slide 1

slide 2

What is the mission of the school?

Formation in each child of the ability to learn - to teach YOURSELF.

slide 3

The priority goal of school education:

development of the student's ability to independently set a learning task, design ways to implement them, monitor and evaluate their achievements.

slide 4

slide 5

How to achieve this goal?

Thanks to the system for forming universal learning activities

slide 6

inquisitive, actively and interestedly knowing the world; possessing the basics of the ability to learn, capable of organizing their own activities; loving his people, his land and his homeland; respecting and accepting the values ​​of the family and society; ready to act independently and be responsible for their actions to the family and society; benevolent, able to listen and hear the interlocutor, justify his position, express his opinion; following the rules of a healthy and safe lifestyle for yourself and others. (FGOS NOO, p. 7, section I.)

"Portrait of an elementary school graduate"

Slide 9

sense-making actions

actions of moral and ethical assessment

Personal UUD

Actions of self-determination

Slide 10

provide value-semantic orientation of students and orientation in social roles and interpersonal relationships: personal, (professional), life self-determination; meaning formation, i.e. students establishing a connection between the goal learning activities and her motive; moral and ethical orientation, including the evaluation of digestible content, providing a personal moral choice

slide 11

Personal universal actions

They allow to make the teaching meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. Focused on awareness, exploration and acceptance life values and meanings, allow you to orient yourself in moral standards, rules, assessments, work out your own life position about the world, people, himself and his future.

slide 12

Cognitive UUD

general educational, including special subject actions

logical, including sign-symbolic actions

posing and solving problems

slide 13

Cognitive universal actions

include: General educational universal actions: - self-selection and formulation of a cognitive goal; -search and selection of the necessary information; -structuring knowledge; - sign-symbolic modeling - the transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted, and the transformation of the model in order to identify the general laws that define this subject area - the ability to consciously and arbitrarily build a speech statement in oral and written form; selection of the most effective ways solving problems depending on specific conditions; reflection of the methods and conditions of action, control and evaluation of the process and results of activities, etc.

Slide 14

Universal Boolean Actions

analysis of objects in order to highlight features (essential, non-essential); synthesis as a compilation of a whole from parts, including with independent completion, replenishment of missing components; choice of grounds and criteria for comparison, seriation, classification of objects; summing up under concepts, deducing consequences; establishment of causal relationships; building a logical chain of reasoning; proof; hypotheses and their justification.

slide 15

Statement and solution of the problem:

problem formulation; independent creation ways to solve problems of a creative and exploratory nature.

slide 16

cognitive actions

They include the actions of research, search and selection of the necessary information, its structuring; modeling of the studied content, logical actions and operations, ways of solving problems.

Slide 17

Regulatory universal learning activities

Goal setting Planning Control Forecasting Correction

Volitional self-regulation

Slide 18

Regulatory learning activities of younger children school age: 1. The ability to learn and the ability to organize their activities (planning, control, evaluation): - the ability to accept, maintain goals and follow them in educational activities; - the ability to act according to a plan and plan their activities; - overcoming impulsiveness, involuntariness; - the ability to control the process and results of their activities, including the implementation of anticipatory control in cooperation with the teacher and peers; - the ability to adequately perceive grades and marks; - the ability to distinguish between the objective difficulty of the task and the subjective complexity; - the ability to interact with adults and peers in educational activities.

Slide 19

Regulatory learning activities

2. Formation of purposefulness and perseverance in achieving goals, life optimism, readiness to overcome difficulties: - purposefulness and perseverance in achieving goals; - willingness to overcome difficulties, the formation of an attitude to find ways to resolve difficulties (coping strategy); - formation of bases of optimistic perception of the world.

Slide 20

Regulatory UUD

Regulatory UUD include self-control skills, the ability to solve a learning problem, the ability to work according to an algorithm, the level of development of combinatorial skills.

slide 21

Regulatory actions

They provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting their actions and assessing the success of mastering.

slide 22

Communicative UUD

Planning for Learning Collaboration

Asking questions

Construction of speech statements

Leadership and coordination with a partner

slide 23

Communicative actions - interpersonal and business cooperation, a positive and responsible attitude towards the world of nature and culture, small homeland and Fatherland. These include: planning learning collaborations with the teacher and peers; posing questions - proactive cooperation in the search and collection of information; conflict resolution - identification, search for solutions and its implementation; management of the partner's behavior - control, correction, evaluation of his actions; the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication

Regulatory UUD

1. The ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity (FGOS OOO p. 10). Thus, as planned meta-subject results, it is possible, but not limited to the following, a list of what the student will be able to:

• analyze existing and plan future educational outcomes;
• identify own problems and determine the main problem;
• put forward versions of the solution to the problem, formulate hypotheses, anticipate the final result;
• set the goal of the activity based on a specific problem and existing opportunities;
• formulate learning objectives as steps to achieve the goal of the activity;
• justify targets and priorities with references to values, indicating and justifying the logical sequence of steps.

