Student tutoring project
teachers biology MBOU secondary school No. 1, Michurinsk, Shatilova I.V.
1. general characteristics the child in respect of whom tutor support is carried out.
Zhidkov Mikhail, 13 years old.
Tutor support is carried out in relation to a teenager studying 7 "G" class MBOU secondary school No. 1 of the city of Michurinsk.
During his studies from grades 1 to 7, he shows excellent academic success, is the winner of the school and municipal stages of the All-Russian Olympiad for schoolchildren in the Russian language, biology and ecology, and Misha also actively participates in competitions at various levels. In the class, Mikhail had good interpersonal relationships with all students. Never goes into conflict, always ready to help his classmates,. Shows leadership qualities. Treat teachers with respect. The main group of health, but there is a visual impairment. He rarely misses school.
Misha is quite sociable and very responsible. He is purposeful, has a high capacity for work, has good creative abilities, and is sensitive to the opinions of other people.
Brought up in a complete family. Mom Irina Yuryevna and dad Sergey Alexandrovich have higher education. There is a younger sister Sophia, a future student of the 1st grade.
2. Characteristics of the cognitive interests of the child
To identify the features of cognitive interest in a 7-grader, various methods were used:
determination of the intensity of cognitive interests by questioning (V. S. Yurkevich's test);
observation of manifestations of cognitive interest. The method of observing the manifestations of cognitive interest made it possible to collect additional information about the manifestation of cognitive interest during Misha's activities in the lesson in natural conditions (G.I. Shchukina's method);
Torrens test for creativity (adapted version by A.N. Voronin);
detection of search activity (method of M.I. Lisina).
An analysis of the studies carried out made it possible to draw a conclusion about the level of manifestation of the student's cognitive activity and creativity of thinking (indicators "fluency" of execution, "flexibility", "uniqueness"). Mikhail has a high spontaneous search activity, shows interest in the essence of phenomena, in their essential connections and patterns, seeks to understand difficult issues, seeks to overcome difficulties in complex problematic tasks. The predominance of a high level of interest development and an average level of creativity ensures high search activity for the majority subjects. When developing an individual educational program it is necessary to take into account the fact that the cognitive interests of a high level of development, combined with a rich outlook, high level knowledge, require for their development an appropriate favorable environment that renews and deepens knowledge, ensures going beyond curricula and introduces them to the sciences with the maximum use of search activity.
To determine the priority sphere of practical and cognitive interests of a teenager,used the diagnostics of cognitive interests according to the “Map of Interests” by A. E. Golomshtok (modified by S. Ya. Karpilovskaya). Thus, interest in the subjects of the natural science cycle (biology, ecology, physics) was revealed. Misha also has creative abilities (he studies piano at a music school).
3. The purpose of the individual educational program
Personal development and self-determination of the student through the development of resources of cognitive activity in an open educational environment in accordance with their own educational needs.
4. Tasks of an individual educational program
Determining the preferred type of activity of the student.
Organization of student's own activities based on personal needs, interests, aspirations.
Development of skills of self-education, self-education, self-realization.
Offering the child alternative ways to receive education, depending on his age and individual characteristics.
Creating a comfortable environment for effective learning.
Organization of psychological and pedagogical support of the student.
5. Map of educational resources
StagesReflection
Tutor support
Diagnostic
I know-I can-achieved
1. Good level of knowledge on general education subjects
2. Subjects of particular interest are: biology, ecology, Russian language, physics.
3. I know how to conduct elementary research, write essays, make presentations, use Internet resources.
4. Results in the previous academic year:
participant of the All-Russian intellectual competition "Olympus" in mathematics, biology, winner of the All-Russian competition "Biological Championship".
5. Winner of the city music competition.
The psychological and pedagogical service revealed the types of giftedness of the student: intellectual, creative.
Tutor's tasks:
1. Ensure the variability of the student's extracurricular activities.
2. Draw up an MI taking into account the interests of the child.
3. Develop research skills.
4. Improve further creativity and leadership qualities
5. Promote creativity
Design
I want to learn - learn - achieve
1.Engage research activities in the field of biology.
2. Continue successful participation in subject Olympiads and music competitions.
To compile the IEP, specific types of activities are selected from the Opportunity Matrix:
1. Work within the framework of the LEU section of biology.
2. Participation in the classes of the school circle "Eco Lover" and the program of additional education "Organization of project activities".
