education institutions. Including the “Days of the Week” column, on the one hand, allows you to find out about the student’s employment on different days, and on the other hand, to timely adjust the study load.

When designing individual route according to the circle program we can offer the following model for the student:

The route project is a table:

Subject

Key Concepts

Practical work

Difficulty level

Completion deadlines

Reporting form

Thus, the proposed scheme for constructing an IOM can be developed for any program.

All children are different, so in the lessons you can use a person-centered approach to learning, which is manifested through such aspects as:

* Formation of the content of the material into large modules and blocks, which allows increasing the time for independent work of students;

* Use of mutual and self-control in work;

* Using techniques in which students make supporting notes;

* Organization of individual work with individual students against the backdrop of an independently working class or groups;

* Individualization of homework;

* Use of design technologies;

* Organizing the work of students in groups both in class and at home;

* Organization of a research experiment;

* Formation of individual training routes for both strong and weak students;

* Statement of the problem and search for its solution (problem method);

* Organizing independent search activities of schoolchildren through gradually increasing the complexity of tasks from reproductive to creative.

As a result of the work with individual educational routes:

positive dynamics in the quality of teaching in the classroom are realized

the level of subject and meta-subject results increases

the level of self-esteem of educational and cognitive activity increases

the number of students who win competitions and olympiads is increasing

Any student, no matter what he is, gifted or not, is able to find, create or propose his own version of a solution to any problem related to his own learning.

In my opinion, ensuring the implementation of individual educational routes for students at school is an attempt to solve the problem of personal development, its readiness to make choices, determine the purpose and meaning of life through the content of education

Application

1. When choosing methods for an individual approach to students, one should rely on knowledge of their personal characteristics.

2.Expand and master different techniques for developing children’s cognitive interests.

3.Notice even small successes and achievements of students with low academic motivation to study, but do not emphasize this as something unexpected.

4. Ensure the predominance of positive emotions, a positive perception of the learning situation and learning activities, and an atmosphere of goodwill in the classroom.

5.Strengthen your position of not contrasting yourself and more successful students with a poorly performing student.

6.The teacher’s comments must be devoid of negative emotional coloring and condemnation. Only specific actions of the student need to be criticized. Without affecting his personality.

7. It should be remembered that excessive assertiveness and activity of the teacher’s influence depletes the child’s neuro-psychological strength (especially if he is sensitive, less resilient, mentally unstable) and forces him to defend himself. Children's (immature) methods of self-defense include negativism, the desire for liberation from elders, conflict, and blocking self-understanding.

2. Recommendations for planning work with low-achieving and unsuccessful students.

A student may lag behind in learning for various reasons that are dependent and independent of him:

Absence from classes due to illness;

Poor general physical development, presence of chronic diseases;

Delay mental development. Often children with a diagnosis are taught in general education classes in the absence of correctional classes or the reluctance of parents to transfer the child to a specialized class or school;

Pedagogical neglect: the child’s lack of developed general educational skills and abilities over previous years of education: poor reading technique, writing technique, counting, lack of independence skills in work, etc.;

Absenteeism.

It is important that, first of all, the class teacher knows why the student is not mastering the curriculum and how to help him in this matter. School specialists (doctor, psychologist, speech therapist, social teacher), the student’s parents, himself and his classmates should help the class teacher determine the specific reasons for poor performance. Teachers, when talking with the class teacher, learn this information from him and use it in their work.

3. Plan for working with low-achieving and unsuccessful students .

1. Conducting a test of the knowledge of class students in the main sections of educational material from previous years of study.

Purpose: a)Determining the actual level of children's knowledge.

b)Identification of gaps in students’ knowledge that require rapid elimination

September

2. Establishing the reasons for the lag of low-performing students through conversations with school specialists: class teacher, psychologist, doctor, meetings with individual parents and, especially, during a conversation with the student himself.

September

3. Drawing up an individual work plan to eliminate gaps in the knowledge of a lagging student for the current quarter.

September

Update as needed

4.Using differentiated approach when organizing independent work in class,include feasible individual assignments for low-performing students and record this in the lesson plan.

For academic year.

5. Maintain mandatory thematic records of the knowledge of low-performing studentsclass.

In everyday work, it is convenient to use tables of requirements for individual topics and the general section.

List of used literature
1. Selevko, G.K. Pedagogical technologies based on activation, intensification and effective management of educational programs. - M.: Research Institute of School Technologies, 2015.
2. Khutorskoy A.V. Methods of productive teaching: a manual for teachers. – M.: Gum. publishing center VLADOS, 2010

3. http://www.depedu.yar.ru/exp/predprofil/materl/predprofil/files/5_podder/5.31.doc

4.Individual educational routeKupriyanova G.V.

Individual educational route for a junior school student

prepared

primary school teacher

Blinova Irina Valerievna

Frolovo

2013

Introduction

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

The problem of forming individual educational trajectories for students is presented in psychological and pedagogical research in the works of T.M. Kovaleva, N.V. Rybalkina in line with the problem-reflexive approach, the activity approach - A.B. Vorontsova, G.N. Prozumentova, A.V. Khutorskogo, A.N. Tubelsky and others. Individual educational trajectories of students are associated with students’ implementation of personally significant activities in the works of T.M. Kovaleva, N.V. Rybalkina.

