INThe work presents the tasks of pedagogical diagnostics “School Start”, indicates the time of implementation and the obtained results of the 1st grade. This diagnostic is included in the educational educational system of Zankova L.V., but it can also be used in other first-grade educational programs.

"School start" is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of children’s education at school.

It allows:

obtain reliable information about whether the child is ready to study successfully;

create a basis for the development of universal learning activities;

Provide an emotionally comfortable educational environment for each child;

Select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

The “School Start” diagnostic is carried out in September of 1st grade, during the third or fourth week of children’s schooling. Assignments can be submitted daily, at the beginning of the second and third lessons, for 5 - 10 minutes. It is advisable not to carry out diagnostics on Friday, as well as at the first and last lessons of any working day. To carry them out, it is advisable to choose days from Tuesday to Thursday. Diagnostics cannot be carried out after physical education lessons or other active, emotionally intense activities.

Diagnostic results must be received by the teacher no later than the beginning of October, otherwise their value will be reduced.

A diagnostic notebook for identifying the level of starting readiness of first grade students for systematic learning is intended for the child’s written work in it. The child's first and last name must be written on the notebook. The notebook is given to the child only for the period of diagnosis, each time to complete a specific task. Assignments are completed under the supervision of the teacher. Before completing tasks, the child must be familiarized with the notebook and the principles of working in it. All tasks are completed under the guidance of the teacher, based on his instructions published in the methodological recommendations for the pedagogical diagnostics “School Start”.

If a child completes a task before others, he does not turn the page, but checks what he has completed. Errors corrected on your own are not considered an error and there is no need to deduct points for this.

The tasks in the notebook are given sequentially aimed at diagnosing skills. It is highly inadvisable to change the order of the tasks provided.

Initial readiness for schooling in the developmental system Zankova L.V. consists of 17 indicators (skills). Fifteen of them relate to the “Instrumental readiness” component, two characterize personal readiness.

Instrument component characterizes the development of skills in preschool childhood, allowing the child to:

Carry out educational observation within the framework of the task set by the teacher;

Carry out mental activity at a visual and figurative level;

Carry out operational control of your own actions based on the sample and instructions given by the teacher;

Engage in educational communication with adults and peers, maintaining the topic and the main directions of its development.

Personal readiness to learning consists of the traditional indicator of educational motivation and attitude towards school.

In general, the level of personal readiness for learning allows you to understand:

Has the child developed a value-based attitude towards knowledge (cognition) and learning activities;

Does the child have an emotionally positive attitude towards school?

Is it valuable for a child to overcome cognitive difficulties, search for truth, or achieve academic achievement at a high level of complexity?

Personal readiness, to a certain extent, represents a source of additional “energy” that a child, in addition to obedience and the desire to be good in the eyes of an adult, is ready to invest in the difficult, not always emotionally attractive and physically demanding learning process. If this source is not fully utilized, the child will suffer great emotional and physical costs.

“School start” is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of children’s schooling.

It allows:

Obtain reliable information about whether the child is ready to study successfully;

Create a basis for the development of universal learning activities;

Provide an emotionally comfortable educational environment for each child;

Select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

Download:

Preview:

“School start”: diagnostics of readiness for learning and other professional steps of a teacher

Pedagogical diagnostics of initial readiness for successful learning in primary school

School years are a person’s long road to knowledge and understanding of the world and society.

To yourself.

The road is difficult, requiring desire and effort from those who walk along it. And also understanding and professionalism from the one who leads and accompanies.

Every step on this path is significant. Especially the first steps.

Our diagnostic program allows an adult to set the right guidelines on the starting pad of education.

“School start” is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of children’s schooling.

It allows:

Obtain reliable information about whether the child is ready to study successfully;

Create a basis for the development of universal learning activities;

Provide an emotionally comfortable educational environment for each child;

Select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

Uniqueness of diagnostics

A psychological examination of 1st grade textbooks allowed the authors of the educational textbook to identify a basic set of skills that are important to develop in a child from the very first days of education. These skills:

Ensure understanding of textbook material and teacher instructions,

Allows you to engage in educational dialogue in the classroom,

Help organize activities in class, etc.

Timely diagnosis of such skills allows the teacher to “tune” the educational process to the individual level of readiness of each student and the class as a whole.

From the first days of training, comfortable conditions are created to achieve educational results that comply with the Federal State Educational Standards of the NEO.