3. Participation in activities held at the school ( musical evenings, concerts, class hours).
Participation in competitions, olympiads, quizzes of various levels on the interests of the student.
Organization
My steps towards the goal
1. Reading additional scientific literature on subjects and working with Internet resources.
2. Classes in the "Eco Lover" circle.
3. Attendance at the course "Organization of project activities".
4. Work in KNOU
5. Participation in subject weeks, competitions of various levels.
October: participation in a concert attended by the Teacher's Day, participation in the school stage of the All-Russian Olympiad for schoolchildren in biology, ecology, Russian language
November: participation in observations of nature, participation in the municipal stage of the All-Russian Olympiad for schoolchildren in biology and ecology.
December: participation in the projects of the section of the LEU biology.
January: participation in the NOU school conference with the results of research in biology;
February: participation in the action "Feed the birds in winter"
March: participation in a concert dedicated to International Women's Day, participation in the municipal stage of the competition "Agribusiness Ideas".
April : participation in the Day of birds, participation in the school scientific-practical conference "Up the ladder of success".
May:
Participation in school and municipal concerts dedicated to the 71st anniversary of the victory in the Great Patriotic War;
Participation in the regional scientific-practical conference "Agribusiness-Initiative";
Tutor consultations;
Classes under the program of additional education "Organization of project activities".
Monitoring and analysis
Learned - Learned - Achieved
1. My discoveries:
Revealed influence environmental factors on health;
Developed the project "Mobile eco-laboratory"
My victories:
Winner and prize-winner of the school and municipal stage of the All-Russian Olympiad for schoolchildren in biology and ecology, prize-winner (2nd place) of the school scientific and practical conference "Up the ladder of success", winner of the regional competition "Agribusiness Initiative" (1st place).
My achievements:
He graduated from the 7th grade of the general education and the 3rd grade of the music school with excellent marks.
Work on ITM contributed to the development of the student's intellectual and creative abilities, which made it possible to achieve good success in educational activities.
Misha took an active part in all subject weeks competitions. Worked on the project "Mobile Ecolaboratory".
Psychodiagnostics revealed a positive dynamics in the level of formation of a number of indicators of intellectual giftedness.
6. Use of various resources.
A) Inside school resources:
Elective courses (Russian language, mathematics, physics, etc.);
Additional education programs ("Organization of project activities", "World of Physics", "Robotics", etc.);
Extracurricular activities (scientific society of students "Filyonok", photo studio, circles: "Ekolovenok", theatrical art "Mask", musical, etc.)
B) Resources of the immediate social environment:
Favorable relationships in the family, as well as with acquaintances and friends;
Financial and informational assistance to parents (necessary consultations and the Internet, assistance in organizing trips to other cities and excursions).
B) Resources sociocultural environment"closest available":
Museum of Local Lore(department of nature);
Museum of I.V. Michurin;
Michurin State Agrarian University;
VNIIS named after I.V. Michurin;
Central Genetic Laboratory named after IV Michurin;
Children's music school;
Children's sports school;
Center of children's creativity;
Teenage club "Peer".
D) "Remote" external resources:
Agribusiness centers (Tatanovo and Izberdei);
Excursion trips to other cities, regions, countries.
Scientific and educational institutions of Tambov, Moscow, Lipetsk, etc.
E) The most important Internet resources:
smart ass - - Children's Russian Internet Festival: news, participants, organizers, projects.
Phystech-Inform-Bureau
- counseling center for schoolchildren
-
Opportunity to get answers to questions on the latest achievements of science and technology from leading scientists of the Russian Academy of Sciences, Russian Academy of Education; and also, together with peers, participate in independent scientific research.
Guide IN THE WORLD OF SCIENCE
for schoolchildren.
-
Thanks to this catalog, schoolchildren can find not only educational materials, but also other useful materials of a methodical, popular science, informational, bibliographic nature through a computer network.
Olympiads on the site "Developing Education"
http://maro.newmail.ru/olimp_ro/
-
Olympiad tasks for various subjects organized by the International Association "Developing Education"
"Virtual School of Cyril and Methodius"
-
The project is an analogue of a comprehensive school on the Internet.encyclopedia. Located at www. wikipedia.org.
Innovative educational network "Eureka" . - http://www.eurekanet.ru/ewww/info/14714.html
Informational portal"YaClass" - http://www.yaklass.ru
7. List of possible project topics within the framework of the implementation of the IEP.
project on agribusiness education - "Shock Freezing of Vegetables";
"Influence of nitrates on health";
"The whole truth about fast food";
"The ABC of Health".