Individual educational trajectories of students are formed in the educational space. The structure of the educational space in general theoretical and methodological aspects is discussed in detail in the works of V.G. Afanasyeva, A.A. Bodaleva, S.K. Bondyreva, V. Kurt-Umerova, V. Maracha, N. M. Nikulina, J. K. Trushinsha, M. Heidmets, N.A. Khrenova, I.G. Shendrick and others. Modern pedagogical professionalism V.I. Slobodchikov associates it with creating conditions for the formation of individual educational trajectories for each student. However, the study of the formation of individual educational trajectories of students in the educational space of a modern school has not received sufficient attention.

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

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

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

The purpose of the presented work is to substantiate and practically provide psychologists, educators, and primary school teachers with the correct presentation and preparation of a child’s individual educational route.

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

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

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

The number of schoolchildren who, due to deviations in their development or health, cannot study according to the usual classroom system is growing.

Some schoolchildren cannot attend school at certain times due to sports competitions, pre-professional training, family circumstances...

A significant portion of primary school graduates cannot choose one of the mass routes to obtain secondary education due to communication difficulties, including the inability or persistent reluctance to fit into regular school life.

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

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

The program structure can be represented by the following components:

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

the student's initial level of knowledge,

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

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

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

The experience of creative activity accumulated by a person.

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

expected result,

syllabus,

training programs,

organizational and pedagogical conditions,

student achievement assessment forms).

Article 14 of the Education Law states that:

ensuring the self-determination of the individual, creating conditions for his self-realization;
development of society;
strengthening and improving the rule of law.

an adequate global level of general and professional culture of society;

formation in the student of a picture of the world that is adequate to the modern level of knowledge and the level of the educational program (level of study);

integration of the individual into national and world culture;

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

reproduction and development of the human resources potential of society.

Chapter 1. Theoretical foundations of the individual educational route of a primary school student.

§1. The essence of the concept of “educational route”, “individual educational trajectory”, and their specificity in

initial training.

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

Along with the concept of “individual educational route”, there is the concept of “ "(G.A. Bordovsky, S.A. Vdovina, E.A. Klimov, B.S. Merlin, N.N. Surtaeva, I.S. Yakimanskaya, etc.), which has a broader meaning and involves several areas of implementation: substantive (variable curricula and educational programs that determine an individual educational route); activity-based (special pedagogical technologies); procedural (organizational aspect).
Thus, individual educational trajectory provides for the presence individual educational route(content component), as well as the developed method of its implementation (technologies for organizing the educational process).

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

This question can be answered from different positions, but if we remain in the pedagogical context, then there is the problem of transmitting culture to the younger generation, there is a huge amount of knowledge accumulated by humanity, there is a family that has a unique and inimitable child, regarding whose future mom and dad there are some plans.

And it is clear that you cannot teach everyone everything, and at the same time, in the same way. And it is clear that there must be individual educational plans that determine what, where, when and how the child studies.

And then a person needs school, or rather the Teacher-Student interaction, in order to determine the individual meaning of his individual education. “What knowledge do I need” - this should be a specific school content of education, because the Student can realize his difficulties, but it is the Teacher who knows what knowledge is necessary to solve them. And then it is clear that a new pedagogical position should appear in the school - not a “lesson teacher”, not a subject teacher narrowly focused on his subject, but a teacher who masters the technology of jointly searching with the child for the individual personal meaning of learning, building an individual educational plan and its reflection.

The individual educational trajectory reflects the ideas:

Trajectory construction technology:

You will move from stage to stage. The real path in education, that is, “educating oneself,” consisting of stages (lesson, topic, course...) has a beginning and an end and presupposes an awareness of the previous and the subsequent, which is associated with purpose and reflection.

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

potential is opportunities or hidden power, which may or may not be implemented in educational activities. “Personal potential” is much broader than educational potential, that is, your abilities and memory.

the meaning, significance and purpose of each sequential stage of the educational path can be comprehended by you independently or in collaboration with a teacher.

SELECTION AND CHANGE PROCEDURE OF THE STUDENT'S EDUCATIONAL ROUTE Educational program takes into account: a) the needs of students and their parents (their interests and plans);b) students’ capabilities (level of readiness to master the program, health status);c) since there is a possible contradiction between a) and b) it is important at school to develop a procedure that allows optimizing the choice of an individual educational route;d) the capabilities of the school’s material and technical base.
The basis for choosing an educational route in primary school is: - level of readiness for school;- the child’s health status;- the wishes of the parents;

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

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

setting an educational goal (individual choice of goal);

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

choosing the path (options) to achieve the goal;

specification of the goal;

preparation of a route sheet.

Conditions for the effectiveness of developing an individual educational route:

awareness by all participants in the pedagogical process of the need and significance of an individual educational route as one of the ways of self-determination and self-realization;

providing psychological and pedagogical support and information support for the process of developing an individual educational route for students;

active involvement of students in activities to create an individual educational route;

organization of reflection as the basis for correcting an individual educational route.

Designing an individual educational trajectory

Diagnostics.