A total of 17 skills are identified. They are grouped into the blocks “observation”, “Thinking abilities”, “Control skills”, “Communication skills” and “Personal readiness”:

The teacher's manual provides detailed characteristics everyone skills according to the following scheme:

We have identified 17 skills included in the structure of pedagogical readiness:

OBSERVATION: CHILD skill

1. isolate individual details from the flow of information based on the task at hand.
2. perceive a familiar object as a whole under conditions of fragmentary presentation.
3. see essential features (concepts) in the image of a perceived object.
4. adhere to the specified sequence during the observation process.
5. rely on a visual image to retain educational information in memory.

THINKING ABILITIES: CHILD skill

1. establish genus-species relationships between concepts.
2. establish logical connections of the “cause-effect” type between phenomena.
3. establish quantitative relationships of the “more-less” type between objects and phenomena.
4. select objects from many others and combine them in accordance with the task. operate with the same information using images, words, diagrams and signs when solving a learning task.
5. find a pattern in the information being studied.
6. analyze objects and discover essential features of concepts in them.

CONTROL (CORRECTION) SKILLS:

1. compare the result with the sample and identify inconsistencies.
2. follow instructions when performing training activities

COMMUNICATION ABILITIES:

1. use adult speech as a source of information when solving a learning task.

PERSONAL COMPONENT:

16) the child’s motivational readiness to solve educational problems of a high level of complexity.

17) positive emotional and value attitude towards educational activities

The main procedure that we propose to determine the level of a child’s pedagogical readiness is a written diagnostic task. For each indicator, its own task has been developed; together they make up an individual diagnostic notebook in which the student works.

How does diagnostics work?

Each child works in his own personal workbook.

Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.

The tasks are built on the basis of color drawings, which makes them easier for the child to perceive.

How is diagnostics carried out?

Pedagogical diagnostics of starting readiness is carried out at 3-4 weeks of teaching a first-grader.

All exercises are performed under the guidance of a teacher. Methodological recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain unforeseen situations, how to respond to children’s questions, etc.

Processing diagnostic results

We have tried to simplify the procedure for processing diagnostic results as much as possible. All data is entered into 2 summary tables, which allows them to be used in the future for qualitative pedagogical analysis.

What does diagnostics give a teacher?

“School start” is an opportunity for a teacher to understand the reasons for the success and failure of his students and, from the first days, to consciously and purposefully work on the formation of universal educational actions.

The data obtained as a result of diagnostics can be included in the portfolio of each child.

How to learn how to diagnose

The manual provides comprehensive information on conducting and processing diagnostic data.

You can undergo training at a one-day seminar, which is conducted by the Center for Psychological Support of Education “POINT PSI” and the Federal Scientific and Methodological Center named after. L.V. Zankova.

Information about seminars can be found on the websites

www.tochkapsy.ru And www.zankov.ru

A successful start is a good start to school!

The results of the initial diagnostics will help the teacher organize work in the first months of training, and then the data from monitoring meta-subject educational results will serve as guidelines for work. Monitoring is also based on a system of special diagnostic tasks and is carried out in February-March of each year of primary school.

Currently, a program for monitoring meta-subject educational results for grades 1 and 2 is being prepared for publication.

The Federal State Educational Standard for Primary General Education gives a qualitatively new idea of ​​the content of primary education. The concept of “universal educational actions” has entered the professional life of a teacher - a key term for understanding modern requirements for the effectiveness of the educational process, which consists of a set of indicators. The student’s possession of the basics of the ability to learn, operate in one way or another to solve problems, and collaborate; value attitude towards one’s own health; civil and ethnic self-identification - all this becomes the object of the teacher’s purposeful work on shaping the child’s personality and, as a consequence, the object of measuring and assessing his achievements.

Educational and methodological kit“Learning to learn and act”is a system for monitoring meta-subject UUD and is a continuationEducational complex "School Start" (pedagogical diagnostics of initial readiness for successful learning in primary school).

Diagnostic measures allow the teacher to identify the level of formation of the most important learning tools at each stage of education and determine the pedagogical strategy for each child to achieve meta-subject educational results in accordance with the Federal State Educational Standards of Educational Education.

The program opens up unique opportunities for individualizing the learning process and achieving high educational results for each child based on a systematic, comprehensive study of his progress along the educational trajectory.