2. The ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive tasks (FGOS OOO p. 10). The student will be able to:

• determine the action(s) in accordance with the educational and cognitive task, draw up an algorithm of actions in accordance with the educational and cognitive task;
• to substantiate and carry out the choice of the most effective ways of solving educational and cognitive problems;
• determine / find, including from the proposed options, the conditions for the implementation of the educational and cognitive task;
• build life plans for the short-term future (state targets, set adequate tasks for them and propose actions, indicating and justifying the logical sequence of steps);
• choose from those offered and independently seek means / resources to solve the problem / achieve the goal;
• draw up a plan for solving the problem (project implementation, research);
• identify potential difficulties in solving educational and cognitive tasks and find means to eliminate them;
• describe your experience, formalizing it for transfer to other people in the form of a technology for solving practical problems of a certain class;
• plan and adjust your individual educational trajectory.

3. The ability to correlate their actions with the planned results, to monitor their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation (FGOS OOO p. 10). The student will be able to:

• determine, together with the teacher and peers, the criteria for the planned results and the criteria for evaluating their educational activities;
• to systematize (including choosing priority) criteria for planned results and evaluation of their activities;
• select tools for evaluating their activities, exercise self-control of their activities within the framework of the proposed conditions and requirements;
• evaluate their activities, arguing the reasons for achieving or not achieving the planned result;
• find sufficient funds to carry out educational activities in a changing situation and / or in the absence of a planned result;
• working according to its plan, make adjustments to current activities based on an analysis of changes in the situation in order to obtain the planned characteristics of the product/result;
• establish a relationship between the obtained characteristics of the product and the characteristics of the process of activity, upon completion of the activity, propose a change in the characteristics of the process to obtain improved product characteristics;
• compare your actions with the goal and, if necessary, correct errors yourself.

4. The ability to assess the correctness of the implementation of the educational task, one's own ability to solve it (FGOS OOO p. 10). The student will be able to:

• determine the criteria for the correctness (correctness) of the educational task;
• analyze and justify the use of appropriate tools to complete the learning task;
• freely use the developed criteria for assessment and self-assessment, based on the goal and available criteria, distinguishing the result and methods of action;
• to evaluate the product of its activity according to predetermined and/or independently determined criteria in accordance with the purpose of the activity;
• justify the achievability of the goal in the chosen way based on an assessment of its internal resources and available external resources;
• fix and analyze the dynamics of their own educational results.

5. Possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities (FGOS OOO p. 10). The student will be able to:

• observe and analyze your learning and cognitive activity and the activities of other students in the process of peer review;
• correlate the actual and planned results of individual educational activities and draw conclusions
• make decisions in a learning situation and be responsible for it;
• independently determine the reasons for their success or failure and find ways out of the situation of failure;
• retrospectively determine what actions to solve the learning problem or the parameters of these actions led to the receipt of the existing product of learning activities;
• demonstrate methods of regulation of psychophysiological/emotional states to achieve the effect of calming (eliminating emotional tension), the effect of recovery (weakening the manifestations of fatigue), the effect of activation (increasing psychophysiological reactivity).

Cognitive UUD

6. The ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions (FGOS OOO p. 10 ). The student will be able to:

• select words subordinate to the keyword, defining its features and properties (sub-ideas);
• build a logical chain of a keyword and its subordinate words;
• highlight the sign of two or more objects or phenomena and explain their similarity;
• combine objects and phenomena into groups according to certain characteristics, compare, classify and generalize facts and phenomena;
• distinguish a phenomenon from the general range of other phenomena;
• to determine the circumstances that preceded the emergence of a connection between phenomena, to single out from these circumstances the determinants that can be the cause of this phenomenon, to identify the causes and consequences of phenomena;
• build an argument from general patterns to particular phenomena and from particular phenomena to general patterns;
• build a reasoning based on a comparison of objects and phenomena, while highlighting common features;
• present the information received, interpreting it in the context of the problem being solved;
• independently indicate information that needs to be verified, propose and apply a method for verifying the accuracy of information;
• verbalize the emotional impression made on him by the source;
• explain the phenomena, processes, connections and relationships revealed in the course of cognitive and research activities(give an explanation with a change in the form of presentation; explain, detailing or summarizing; explain from a given point of view);
• identify and name the causes of an event, phenomenon, including possible causes / most probable causes, possible consequences of a given cause, independently carrying out a cause-and-effect analysis;
• draw a conclusion based on a critical analysis of different points of view, confirm the conclusion with one's own argumentation or independently obtained data.