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

–current, intermediate and final control in subjects;

–examination of student activity products created independently by intrinsic motivation;

–interviewing teachers who know this student well;

–surveys of classmates;

–interviewing parents;

–psychological testing of the student;

–interviews with himself.

Goal setting.

After diagnostic procedures, allowing to identify the uniqueness of the child’s personality, the coordination of general and personally significant educational goals for the student is carried out, and the formation of an individual learning goal on their basis. The goal can also be the solution of a scientific problem or personal change. It should be remembered that an individual educational trajectory is developed only in cooperation and dialogue with the child. In this case, the teacher acts as a tutor, a mentor who can advise, recommend, consult, provide assistance, but not impose and, especially, force.

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

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

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

Formation of an individual training plan.

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

Individual curriculum options.

Option #1

Explanatory note

Psychological and pedagogical characteristics of the student.

Goals and objectives of the educational route.

Principles of construction, structure of the curriculum.

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

II . Individual curriculum *

*It is advisable to attach the student’s individual schedule to the plan.

Option No. 2

Individual curriculum for the subject

Implementation of an individual curriculum.

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

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

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

A.V. Khutorskoy singles out one more, seventh, the stage of the individual educational trajectory is the stage of reflective and evaluative activity.

Goal setting stage.

Self-analysis and self-esteem in the course of identifying and formulating personally significant goals:

1. What is the most important thing for me in learning? 2. What educational products do I want to create?

3. What personal changes do I want?

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

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

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

Variable educational routes as a way to implement a person-oriented approach in a mass secondary school make it possible to ensure the student’s right to his own educational path, on an individual educational trajectory.

Within the framework of a variable educational route, the main elements of individual educational activity of a certain group of students are determined: the meaning of educational activity (why am I doing this); setting a personal educational goal (anticipating the result); activity plan and its implementation; reflection (awareness of one’s own activities); assessment of one’s own educational activities and its results; adjustment or redefinition of educational goals.

Within the framework of a variable educational route, a student has many opportunities: to determine the individual meaning of studying academic disciplines; set your own goals in studying a specific topic or section; choose the optimal forms and pace of training; apply those teaching methods that best suit individual characteristics; evaluate and adjust their educational activities based on a conscious attitude towards their position in learning.

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

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

Despite the obvious relevance of the problem of implementing variable educational routes in mass schools, at the moment it should be noted that it is undeveloped theoretical foundations such a way to improve the quality of education, its accessibility and effectiveness; lack of scientific and methodological tools that teachers could use in their daily teaching practice in order to create adequate conditions for students and optimal choice, thereby truly ensuring the intellectual and personal development of students.

The novelty of our research lies in the fact that the implementation of variable educational routes for students in the context of a mass secondary school is considered in complex as a way to implement a person-oriented approach, as a way to improve the quality of education and the formation of key competencies in students, as a means of individualization and differentiation of training and education, as a form of constructive interaction between all subjects of the educational process with the aim of their personal development, stimulating creative initiative, achieving one's peaks (acme) during schooling.

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

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

The statistical analysis of empirical data we conducted within each age group showed that it makes sense to distinguish four variable educational routes: for students with advanced rates of development; for students with poor health; for students with low levels of educational motivation and learning difficulties; for gifted students with various special abilities.

If the child's diagnostic results reveal an elevated or high level of intellectual development, a high level of educational motivation, persistent interests in academic subjects, average or good physical health, a high level of mental performance, then this child can conditionally be classified as a variable educational route for students with advanced development rates .

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

If a child has a low level of physical health, high anxiety, low level of adaptation, high fatigue, low mental performance, then such a child is conditionally classified as a variable educational route for students with poor health.

If a child has a strong interest in a certain activity or area of knowledge, has abilities for this activity, and is highly motivated for this activity, then this child is conditionally classified as a variable educational route for students with special abilities .

Studying the characteristics of the personal development of children of various variable educational routes, we came to the conclusion that children of the same route exhibit similar problems and difficulties in personal development.

Based on the analysis of psychological and pedagogical literature, we identified psychological and pedagogical problems that require resolution within the framework of a specific educational route.

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

For students with poor health, the following are typical: somatic weakness, increased fatigue, reduced performance; inability to overcome difficulties, to subordinate one’s behavior to certain tasks; disorganization of activities; lack of communication skills.

Students with a low level of educational motivation and learning difficulties exhibit: decreased interest in learning, low educational motivation; lack of formation of educational activities; pedagogical neglect; low level of mental development.

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

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

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

1. Organization of special developmental work with students, aimed at developing their psychological skills and abilities - intellectual, organizational and activity-based, reflective, communicative - without which it is impossible to begin productive project activities within the educational route.

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

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

Modern psychological and pedagogical literature calls following reasons learning difficulties:

inability to learn;

lack of interest in studying;

lack of self-confidence.

To overcome these difficulties, you need to focus on internal forces child, rely on incentives that are meaningful to him. Therefore, the student needs pedagogical support.Pedagogical support is a pedagogical culture designed to help a child successfully move along his or her individual development trajectory.For myself, I identify three components of this culture:

educational (ensuring a standard of education and a high level of knowledge);

psychological, based on the development of learning motivation;

personality-oriented.