This program is only the beginning of a system of diagnostic work for teachers. Teachers cannot do without systematic monitoring of the quality of work in the context of the introduction of new educational standards. Universal educational activities are formed throughout all 4 years of study, are formed in stages and at each stage of their development require attention from the teacher. A monitoring program for meta-subject universal educational activities for grades 1 and 2 is currently being developed. Already in the middle of the next school year, this monitoring will be necessary for all teachers teaching first-graders according to the new generation Federal educational standards.

What aids should I use for diagnostics?

The educational complex “School Start” includes:

Workbook for first graders(authors Beglova T.V., Bityanova M.R., Teplitskaya A.G.)

What aids should I use to conduct

monitoring the development of students' learning skills?

The educational complex “Learning to learn and act” includes:
- workbook for 1st grade (authors T.V. Merkulova, A.G. Teplitskaya, T.V. Beglova);
- methodological recommendations for the workbook for grade 1 (authors M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya);
- workbook for grade 2, in 2 parts (authors T.V. Merkulova, A.G. Teplitskaya, T.V. Beglova);
- methodological recommendations for the workbook for grade 2 (authors M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya, T.V. Beglova). Slide 2

Educational and methodological set “SCHOOL START”: PEDAGOGICAL DIAGNOSTICS OF START-UP READINESS FOR SUCCESSFUL LEARNING IN PRIMARY SCHOOL

The purpose of this program: to obtain reliable information about whether the child is ready to study successfully; create a basis for the development of universal learning activities; provide an emotionally comfortable educational environment for every child; select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

The purpose of this program is to obtain reliable information about the child’s readiness to study successfully and achieve a high-quality educational result in 1st grade. In the future, this information can be used by the teacher in order to: Provide an emotionally comfortable educational environment for each child by planning the pace of completion and level of difficulty of the program Create psychological and pedagogical prerequisites for the development of universal educational activities and, accordingly, access to high-quality meta-subject and personal educational results Correct the forms and methods of teaching the class as a whole, taking into account the level of readiness for individual blocks of skills Plan individual pedagogical work with children If necessary, obtain advice on the issues of teaching children from specialized specialists (psychologists, defectologists)

Uniqueness of diagnostics Basic skills of a first-grader: - ensure understanding of the textbook material and teacher’s instructions, - allow you to engage in educational dialogue in the lesson, - help organize activities in the lesson, etc.

17 skills grouped into 5 blocks

How is diagnostics done?

How is diagnosis carried out? in the 3-4th week of teaching a first grader, all exercises are performed under the guidance of the teacher daily, at the beginning of lessons 2 and 3 for 5 - 10 minutes, or select several special diagnostic lessons from Tuesday to Thursday

Processing diagnostic results

Educational and methodological set “LEARNING TO LEARN AND ACT”: PROGRAM FOR MONITORING THE DEVELOPMENT OF UNIVERSAL LEARNING ACTIONS

What aids should I use for diagnostics? The educational complex “School Start” includes: - a workbook for first-graders (authors Beglova T.V., Bityanova M.R., Teplitskaya A.G.) - methodological recommendations for it (authors Beglova T.V., Bityanova M.R. ., Merkulova T.V., Teplitskaya A.G.).

What aids should I use for diagnostics? What manuals should be used to monitor the development of students' learning skills? The educational complex “Learning to learn and act” includes: - workbook for 1st grade (authors T.V. Merkulova, A.G. Teplitskaya, T.V. Beglova); - methodological recommendations for the workbook for grade 1 (authors M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya); - workbook for grade 2, in 2 parts (authors T.V. Merkulova, A.G. Teplitskaya, T.V. Beglova); - methodological recommendations for the workbook for grade 2 (authors M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya, T.V. Beglova). - workbook for grade 3, in 2 parts (authors T.V. Merkulova, A.G. Teplitskaya, M.R. Bityanova, T.V. Beglova); - methodological recommendations for the workbook for grade 3 (authors M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya, T.V. Beglova) Detailed annotation to the manuals for grade 1, for grade 2.

DIAGNOSTICS OF READINESS FOR TRAINING

AND OTHER PROFESSIONAL STEPS OF A TEACHER

The beginning of schooling, both in the minds of teachers and in the minds of the parents of a future first-grader, is traditionally associated with the problem of readiness. It's rare that a parent doesn't wonder if their child is ready for school. Behind this question lies many different feelings and experiences of parents: concern for the child (will he be good at school? Will this harm his well-being, mental health?), and social fears (will my child be worse than others?), and parental fears. ambitions (what will they think of me?), and much more. Teachers also think seriously about children’s readiness for systematic learning. For him, this is both a question of his own professional success (will I be able to show a high professional level by teaching these children?), and concern for the quality of the children’s education (will they be able to learn everything they need?).