7. The ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive tasks (FGOS OOO p. 10). The student will be able to:

• designate an object and / or phenomenon with a symbol and a sign;
• determine logical connections between objects and / or phenomena, designate these logical connections using signs in the diagram;
• create an abstract or real image of an object and/or phenomenon;
• build a model/scheme based on the conditions of the problem and/or the method of solving the problem;
• create verbal, material and informational models highlighting the essential characteristics of the object to determine how to solve the problem in accordance with the situation;
• transform models in order to identify general laws that define this subject area;
• transfer complex (multi-aspect) information from a graphical or formalized (symbolic) representation into a textual representation, and vice versa;
• build a scheme, an action algorithm, correct or restore a previously unknown algorithm based on existing knowledge about the object to which the algorithm is applied;
• build evidence: direct, indirect, by contradiction;
• analyze/reflect experience of development and implementation educational project, research (theoretical, empirical) based on the proposed problem situation, the set goal and / or the specified criteria for evaluating the product / result.

8. semantic reading(FGOS OOO p. 10). The student will be able to:

• find the required information in the text (in accordance with the goals of their activities);
• navigate the content of the text, understand the holistic meaning of the text, structure the text;
• establish the relationship of the events, phenomena, processes described in the text;
• summarize the main idea of ​​the text;
• transform the text, "translating" it into another modality, interpret the text (fiction and non-fiction - educational, popular science, informational, non-fiction text);
• critically evaluate the content and form of the text.

Communicative UUD

9. Ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and consideration of interests; formulate, argue and defend one's opinion (FGOS OOO p. 10). The student will be able to:

• identify possible roles in joint activities;
• play a role in joint activities;
• take the position of the interlocutor, understanding the position of the other, distinguish in his speech: opinion (point of view), evidence (arguments), facts; hypotheses, axioms, theories;
• identify their actions and the actions of a partner that contributed to or hindered productive communication;
• build positive relationships in the process of educational and cognitive activities;
• correctly and reasonably defend one's point of view, in a discussion be able to put forward counterarguments, rephrase one's thought (possession of the mechanism of equivalent replacements);
• be critical of your opinion, with dignity recognize the fallacy of your opinion (if any) and correct it;
• offer an alternative solution in a conflict situation;
• allocate common point perspective in the discussion;
• agree on the rules and issues for discussion in accordance with the task assigned to the group;
• organize learning interaction in a group (determine common goals, distribute roles, negotiate with each other, etc.);
• within the framework of the dialogue, eliminate gaps in communication caused by misunderstanding / rejection on the part of the interlocutor of the task, form or content of the dialogue.

10. The ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs; planning and regulation of their activities; possession of oral and written speech, monologue contextual speech (FGOS LLC p. 10). The student will be able to:

• determine the task of communication and, in accordance with it, select speech means;
• select and use speech means in the process of communication with other people (dialogue in pairs, in a small group, etc.);
• present in oral or written form a detailed plan of their own activities;
• comply with the rules public speech and regulations in the monologue and discussion in accordance with the communicative task;
• express and justify an opinion (judgment) and request the opinion of a partner within the framework of a dialogue;
• make a decision during the dialogue and coordinate it with the interlocutor;
• create written "clichéd" and original texts using the necessary speech means;
• use verbal means (means of logical connection) to highlight the semantic blocks of your speech;
• use non-verbal means or visual materials prepared/selected under the guidance of a teacher;
• make an estimated conclusion about the achievement of the goal of communication immediately after the completion of the communicative contact and justify it.

11. Formation and development of competence in the field of the use of information and communication technologies (hereinafter referred to as ICT competencies) (FGOS LLC p. 10). The student will be able to:

• purposefully seek and use informational resources necessary for solving educational and practical problems using ICT tools;
• choose, build and use adequate information model to convey their thoughts by means of natural and formal languages ​​in accordance with the conditions of communication;
• highlight the informational aspect of the problem, operate with data, use a model for solving the problem;
• use computer technologies (including the selection of software and hardware tools and services adequate to the task) to solve information and communication educational tasks, including: calculation, writing letters, essays, reports, abstracts, creating presentations, etc.;
• use information in an ethical and legal manner;
• create information resources of various types and for different audiences, observe information hygiene and information security rules.

Cognitive UUD

12. Formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation (FGOS OOO p. 10). The student will be able to:

• determine their attitude to the natural environment;
• analyze the influence of environmental factors on the habitat of living organisms;
• conduct a causal and probabilistic analysis of environmental situations;
• predict changes in the situation when the action of one factor changes to the action of another factor;
• distribute ecological knowledge and participate in practical affairs for the protection of the environment;
• express their attitude to nature through drawings, essays, models, design work.