The trends in the components of my pedagogical culture are reflected in the implementation of the teacher’s individually focused program (IOP) to bridge the knowledge gaps of students with learning difficulties and students with low levels of motivation.Goals and objectives of the individual-oriented program:

Eliminating gaps in students' knowledge, skills and abilities.

Psychological and pedagogical support for students.

Increasing the level of educational motivation.

The main ideas for implementing the program are:

implementation of the state education standard, formation of key ones; student competencies;

individualization of the learning process;

personal approach;

formation of cognitive interests and needs;

creating a situation of success.

Implementation stages:

The diagnostic stage of work involves conducting milestone control measures, questioning, and observation. As a result, the teacher receives material for research and planning further work.The analytical and research stage provides information about typical errors, possible reasons their occurrence, individual difficulties, educational motivation. The teacher has the opportunity to compare the learning results at this stage with the real learning capabilities (RL) of students.At the organizational and design stage, the teacher searches for ways of pedagogical correction and draws up an IOM (individual educational route for the student), as well as explanations for parents.The IEM (individual educational route) of a student is a description of the units of education mastered by the child in accordance with the individual characteristics of his development.

IOM

(individual educational route)

student(s) of __ class (last name, first name of student) teacher______________________Target: closing gaps in the subject _____________________ Subject Parents (informed): _____________ Class teacher: _______________The correctional stage involves the work of the teacher, student and parents directly along an individual educational route, where topics for closing gaps are identified, it is indicated what knowledge, abilities, skills the child will acquire as a result of mastering this topic, as well as what OUUN (general educational abilities and skills) for him necessary.The ways of working with students are varied: individual assignments, organizing pair and group work, working with consultants, choosing “your own” homework, topics for creative work.The teacher chooses forms of control over knowledge acquisition in accordance with the individual and personal characteristics of the child.As a result of eliminating the gaps in the student’s knowledge of learning, the teacher issues a mark of completion and introduces it to the child’s parents, who sign the IOM sheet (individual educational route).

When choosing ways to individually approach students, one should rely on knowledge of their personal characteristics.

Expand and master different techniques for developing children’s cognitive interests.

Notice even small successes and achievements of students with low academic motivation to learn, but do not emphasize this as something unexpected.

Ensure the predominance of positive emotions, a positive perception of the learning situation and learning activities, and an atmosphere of goodwill in the classroom.

Strengthen your position of not contrasting yourself and more successful students with a poorly performing student.

The teacher's comments should be devoid of negative emotional connotations and condemnation. Only specific actions of the student need to be criticized. Without affecting his personality.

It should be remembered that excessive assertiveness and activity of the teacher’s influences deplete the child’s neuropsychic strength (especially if he is sensitive, less resilient, mentally unstable) and force him to defend himself. Children's (immature) ways of self-defense include negativism, the desire to seek liberation from elders, conflict, and blocking self-understanding.

The importance of this approach in children's education is obvious.IOM is a specific method of individual learning that helps to fill gaps in students’ knowledge, abilities, skills, master key educational technologies, provide psychological and pedagogical support to the child, and therefore increase the level of educational motivation.

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

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

The most popular in world psychology theoretical model giftedness can be called the J. Renzulli model. According to it, the combination of three qualities: high intelligence, creativity and cognitive motivation is the potential for the development of giftedness. In addition, his concept assigns a separate and important role to knowledge (erudition) and a favorable environment.J. Renzulli also proposes that those children who show high performance in at least one of the parameters should be classified as gifted. And since the author himself used the term “potential” instead of the term “giftedness,” we can judge that this concept is a scheme applicable to the development of a system of training not only gifted, but also “potentially” gifted children.In my practice, there were quite a lot of such children, while there were only a few truly gifted ones.Conventionally, I divided such students into several groups.Group No. 1:average intelligence, good erudition, high or average creativity. The main feature is strong cognitive motivation, the predominance of motives for achieving success. Sometimes these children become more productive than those who are gifted but less interested. They realize their potential to the maximum, persistently and persistently pursue their chosen goal.Group No. 2:high IQ scores, developed ability for meaningful reflection, not only retrospective, but also prospective. Theoretical analysis and internal action plan are well developed. Such children easily transfer knowledge from one area of activity to another and identify interdisciplinary connections. However, with such abilities, they often seem absent-minded, sometimes focus on something else and cannot switch to the educational process for a long time. You can note the lack of interest in any areas of knowledge. They delve deeply into what interests them.Group No. 3:high levels of creativity, ability to transfer knowledge and skills. However, they do not always easily adapt to new operating conditions or any changes. They have average IQ scores. Emotional motives predominate - dependence on evaluation, praise. When solving problems of increased complexity, what is important is not the process - how I went about it, how many versions and hypotheses I checked, but the result - solved / not solved. They do not like to find themselves in situations of uncertainty.It should be noted that most children have a good and favorable external environment at home. Characteristics of groups of gifted children. The method of working with each of these groups must be constructed in a new way. I have identified the main criteria that need to be paid special attention when teaching each group to solve olympiad problems.

Group No. 1:

Development of theoretical analysis: decomposing the whole into its elements.