8.Planned educational events.
participation in subject Olympiads;
participation in competitions and conferences of different levels;
participation in online contests, forums;
development of new projects and creation of presentations.
Tutor support project
The participant in respect of whom tutor support is carried out is a student of the 8th grade of the branch
MBOU "Tokarevskaya secondary school No. 2" in the village of Chicherino
Markina Natalia. Her age is 15 years old.
1. General characteristics of the child in respect of which tutor support is carried out
Natalia has been studying at school since the 1st grade.
A capable girl, she studies excellently in all subjects. It has logical thinking, owns educational material at a very good level. Maintains high performance during all lessons. Expresses ideas clearly and consistently. She has a good vocabulary that allows her to analyze, reason intelligently and draw conscious and meaningful conclusions. He knows how to objectively evaluate his own work. Dominated natural-mathematical abilities, loves to read.
Natalia lives in a complete, financially secure family. Parents' education - secondary special, mother- medical worker, dad is an engineer, parents provide all possible assistance in realizing the cognitive interests of the girl. The atmosphere in the family is non-conflict, trusting relationships, the level of mutual understanding with parents is high, parents strictly control her behavior and do not limit her independence in obtaining knowledge. The family is financially secure. Parents constantly keep in touch with the class teacher, attend parent-teacher meetings.
The girl is disciplined, does not conflict with teachers. Diligently follows orders. The style of behavior is friendly, calm.
The girl is confident in her abilities, optimistic. Knows how to set a specific goal and strives to achieve it. Physically healthy, enjoys attending physical education classes.
Natalya p takes an active part in all-Russian, regional competitions, distance olympiads in subjects of the natural cycle. In the All-Russian Olympiad in geography and biology at the school level, he is the winner, at the municipal level - the prize-winner. Natalia is the winner of the Regional stage of the All-Russian competition for young researchers environment- 2nd place, took part in the regional stage of the regional scientific and practical conference of students "The Way to Science" in Michurinsk, winner of the regional competition "My Land - my countrymen", winner regional stage All-Russian Olympiad of research and educational research works of children and youth on the problems of environmental protection "Man - Earth - Space" (Olympiad "Constellation") - 2nd place; winner of the regional competition "Yunnat - 2016"
She is an active participant in the All-Russian online competition "Environmental Education". Joint social and environmental project of teachers and students "Live, spring, live!" - 3rd place; Is the winner of the International distance blitz-tournament "I am proud of you, my land" - 1st place; Multiple winner of Olympiads in Geography of the International Project VIDIOUROK.net
2. Characteristics of the cognitive interests of the child.
The girl shows a special interest in teaching natural and mathematical sciences, participates in various olympiads, and wins prizes in competitions. Erudite, emotional, inquisitive, she demonstrates excellent knowledge of subjects, relying not only on textbook material, but also using additional literature. Natasha has excellent computer skills, research and creative activity, enjoys sports, is the chairman of the research and development organization for schoolchildren "POISK", attends sections of volleyball, tennis. Her hobby is photography. Indifferent to animals. The object of constant admiration is horses.
3. The purpose of the individual educational program.
To develop the skills of research work, the ability to think independently and creatively, to use the acquired knowledge in practice;
Creating conditions for self-expression and self-realization of the student through mastering the solution of tasks of increased complexity in preparation for the OGE;
Ability to independently acquire and apply knowledge for its subsequent vocational education.
4. Tasks of an individual educational program.
creating conditions for deepening subject knowledge in the program of geography and biology grades 5-9;
providing an opportunity to correlate the level of their knowledge with the level of tasks of Olympiads and tasks of increased complexity from the OGE;
formation of the ability to apply theoretical knowledge in geography and biology in practice, when writing research and creative works;
mastering algorithms and techniques for solving tasks of an increased level of complexity in geography and biology;
development of intellectual and creative abilities;
Organize viewing a series of video lessons on Internet resources with an analysis of the solution of OGE tasks in geography and biology;
Send to the execution of tasks from the demo OGE options in geography and biology in online training mode;
Develop a program for an elective course in geography “Geography of Russia. Population.” for solving creative tasks, “Biology around us” tasks of increased complexity, found in tests for the OGE;
More actively involve schoolchildren in research and development activities, scientific research in the field of ecology, biology and geography;
Take part in all-Russian and international remote online competitions and the All-Russian Olympiad in ecology, geography, biology at various levels.