The monograph contains theoretical and practical materials of experimental work on the creation, substantiation and approbation of an intra-school system of educational, methodological and managerial support for the development of universal educational activities of students. The ideological, content, didactic, methodological and managerial aspects of solving the problem of mastering the meta-subject content of education by students are considered. The creation, theoretical substantiation and testing of the presented materials was carried out within the framework of the network experimental site of the Moscow Pedagogical State University.
The monograph is addressed to school leaders and teachers, students and teachers pedagogical universities who are aware of the importance of the purposeful development of students' learning skills.

At UNIVERSAL LEARNING ACTIONS, GENERAL LEARNING SKILLS AND "OCCAM'S RAZOR".
On the content of the proposed monograph, the reader can obtain general idea by reading the title and abstract by looking at the table of contents. Nevertheless, we have found it necessary to write a few words addressed to the readers and acting as a lightning rod, so that this work will avoid more severe criticism than it undoubtedly deserves.

We considered it necessary to once again demonstrate the relevance of universal methods for obtaining and applying knowledge and determine the place of this publication in the process of developing and substantiating an intra-school system of educational, methodological and managerial support for the formation and development of educational and cognitive competence of students.

Today, no one doubts that the rights, interests and abilities of the child should become the point of growth of the ideological and organizational foundations of the modern school. The school is, apparently, the only social institution that is obliged and can take upon itself the realization of the child's rights to his full personal development. One of the conditions for the realization of this right is that the student has the ability to learn.

CONTENT
UNIVERSAL LEARNING ACTIONS. GENERAL EDUCATIONAL SKILLS AND OCKAM'S RAZOR (instead of greeting)
Lyrical digression.
Toffler E. "Future Shock"
1. UNIVERSAL LEARNING ACTIONS. OR ALL GENERAL EDUCATIONAL SKILLS:
history of determining the priority content component general education
Lyrical digression.
Solovyov V. S. “Letters different years»
2. CLASSIFICATION OF GENERAL EDUCATIONAL SKILLS OF SCHOOLCHILDREN:
activity component of the meta-subject content of education
Lyrical digression.
Gessen S. I. “Fundamentals of Pedagogy.
Introduction to Applied Philosophy»
3. META-SUBJECT EDUCATIONAL PROGRAM:
project of a holistic intra-school system of educational and methodological support for the formation and development of general educational skills
Lyrical digression.
Ilyenkov E. V. "School should teach to think"
4. QUALITY MANAGEMENT OF GENERAL EDUCATIONAL SKILLS:
definition of key concepts and basic procedures
Lyrical digression.
Florensky P. A. Letter to V. I. Vernadsky
5. TECHNOLOGY OF INTRASCHOOL MANAGEMENT FOR THE FORMATION AND DEVELOPMENT OF STUDENTS' GENERAL EDUCATIONAL SKILLS:
management of the creation and implementation of an intra-school system of educational and methodological support for the formation and development of general educational skills
Lyrical digression.
Likhachev D. S. "Reflections"
6. CASE TASKS:
determination of the level of formation professional competence teachers to organize the development of universal educational activities by students
Lyrical digression.
Mamardashvili M. K. "The problem of man in philosophy"
ONCE AGAIN ON THE DEVELOPMENT OF GENERAL EDUCATIONAL SKILLS AS AN ACTIVE COMPONENT OF EDUCATIONAL AND COGNITIVE COMPETENCE OF STUDENTS (instead of farewell)
Lyrical digression.
Bruner J. "The Culture of Education"
BIBLIOGRAPHICAL LIST.

Free download e-book in a convenient format, watch and read:
Download the book Development of universal educational activities, Vorovshchikov S.G., Orlova E.V., 2012 - fileskachat.com, fast and free download.

• Meta-subject training session, Resource for mastering universal learning activities by students, Vorovshchikov S.G., Goldberg V.A., Novozhilova M.M., Averina N.P., 2015
• Theory and practice of meta-subject education, Search for problem solving, Vorovshchikov S.G., Goldberg V.A., Vinogradova S.S., 2017
• The school should teach to think, design, explore, Management aspect, Vorovshchikov S.G., Novozhilova M.M., 2008

Universal learning activities (UUD)

Provide the student's ability to self-development and self-improvement

through the conscious and active appropriation of new social experiences

Functions of the universal learning activities "Learning in communication":

1. Regulation of educational activities

adoption and setting of educational goals and objectives,

search and effective application of the necessary means and methods for the implementation of educational goals and objectives,

control, evaluation and correction of the process and results of educational activities

2. Creation of conditions for self-development and self-realization of the individual

readiness for continuing education based on the ability to learn ,

formation of civic identity and tolerance of life in a multicultural society,

development of high social and professional mobility

3. Ensuring the success of training

successful acquisition of knowledge, skills and abilities;

formation of a holistic picture of the world;

formation of competencies in any subject area of ​​knowledge

Types of universal learning activities

Personal

Regulatory

general cognitive

Communicative