Development of an internal action plan: the ability to draw up a plan, strictly follow it, adjust as results are obtained, compare the ideal and actual results of activities, develop self-control.

Development of the ability to reflect.

Group No. 2:

Developing the ability to verbalize one’s own actions.

Developing the ability to put forward several hypotheses and systematically test each of them.

Development of the ability to record the results of testing each of the hypotheses (clearly formulate a solution).

Group No. 3:

Development of the ability to analyze task conditions, draw up diagrams, drawings, tables.

Development of the ability to put forward hypotheses for solving problems.

Developing the ability to consistently and systematically test each of the hypotheses.

Development of the ability to compare the ideal and actual results of activities.

Parents' interest in this issue is understandable: in life they often have to make decisions in non-standard situations, experience difficulties and situations of uncertainty. We distributed them to everyone who wanted them. teaching materials(olympiad problems, tasks from various competitions) for independent work at home.

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

High lesson intensity. Thinking should not “sleep”; it must constantly work at a fast pace. Children should gradually become accustomed to high intensity.

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

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

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

The principle of free communication in the lesson between its participants. This principle emphasizes that the lesson brings together people who are already interested, colleagues (including the teacher) to decide complex issues. Only in such a respectful and free space can a culture of debate and dialogue be formed.

The principle of non-competition. In lessons with gifted children, there is no point in organizing competitions among themselves; you need to compare the child of yesterday with the child of today.

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

The principle of material and emotional motivation of students.

Intellectual work should be valued. From childhood, it is necessary to form in a child a respectful attitude towards the fruits of his mind and creativity. For participation in olympiads and competitions, all children should be rewarded (for example, with a trip to the theater), especially the winners. Children are also rewarded with certificates, thanks, and books for composing puzzles, problems, competition questions and other creative tasks.

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

Probably every teacher at least once in his teaching practice has asked himself the question: what to do with a child who has learning difficulties? Who is to blame for this? Is it possible to help him?

Which group of junior schoolchildren can be immediately classified as not ready or conditionally ready for school?

Today it is generally accepted that readiness for schooling is a multicomponent education, which requires comprehensive psychological and pedagogical research. Readiness for schooling is understood as a set of morpho-physiological and psychological characteristics of a child of senior preschool age, ensuring a successful transition to systematic, organized education. It is determined by the maturation of the child’s body, in particular his nervous system, the degree of personality formation, the level of development of mental processes (perception, attention, memory, thinking), etc.

Types of readiness for school.

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

Psychological readiness includes the following areas:

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

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

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

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

special (psychomotor): skills

Thus, when entering school, primary schoolchildren must have physiological, intellectual (cognitive), personal, communicative, affective, and psychomotor readiness.

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

By “conditional” readiness we mean partial immaturity or a developmental disorder in one or more areas of educational activity: cognitive, personal, communicative, affective and psychomotor. This group of children needs individual assistance from both a teacher and specialized specialists (as needed).

We can distinguish groups of children with learning difficulties who fall into it due to unpreparedness or “conditional” readiness to study in a comprehensive school: younger schoolchildren who have cognitive difficulties; affective; psychomotor sphere; having mixed difficulties.

It is very good if the school psychologist helps the teacher and works to adapt first-graders.

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

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

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

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

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

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

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

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

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

Typical difficulties

Let us consider the typical difficulties in teaching primary schoolchildren in the cognitive, affective and psychomotor areas of activity, for various categories (levels) of mastering the material according to the degree of complexity.

Cognitive domain includes categories: memorization, comprehension, application, analysis, synthesis, evaluation.

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

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

In the cognitive area of educational activity:

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

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

Toulouse-Pieron (attention); A.R. Luria. Method of learning 10 words; method of “Studying memory capacity”.

Tasks for correction: tell by the picture. Game "Who will remember the most." Find the differences. Find the odd one out.

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

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

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

Methods for determining difficulty:“Tell from the picture” techniques;

Finding schemes for problems” (according to Ryabinkina).

Tasks for correction: writing a story based on a picture. Compiling a fairy tale. Tell me in order. Select the appropriate option for the diagram.

Typical difficulties: cannot construct phrases and sentences grammatically correctly when reproduced; cannot use a rule or pattern when solving exercises, problems, or repeat a method of action.

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

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

method “Finding schemes for problems” (according to Ryabinkina); constructing a numerical equivalent or one-to-one correspondence. (J. Piaget, A. Szeminska).

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

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

Reasons for difficulties: The analysis operation has not been generated.

Methods for identifying difficulties: Intuitive speech analysis-synthesis. Methodology “Exclusion of concepts” (the fourth odd one). Constructing a numerical equivalent or one-to-one correspondence. (J. Piaget, A. Szeminska). Cubes of Kos.

Tasks for correction: find the error. Choose the right solution. Reflection of activity. Self-esteem. Evaluating the work of other children.

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

Reasons for difficulties: The synthesis operation has not been formed.

TECHNOLOGY AND TRAINING PRACTICE

the “Exclusion of Concepts” technique (the fourth odd one out). Constructing a numerical equivalent or one-to-one correspondence. (J. Piaget, A. Szeminska). Cubes of Kos.

Tasks for correction: write a story, a fairy tale. Tell me in order. Making a plan. Solving practical problems. Participation in experimental activities (project method).