Check the implementation of training options in geography, taking into account the time spent.
Create conditions for the analysis and reflection of their achievements and failures.
5. Map of educational resources.
Elective course in geography “Geography of Russia. Population"
Paid additional educational services
NIO "POISK"
Branch of Tokarevskaya secondary school No. 2 in the village of Chicherino Map of educational services
District, school library
Teachers, parents, friends
Program distance learning
Internet resources:
http://alexlarin.net - various preparation materials
http://www.egetrener.ru - video tutorials
http://specclass.ru/-video tutorials
http://www.rgdb.ru http://mygeog.ru/rubrica/interaktivnye-karty/ "RGO.ru"
rus.by.ru geography.ru http://may32geo.narod.ru http://nashol.com;
http://reshuege.ru; http://ege-study.ru
6. List of possible project topics within the framework of the implementation of the IEP
Formation of knowledge and skills that form the basis of geographical literacy;
Actual problems of the population of Russia, the ability to analyze statistical materials on this topic when solving tasks of the OGE;
Methods for solving more complex tasks with detailed answers on various topics;
Formation of the ability to analyze and interpret geographical information presented in various forms;
Methodology for identifying the relationship between climate features and a geographical object according to the table;
A method for comparing and analyzing the length of the day, the height of the Sun above the horizon, depending on geographical location object;
Formation of cartographic skills to determine geographical coordinates, distances and directions on topographic maps;
Methodology for conducting experiments, experiments in research and creative activities.
Planned educational events:
Realization of the girl’s creative potential: classes in research and development, sections, circles, additional education classes, prizes in olympiads (regional level), in municipal, regional, All-Russian competitions different topics, maintaining a positive trend in learning (excellent student).
The student has developed a willingness to make a responsible choice of the educational profile.
The student has the skills to work with information in the field of educational and professional resources.
The student is an active participant in professional and personal self-determination through the design and implementation of an individual educational program plan for the Olympiad and research movement in ecology, geography, biology.
Registration own interests, experience with various types of resources;
Experience of self-presentation in various communities, experience of working in a team;-
Ability to analyze and correct own activities;
Experience in building your own individual educational trajectory.
http://www.rgdb.ru Russian State Children's Library
Natural Science Educational Portal
http://www.en.edu.ru
Portal of information support of the Unified State Examination
http://ege.edu.ru/PortalWeb/index.isp
http://www.uroki.net/docgeo.htm for the geography lesson
http://www.resolventa.ru/demo/demo.htm
http://prezentacii.com/geografiya/
http://mygeog.ru/rubrica/interaktivnye-karty/
rgo.ru - " RGO. en" rus.by.rugeografia.ru http://may32geo.narod.ru
Tutor support technologies allow solving the tasks proposed in the national educational initiative “Our new school". "Guys should be involved in research projects, creative activities, sports events, during which they will learn to invent, understand and master new things, be open and able to express their own thoughts, be able to make decisions and help each other, formulate interests and recognize opportunities. “An important task is to strengthen the educational potential of the school, to provide individualized psychological and pedagogical support for each student.
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Tutor support of the Federal State Educational Standard in primary school Project authors: Budaeva I.S. Matafonova N. N. Gombozhapova S. S.
“You can’t teach a person anything, you can only help him discover it within himself.” G. Galileo
1. Relevance In the first place comes the request for: development professional competence, new skills and methods of activity, readiness and ability to solve professional problems in accordance with the requirements of the Federal State Educational Standard.
The teacher acts not as a person who gives knowledge, but as an assistant, directing the student to acquire knowledge, giving him a proven path, algorithms.
Reasons for introducing tutor support technologies 1. They allow solving the tasks proposed in the national educational initiative “Our New School”. 2. Orders of the Ministry of Health and Social Development of the Russian Federation of May 5, 2008 No. 216n and No. 217n (registered with the Ministry of Justice of the Russian Federation on May 22, 2008 No. 11731 and No. 11725, respectively) approved professional qualification groups.
2. Concepts "Tutor" in translation from English is a teacher-mentor. The etymology of the word "tutor" (from the Latin verb tueor - "to look", "oversee"). A tutor is a student who develops and implements an individual educational program under the conditions of tutor support. Tutorial - classes in a mini-group of tutors with cognitive interests in one area.