And psychological diagnostics are most often considered as a tool for studying readiness. Why is that? And is this right? The first question is easy to answer. The term “readiness” in relation to first-graders is traditionally supplemented with the adjective “psychological.” Psychological readiness is a look at the prospects for a child’s learning - success or failure - from the point of view of various aspects of mental development. Based on the diagnostic results, individual indicators of mental development are compared with indicators of the age norm. Due to this, it becomes possible to assess the level (degree) of psychological readiness. If the readiness level is low, the child will have difficulty learning at the same level as other children. He will need individual help from a teacher, and in some cases from a psychologist or speech pathologist. As a rule, special developmental activities are needed that allow one to develop certain mental processes.

"SCHOOL START":

PEDAGOGICAL DIAGNOSTICS OF START-UP READINESS

TO SUCCESSFUL STUDYING IN PRIMARY SCHOOL

School years are a person’s long road to knowledge and understanding of the world and society. To yourself.

The road is difficult, requiring desire and effort from those who walk along it. And also understanding and professionalism from the one who leads and accompanies.

Every step on this path is significant. Especially the first steps.

Our diagnostic program allows an adult to set the right guidelines on the starting pad of education.

"School start" is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of children’s education at school.
It allows:
- obtain reliable information about whether the child is ready to study successfully;
- create a basis for the development of universal educational activities;
- provide an emotionally comfortable educational environment for each child;
- select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

Uniqueness of diagnostics

A psychological examination of 1st grade textbooks allowed the authors of the educational textbook to identify a basic set of skills that are important to develop in a child from the very first days of education. These skills:
- ensure understanding of the textbook material and teacher instructions,
- allow you to engage in educational dialogue in the classroom,
- help organize activities in the lesson, etc.
- timely diagnosis of such skills allows the teacher to “tune” the educational process to the individual level of readiness of each student and the class as a whole.
- from the first days of training, comfortable conditions are created to achieve educational results that comply with the Federal State Educational Standards of the NEO.

A total of 17 skills are identified. They are grouped into the blocks “observation”, “Thinking abilities”, “Control skills”, “Communication skills” and “Personal readiness”:

The teacher's manual provides detailed characteristics of each skill according to the following scheme:

How does diagnostics work?

Each child works in his own personal workbook.

Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.
The tasks are built on the basis of color drawings, which makes them easier for the child to perceive.

How is diagnostics carried out?

Pedagogical diagnostics of starting readiness is carried out at 3-4 weeks of teaching a first-grader.

All exercises are performed under the guidance of a teacher. Methodological recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain unforeseen situations, how to respond to children’s questions, etc.

Processing diagnostic results

We have tried to simplify the procedure for processing diagnostic results as much as possible. All data is entered into 2 summary tables, which allows them to be used in the future for qualitative pedagogical analysis.

What does diagnostics give a teacher?

“School start” is an opportunity for a teacher to understand the reasons for the success and failure of his students and, from the first days, to consciously and purposefully work on the formation of universal educational actions.
The data obtained as a result of diagnostics can be included in the portfolio of each child.

How to learn how to diagnose

The manual provides comprehensive information on conducting and processing diagnostic data.
- You can undergo training at a one-day seminar, which is conducted by the Center for Psychological Support of Education “POINT PSI” and the Federal Scientific and Methodological Center named after. L.V. Zankova.
- Information about seminars can be obtained on the websites

School years are a person’s long road to knowledge and understanding of the world and society.

To yourself.

The road is difficult, requiring desire and effort from those who walk along it. And also understanding and professionalism from the one who leads and accompanies.

Every step on this path is significant. Especially the first steps.

Our diagnostic program allows an adult to set the right guidelines on the starting pad of education.

“School start” is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of children’s schooling.

It allows:

Obtain reliable information about whether the child is ready to study successfully;

Create a basis for the development of universal learning activities;

Provide an emotionally comfortable educational environment for each child;

Select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

Uniqueness of diagnostics

A psychological examination of 1st grade textbooks allowed the authors of the educational textbook to identify a basic set of skills that are important to develop in a child from the very first days of education. These skills:

Ensure understanding of textbook material and teacher instructions,

Allows you to engage in educational dialogue in the classroom,

Help organize activities in class, etc.