Typical difficulties: cannot express his point of view on the problem being studied, or evaluate his own work or the work of his desk neighbor.

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

Methods for identifying difficulties: a technique for identifying the nature of attribution of success/failure. "Left and right side"(J. Piaget). Task “Mittens” (G.A. Tsukerman).

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

Typical difficulties: doesn't know how to listen. Constantly distracted by other things.

Reasons for difficulties: individual typological characteristics, low level of development of voluntariness, low level of concentration and stability of attention, and the main reason is high emotional instability, increased impulsiveness.

Methods for determining difficultawns: Toulouse-Pieron. Methodology “Level of development of regulatory abilities (voluntary component”). Attention test (searching for differences in images).

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

Typical difficulties: does not comply with school rules. Cannot do work independently (including homework). No interest in learning.

Reasons for difficulties: the internal position of the student is not formed, difficulties in the family are possible, a stressful state, individual typological characteristics, a low level of development of voluntariness, lack of formation of the skill to carry out tasks according to oral instructions from an adult, lack of formation of methods of educational activities, low level of development of voluntariness.

Methods for identifying difficulties: conversation about school (modified method by T.A. Nezhnova, A.L. Wenger, D.B. Elkonin). Attention test (searching for differences in images). Toulouse-Pieron. Methodology “Level of development of regulatory abilities (voluntary component”). Attention test (searching for differences in images).

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

Categories (levels): distribution of value orientations or their complex on activities.

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

Reasons for difficulties: individual typological characteristics, low level of development of voluntariness and lack of formation of the skill to perform tasks according to oral instructions from an adult, lack of formation of methods of educational activities, low level of development of voluntariness.

Methods for identifying difficulties: Conversation about school (modified method by T.A. Nezhnova, A.L. Wenger, D.B. Elkonin). Attention test (searching for differences in images). Toulouse-Pieron. Methodology “Level of development of regulatory abilities (voluntary component”). Scythe Cubes (modified). “Left and right sides” (J. Piaget). Task “Mittens” (G.A. Tsukerman). “Pattern by dictation” (G.A. Tsukerman).

Reasons for difficulties: cannot hold a pen correctly. Cannot operate tools.

Methods for identifying difficulties: A.L. technique Wenger “Collecting cut-out pictures, drawing a person”, task “Riding along the path” (small hand movements). Gesh-talt-test Bender. Hand-eye coordination. Methodology “The level of children’s mastery of prepositions expressing spatial relations.”

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

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

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

A.L. technique Wenger “Collecting cut-out pictures, drawing a person”, task “Riding along the path” (small hand movements). Gestalt test Bender. Hand-eye coordination.

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

TECHNOLOGY AND TRAINING PRACTICE.

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

Reasons for difficulties: violation of sensorimotor coordination.

Methodology for identifying difficulties: reciprocal tests. Shade the objects.

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

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

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

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

Let us consider the main features of the implementation of an individual educational route for primary schoolchildren with learning difficulties. A block of lessons is taken as a structural unit of the educational process using an individual educational route: a lesson in repeating knowledge, skills, abilities; lesson on the initial presentation of new knowledge and (or) methods of educational activity (lesson of “discovery” of new knowledge); a lesson in mastering new skills or developing initial skills; lesson in the application of knowledge, skills and abilities; a lesson in generalizing and systematizing knowledge, skills and abilities; test lesson, i.e. a lesson testing subject knowledge, ability, skills, the formation of intellectual abilities or the ability to solve practical problems; correction lesson.

An individual educational route can be used for all component blocks and lesson types.

Lesson type

TECHNOLOGY AND TRAINING PRACTICE.

Lesson type

Let me give you an example of creating an individual educational route:

School Municipal Educational Institution "Secondary School No. 1"

Class 1

Full name Redin Pavel Olegovich (born 2003)

Area of cognitive learning activity:

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

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

Tasks for correction: tell by the picture. Game "Who will remember the most." Find the differences. Find the odd one out. Letter construction. Find the extra element.

Assignments in textbooks (on example of teaching materials

Promising elementary school"): ABC - work on illustrating the textbook (preparatory, main and final periods). Mathematics - exercises. Russian language - exercises. Literary reading – reading literary works. The world around us - a work of panoramic illustration.

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

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

Tasks for correction: writing a story based on a picture. Compiling a fairy tale.

Tell me in order. Find the odd one out. Game "What for what".

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

Typical difficulties: cannot express his point of view on the problem being studied, or evaluate his own work or the work of his desk neighbor.

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

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

In the affective area of educational activity:

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

Tasks for correction: graphic dictations. Using exercises to develop concentration and attention span. Include in group and pair work, consulting activities.

TECHNOLOGY AND TRAINING PRACTICE.

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

In the psychomotor area of educational activity:

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

Reasons for difficulties: insufficient development of analysis of spatial relationships.

Tasks for correction: development of spatial concepts (working out the concepts of “right” and “left”, recognizing an object from a contour image, making patterns from a geometric mosaic from a drawing and from memory, working with a construction set).