Timely diagnosis of such skills allows the teacher to “tune” the educational process to the individual level of readiness of each student and the class as a whole.

From the first days of training, comfortable conditions are created to achieve educational results that comply with the Federal State Educational Standards of the NEO.

A total of 17 skills are identified. They are grouped into the blocks “observation”, “Thinking abilities”, “Control skills”, “Communication skills” and “Personal readiness”:

How does diagnostics work?

Each child works in his own personal workbook.

Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.

The tasks are built on the basis of color drawings, which makes them easier for the child to perceive.

How is diagnostics carried out?

Pedagogical diagnostics of starting readiness is carried out at 3-4 weeks of teaching a first-grader.

All exercises are performed under the guidance of a teacher. Methodological recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain unforeseen situations, how to respond to children’s questions, etc.

Information about seminars can be found on the websites

The educational complex “School Start” includes:

- - guidelines To her (authors Beglova T.V., Bityanova M.R., Merkulova T.V., Teplitskaya A.G.).

Download:

Preview:

“School start”: diagnostics of readiness for learning and other professional steps of a teacher

Pedagogical diagnostics of initial readiness for successful learning in primary school

School years are a person’s long road to knowledge and understanding of the world and society.

To yourself.

The road is difficult, requiring desire and effort from those who walk along it. And also understanding and professionalism from the one who leads and accompanies.

Every step on this path is significant. Especially the first steps.

Our diagnostic program allows an adult to set the right guidelines on the starting pad of education.

“School start” is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of children’s schooling.

It allows:

Obtain reliable information about whether the child is ready to study successfully;

Create a basis for the development of universal learning activities;

Provide an emotionally comfortable educational environment for each child;

Select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

Uniqueness of diagnostics

A psychological examination of 1st grade textbooks allowed the authors of the educational textbook to identify a basic set of skills that are important to develop in a child from the very first days of education. These skills:

Ensure understanding of textbook material and teacher instructions,

Allows you to engage in educational dialogue in the classroom,

Help organize activities in class, etc.

Timely diagnosis of such skills allows the teacher to “tune” the educational process to the individual level of readiness of each student and the class as a whole.

From the first days of training, comfortable conditions are created to achieve educational results that comply with the Federal State Educational Standards of the NEO.

A total of 17 skills are identified. They are grouped into the blocks “observation”, “Thinking abilities”, “Control skills”, “Communication skills” and “Personal readiness”:

The teacher's manual provides detailed characteristics everyone skills according to the following scheme:

How does diagnostics work?

Each child works in his own personal workbook.

Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.

The tasks are built on the basis of color drawings, which makes them easier for the child to perceive.

How is diagnostics carried out?

Pedagogical diagnostics of starting readiness is carried out at 3-4 weeks of teaching a first-grader.

All exercises are performed under the guidance of a teacher. Methodological recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain unforeseen situations, how to respond to children’s questions, etc.

Processing diagnostic results

All data is entered into 2 summary tables, which allows them to be used in the future for qualitative pedagogical analysis.

What does diagnostics give a teacher?

“School start” is an opportunity for a teacher to understand the reasons for the success and failure of his students and, from the first days, to consciously and purposefully work on the formation of universal educational actions.

The data obtained as a result of diagnostics can be included in the portfolio of each child.

How to learn how to diagnose

The manual provides comprehensive information on conducting and processing diagnostic data.

You can undergo training at a one-day seminar, which is conducted by the Center for Psychological Support of Education “POINT PSI” and the Federal Scientific and Methodological Center named after. L.V. Zankova.

A successful start is a good start to school!

The results of the initial diagnostics will help the teacher organize work in the first months of training, and then the data from monitoring meta-subject educational results will serve as guidelines for work. Monitoring is also based on a system of special diagnostic tasks and is carried out in February-March of each year of primary school.

Currently, a program for monitoring meta-subject educational results for grades 1 and 2 is being prepared for publication.

What aids should I use for diagnostics?

The educational complex “School Start” includes:

- workbook for first graders(authors Beglova T.V., Bityanova M.R., Teplitskaya A.G.)