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

Experience with this technology convinces that individual educational routes allow the teacher to provide qualified correctional and developmental assistance in the classroom. younger schoolchildren who have learning difficulties, transfer them from the group of unprepared or conditionally ready to the group of schoolchildren who are ready to learn, to equalize the starting capabilities of students in all areas of educational activity.

Conclusion.

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

I believe that working with individual educational routes realizes the student’s right to choose the pace of work, forms of learning and, undoubtedly, gives the child a chance to discover himself as an individual, as a person. Individual development personality of a child in a secondary school [Text] / A. M. Kamensky, E. Yu. Smirnova// School technologies. – 2000. – N 3. 3. Lukyanova M. I. Variable educational route [Text] / M. I. Lukyanova, I. V. Perkokueva// Teacher. – 2007. – N 1. – P. 9-11. 4. Implementation of variable educational routes for students in a public school [Text]: methodological manual / M. I. Lukyanova[and others] - Ulyanovsk: UIPKPRO, 2007. - 80 p.

Kuleshova

2 Sobina T. A. Individual educational trajectory - the student’s educational program.

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

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

6. Selevko G.K. Modern educational technologies//Tutorial for pedagogical universities. – M.: Public education, 1998. – p.130–193.

7. Tryapitsyna A.P. Theory of educational program design//Petersburg School. – St. Petersburg, 1994 – pp. 79–90.

8. Khutorskoy A.V. Development of giftedness in schoolchildren: Methods of productive teaching: A manual for teachers. M., 2000.

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

Implementation of an individual educational route in the educational activities of a schoolchild

Individual educational routes are indispensable in organizing project, research and creative activities, when children should be given the opportunity to choose. Designing an IOM in the education system is a vital necessity, allowing children to fully realize their needs and satisfy their interests.

IOM is a specific method of individual learning that helps to learn both ahead of time and to eliminate gaps in students’ knowledge, abilities, skills, master key educational technologies, provide psychological and pedagogical support to the child, and therefore increase the level of educational motivation.
An individual educational route is determined by the educational needs, individual abilities and capabilities of the student (level of readiness to master the program), as well as existing standards of educational content.

The student’s individual route model is an open system that includes the following system components:

Conceptual , which is a set of goals, values and principles on which activities carried out within the framework of an individual route are based.

Process-technological, which is a set of methodological and technological techniques, ways of organizing educational activities that are used in the process of mastering the content of education.

Pedagogical understanding of the concept of a student’s individual route allows us to determine it, as a personal trajectory mastering the content of education at a selected level, through the implementation of various types of activities, the choice of which is determined by the individual characteristics of the student.

The necessary pedagogical conditions for the effective implementation of individual student routes are:

didactic support for students in the process of implementing an individual route based on continuous monitoring of educational and personal achievements.

opportunities for students to choose level of development educational content in accordance with the characteristics and needs of students;

educational technologies, ensuring the student’s active position when interacting with information and the outside world;

monitoring system for assessing learning outcomes.

When building an IOM for each student with developmental problems The following principles must be taken into account:

1) systematic diagnosis;

2) individual selection of pedagogical technologies;

3) control and adjustment;

4) systematic observations;

5) step-by-step fixation.

characteristics, interests and needs of the student and his parents in achieving the required educational result;

professionalism of the teaching staff;

the school's ability to meet the educational needs of students;

capabilities of the school's material and technical base.

The logical structure of designing an individual educational route includes the following stages:

setting an educational goal (individual choice of the goal of pre-professional training),

Self-analysis, reflection (awareness and correlation of individual needs with external requirements (for example, profile requirements);

choosing a path (options) to achieve the goal,

specification of the goal (choice of courses, electives),

preparation of a route sheet.

The effectiveness of developing an individual educational route (IER) is determined by a number of conditions:

implementation of psychological and pedagogical support and information support in the IOM

3. active involvement of students in the activities to create IOM

organization of reflection as the basis for correcting IOM.

The means for implementing the IOM are the following information and criteria:

maximum permissible standards of study load;

school curriculum: a set of academic subjects that make up the invariant part, regional subjects (historical local history, list of elective courses) and the school component;

features of studying certain subjects (elective courses); the need to maintain a balance between subject-specific and orientation courses;

options for calculating the teaching load;

rules for filling out the form;

possibilities and rules for making changes to the individual educational route.

IOM(individual educational route)

student(s) of _8a_ class

chemistry teacher

Target: closing gaps in the subject of chemistry

Tasks, ways of working

Control form

Completion mark

Quantity of substance

Develop knowledge about the amount of a substance; be able to solve problems using physical quantities “amount of substance and molar mass”; be able to calculate molar mass using chemical formulas

Form chemical thinking;

Develop skills in searching and analyzing information; develop skills in mastering speech means in cognitive activity; develop the ability to work in collaboration;

Build portfolio collection skills

Theoretical: paragraph 22 No. 1-4,

Work2 B4

Parents (informed): _____________ Class teacher: _______________

The ways of working with students are varied: individual assignments, organizing pair and group work, working with consultants, choosing “your own” homework, topics for creative work.

The teacher chooses forms of control over knowledge acquisition in accordance with the individual and personal characteristics of the child.

A problem group of teachers at our school developed recommendations for the prevention of learning difficulties for students within the framework of an individually oriented program:

Sheetindividual training route

for __2015_____/___2016____ academic year

Name of the elective course (9th grade)	Teacher's name	Quantity hours	Course dates	Teachers' signature
Solving difficult chemistry problems	Sokolova E.N.		1st half of the year	Sokolova E.N.

Deputy Director of HR ______________/__

Student of 9"B" class /__________/

Individual educational route about elective courses and classes in additional education institutions.

Full name _________________________________________________,

student(s)_____ class of school No. ____, __________

for ______/_____ academic year

Plans for the future_______________________________________________

_______________________________________________________

Days of the week	Elective courses	Number of hours	Deadlines passing	Additional education (subjects, courses)	Student's independent work
Monday, Wednesday, Friday					Playing an instrument

When designing individual route according to the circle program we can offer the following model for the student:

The route project is a table:

	Subject	Key Concepts	Practical work	Difficulty level		Completion deadlines	Reporting form

Thus, the proposed scheme for constructing an IOM can be developed for any program.

All children are different, so in the lessons you can use a person-centered approach to learning, which is manifested through such aspects as:

* Formation of the content of the material into large modules and blocks, which allows increasing the time for independent work of students;

* Use of mutual and self-control in work;

* Using techniques in which students make supporting notes;

* Organization of individual work with individual students against the backdrop of an independently working class or groups;

* Individualization of homework;

* Use of design technologies;

* Organizing the work of students in groups both in class and at home;

* Organization of a research experiment;

* Formation of individual training routes for both strong and weak students;

* Statement of the problem and search for its solution (problem method);

* Organizing independent search activities of schoolchildren through gradually increasing the complexity of tasks from reproductive to creative.

As a result of the work with individual educational routes:

Positive dynamics in the quality of teaching in the classroom are being realized

The level of subject and meta-subject results increases

The level of self-esteem of educational and cognitive activity increases

The number of students who win competitions and Olympiads is increasing

Any student, no matter what he is, gifted or not, is able to find, create or propose his own version of a solution to any problem related to his own learning.

1. When choosing methods for an individual approach to students, one should rely on knowledge of their personal characteristics.

2.Expand and master different techniques for developing children’s cognitive interests.

3.Notice even small successes and achievements of students with low academic motivation to study, but do not emphasize this as something unexpected.

4. Ensure the predominance of positive emotions, a positive perception of the learning situation and learning activities, and an atmosphere of goodwill in the classroom.

5.Strengthen your position of not contrasting yourself and more successful students with a poorly performing student.

6.The teacher’s comments should be devoid of negative emotional connotation and condemnation. Only specific actions of the student need to be criticized. Without affecting his personality.

A student may lag behind in learning for various reasons that are dependent and independent of him:

Absence from classes due to illness;

Poor general physical development, presence of chronic diseases;

Mental retardation. Often children with a diagnosis are taught in general education classes in the absence of correctional classes or the reluctance of parents to transfer the child to a specialized class or school;

3.Plan for working with low-achieving and unsuccessful students.

1. Conducting a test of the knowledge of class students in the main sections of educational material from previous years of study.

Purpose: a) Determination of the actual level of knowledge of children.

b) Identification of gaps in students’ knowledge that require rapid elimination

September

3. Drawing up an individual work plan to eliminate gaps in the knowledge of a lagging student for the current quarter.

September

Update as needed

4.Using a differentiated approach when organizing independent work in the lesson, include feasible individual assignments for low-performing students, and record this in the lesson plan.

During the school year.

5.Keep mandatory thematic records of the knowledge of low-performing students in the class.

In everyday work, it is convenient to use tables of requirements for individual topics and the general section.

3. http://www.depedu.yar.ru/exp/predprofil/materl/predprofil/files/5_podder/5.31.doc

4.Individual educational route Kupriyanova G.V.

Month Week	Regime moments	Direct educational activities	Independent activity	Interaction with parents
January 3 week		Working with multimedia presentation"Count the outline"	Game "Tangram"
4 week	Walk “Draw a geometric castle on the snow”		Tell your friends about your drawing
February 1 week		Didactic game “What has changed?”		Memo "Games for the development of logical thinking"
2 week	Duty in a corner of nature Watering plants based on the description of the flower.		Multimedia game "Associations"
3 week		Working with punched cards "Composition of numbers"	Teach a friend Work with the card.	Game to visit us.
4 week	During morning appointment completing assignments on handouts	Multimedia presentation “Funny Counting”	Check your friend's work.

Individualization of training

Definition of the concept

Main goals

Choosing an IOM

Types of IOM

Features of creating IOM

Stages of building an IOM

IOM components

Drawing up an explanatory note

Education at preschool educational institution

The essence of the concept of IOM

Goals and objectives

For whom and why is it created?

Who compiles and leads

What does it include?

Stages of developing an individual educational route for a preschooler according to the Federal State Educational Standard

Examples

Parents (informed): _____________ Class teacher: _______________

Sheet individual training route

Individual educational route about elective courses and classes in additional education institutions.

primary school teacher

Blinova Irina Valerievna

Kuleshova

2 Sobina T. A. Individual educational trajectory - the student’s educational program.

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

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Parents (informed): _ Class teacher: ___