“School start”: diagnostics of readiness for learning and other professional steps of a teacher

The beginning of schooling, both in the minds of teachers and in the minds of the parents of a future first-grader, is traditionally associated with the problem of readiness. It's rare that a parent doesn't wonder if their child is ready for school. Behind this question lies many different feelings and experiences of parents: concern for the child (will he be good at school? Will this harm his well-being, mental health?), and social fears (will my child be worse than others?), and parental fears. ambitions (what will they think of me?), and much more. Teachers also think seriously about children’s readiness for systematic learning. For him, this is both a question of his own professional success (will I be able to show a high professional level by teaching these children?), and concern for the quality of the children’s education (will they be able to learn everything they need?).

And psychological diagnostics are most often considered as a tool for studying readiness. Why is that? And is this right? The first question is easy to answer. The term “readiness” in relation to first-graders is traditionally supplemented with the adjective “psychological.” Psychological readiness is a look at the prospects for a child’s learning—success or failure—from the point of view of various aspects of mental development. Based on the diagnostic results, individual indicators of mental development are compared with indicators of the age norm. Due to this, it becomes possible to assess the level (degree) of psychological readiness. If the readiness level is low, the child will have difficulty learning at the same level as other children. He will need individual help from a teacher, and in some cases from a psychologist or speech pathologist. As a rule, special developmental activities are needed that allow one to develop certain mental processes.

“SCHOOL START”: PEDAGOGICAL DIAGNOSTICS OF START-UP READINESS FOR SUCCESSFUL LEARNING IN PRIMARY SCHOOL

School years are a person’s long road to knowledge and understanding of the world and society. To yourself.

The road is difficult, requiring desire and effort from those who walk along it. And also understanding and professionalism from the one who leads and accompanies.

Every step on this path is significant. Especially the first steps.

Our diagnostic program allows an adult to set the right guidelines on the starting pad of education.

"School start" is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of children’s education at school.
It allows:
- obtain reliable information about whether the child is ready to study successfully;
- create a basis for the development of universal educational activities;
- provide an emotionally comfortable educational environment for each child;
- select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

Uniqueness of diagnostics

A psychological examination of 1st grade textbooks allowed the authors of the educational textbook to identify a basic set of skills that are important to develop in a child from the very first days of education. These skills:
- ensure understanding of the textbook material and teacher instructions,
- allow you to engage in educational dialogue in the classroom,
- help organize activities in the lesson, etc.
- timely diagnosis of such skills allows the teacher to “tune” the educational process to the individual level of readiness of each student and the class as a whole.
- from the first days of training, comfortable conditions are created to achieve educational results that comply with the Federal State Educational Standards of the NEO.

A total of 17 skills are identified. They are grouped into the blocks “observation”, “Thinking abilities”, “Control skills”, “Communication skills” and “Personal readiness”:

The teacher's manual provides detailed characteristics of each skill according to the following scheme:

How does diagnostics work?

Each child works in his own personal workbook. Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.
The tasks are built on the basis of color drawings, which makes them easier for the child to perceive.
How is diagnostics carried out?

Pedagogical diagnostics of starting readiness is carried out at 3-4 weeks of teaching a first-grader. All exercises are performed under the guidance of a teacher. Methodological recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain unforeseen situations, how to respond to children’s questions, etc.

"Guidelines. Pedagogical diagnostics of initial readiness for successful learning in primary school”, p. 27.

Processing diagnostic results

We have tried to simplify the procedure for processing diagnostic results as much as possible. All data is entered into 2 summary tables, which allows them to be used in the future for qualitative pedagogical analysis.

What does diagnostics give a teacher?

“School start” is an opportunity for a teacher to understand the reasons for the success and failure of his students and, from the first days, to consciously and purposefully work on the formation of universal educational actions.
The data obtained as a result of diagnostics can be included in the portfolio of each child.

School start: what's next?

A successful start is a good start to school!

The results of the initial diagnostics will help the teacher organize work in the first months of training, and then the data from monitoring meta-subject educational results will serve as guidelines for work. Monitoring is also based on a system of special diagnostic tasks and is carried out in February-March of each year of primary school.
Currently, a program for monitoring meta-subject educational results for grades 1 and 2 is being prepared for publication.
What aids should I use for diagnostics?

In UMK "School start" included

workbook for first graders(authors Beglova T.V., Bityanova M.R., Merkulova T.V., Teplitskaya A.G..); (84.50 RUR.)

MONITORING UUD: A STEP INTO THE FUTURE OF THE TEACHING PROFESSION.
NEW CONCEPTS – NEW CHALLENGES

The image of the future of education created by the Standard is undoubtedly attractive. It clearly shows the traits of a graduate of tomorrow's school. This graduate has not only a stock of knowledge, but also a position, competencies, and is ready for constant updating and even transformation of his knowledge.

The Federal State Educational Standard for Primary General Education sets a qualitatively new idea of ​​what the content of primary education and its educational result should be. Textbooks, requirements for educational programs of institutions and curricula are changing. The idea of ​​the criteria for a teacher’s professional skills, the goals and methods of his work is changing. And of course, changes apply to the content and methods of assessing the results of education.

Now performance consists of a complex set of indicators that describe the knowledge, meta-subject, and even personal achievements of the child. The professional life of a teacher includes the concept of “universal educational actions.”

“LEARNING TO LEARN AND ACT”: MONITORING METASUBJECT UNIVERSAL LEARNING ACTIONS

Educational and methodological kit “Learning to learn and act” is a continuation of the program "School start" and is a program for pedagogical monitoring of the development of universal educational activities for students in grades 1–4. The program implements a comprehensive psychological and pedagogical approach to monitoring and assessing the child’s development process from the first weeks of his education in primary school until the end of 4th grade.

Diagnostic measures allow the teacher to identify the level of formation of the most important learning tools at each stage of education and determine the pedagogical strategy for each child to achieve meta-subject educational results in accordance with the Federal State Educational Standards of Educational Education.

The program opens up unique opportunities for individualizing the learning process and achieving high educational results for each child based on a systematic, comprehensive study of his progress along the educational trajectory.

Authors of the kit:
T.V. Beglova, M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya, edited by Ph.D. M.R. Bityanova (Center for Psychological Support of Education “POINT PSI”, Moscow), Ph.D. S.G. Yakovleva (Federal Scientific and Methodological Center named after L.V. Zankov).

A detailed description of the diagnostic procedure, assessment and analysis of results is presented in the methodological recommendations for teachers.

Diagnostic measures allow the teacher to identify the level of formation of the most important learning tools at all stages of education and determine a pedagogical strategy for each child to achieve meta-subject educational results in accordance with the Federal State Educational Standard of Education.

The kit opens up unique opportunities for individualizing the learning process and achieving high educational results for each child based on a systematic, comprehensive study of his progress along the educational trajectory. The beginning of the teacher’s systemic diagnostic work is the “School Start” program, then annual monitoring of the process of formation of educational attainment is carried out on the basis of a unified “ line" indicators. The set for 1st grade includes a notebook for students with diagnostic tasks “Learning to Learn and Act” and a teaching aid for the teacher.

What does working with the “Learning to Learn and Act” notebook give to a teacher?
In the first grade, the teacher has the opportunity to study the level of formation of the most important universal educational actions. Their assessment is carried out at a basic level, since children are still only at the very beginning of their school journey. When developing diagnostic tasks, we took into account the reading skills of first-graders, the speed at which they process educational information, and their ability to work with instructions independently, which are still just being formed.

In the second grade, eight more will be added to these 8 universal learning activities.

And in the third and fourth there will be more than 30 of them!

The age characteristics of 1st grade students are also taken into account in the form of diagnostic tasks: this is a fairy tale story, in which children participate in helping forest school students, animals and their teacher Raccoon Enotovich. Children complete all tasks (2 options) in the individual workbook “Learning to Learn and Act.”

Each option consists of 16 diagnostic modules, which have the same structure:
- introduction,
- sample,
- three diagnostic tasks (A, B, C)

And an additional task marked with an icon

The educational and methodological set “Learning to Learn and Act” allows you to systematically, professionally and comprehensively study and adjust the effectiveness and quality of education of each child, which meets not only the requirements of the L.V. system. Zankov, but also the Federal State Educational Standard of the NOO.

How to learn how to diagnose
- The manual provides comprehensive information on conducting and processing diagnostic data.
- You can undergo training at a one-day seminar, which is conducted by the Center for Psychological Support of Education “POINT PSI” and the Federal Scientific and Methodological Center named after. L.V. Zankova.

What manuals should be used to monitor the development of students' learning skills?

The educational complex “Learning to learn and act” includes:
- workbook for first-graders Learning to study and act (authors .); (130 rub.)
- methodological recommendations for it (authors Bityanova M.R., Beglova T.V., Merkulova T.V., Teplitskaya A.G..).(50 rub)