Individual approach: work with a real person (diagnostics, correction, single result). Individualization: working with a possible person (creating an environment, opportunities, personal results).
3. Differences in the activities of the tutor from the activities of other teaching staff of the school Head teacher Creates organizational and pedagogical conditions for the assimilation of students curriculum The teacher has and realizes his educational interests and goals, and the tutor moves from the interests of students, helping him to realize his goals. The teacher sets the norms for the content, route and pace Classroom teacher Responsible for the implementation of the process of education and upbringing in his class Psychologist Performs psychodiagnostic, preventive, corrective work. Tutor Provides support for each student in the process of forming an individual educational program.
4. The main stages of tutor support diagnostic and motivational; design; implementation (presentation); analytical.
I. Diagnostic and motivational stage - teacher's ways of working: working with a student's portfolio from kindergarten; conversation, counseling; diagnostics, testing; - student's ways of work: presentation of the available amount of knowledge on the topic; a story about the history of the emergence of a cognitive issue. Result this stage- awareness junior schoolchild their goals, interests and plans.
II. Design stage The task is to organize the collection of information. The design section of the portfolio may include: curious finds, clippings from magazines, facts, difficulties faced by the student; statistical materials; diagrams, tables, graphs used in the work.
III. Implementation stage Task - work on specific projects, studies, issues. The presentation can be organized in many ways: a short oral presentation during the tutorial; performance at class hour or lesson; presentation at the conference; creative festival etc. .
III. Analytical stage The task is to analyze successes and difficulties. The analytical section of the portfolio may include: diplomas, diplomas, certificates, written reviews of teachers, parents, schoolmates. reflective maps, which can be of different types.
Reflection maps Individual work Topic Self-assessment Tutor's assessment Outcome Excellent Good May be better Excellent Good May be better
"Everything is in my hands"
Incomplete sentences The tutor continues the sentences I learned… it was interesting… it was difficult… I realized that… now I can… I learned… I succeeded… I will try… I was surprised… I wanted to…
Thermometer
Ladder of success
5. The main forms of tutor support Tutor support for a student is carried out at two levels: 1. Individual support by a tutor: research; preparation for public speaking; preparation for the olympiads, competitions. 2. Accompanying the class as a whole - creating the most saturated school environment (sections, studios, children's movements, clubs, a house of creativity).
Project “Tutor support system in educational organization»
Justification of the project.
The most important prerequisite and main resource innovative development The Russian economy and social sphere today is improving the quality of human potential, which implies the achievement of a new quality of general education. Modern Requirements states to the results of education, enshrined in the NEI "Our New School", orient schools to teach students "to invent, understand and master new things, express their own thoughts, make decisions and help each other, formulate interests and realize opportunities." UNESCO documents note that “the main task of education at the present stage of development of human civilization should be the creation of conditions for the independent choice of a person, the formation of readiness and ability to act on the basis of constant choice and the ability to get out of a situation of choice without stress”
Achieving new results in education presupposes a significant modernization of general education in the direction of its individualization. At the same time, the education system is demonstrating an increasing discrepancy between state and social needs, which leads to the loss of public and state attractiveness of this system.
Thus, the federal educational policy, as one of the priorities innovation activities in general education determines the individualization of general education, one of the key tools of which is the organization of tutor support for students. The need for the project is in the need to develop and test in a general education institution a tutor model of effective individualization of education, as a condition for achieving a new quality of general education
Problem the project is to find effective ways and means to ensure the implementation of new requirements for the quality of general education in the context of individualization educational process.
Normative base
The position of "tutor" is officially fixed among the positions of employees of general, higher and additional professional education (orders of the Ministry of Health and Social Development of the Russian Federation dated May 5, 2008 No. 216-n and 217-n, registered with the Ministry of Justice of the Russian Federation on May 22, 2008 under No. 11731 and No. 11725, respectively), is included in the Unified Qualification Handbook of the Positions of Managers, Specialists and Employees, in the section “Qualification Characteristics of the Positions of Educational Workers” (Order No. 761n of the Ministry of Health and Social Development of August 26, 2010, registered with the Ministry of Justice of the Russian Federation on October 6, 2010 N 18638). Thus, such a staff unit can be introduced and paid from the budget.
Draft Order of the Ministry of Labor and Social Protection of the Russian Federation “On approval of the professional standard “Assistant (assistant) for the provision of technical assistance to persons with disabilities and handicapped Health” (prepared by the Ministry of Labor of Russia on April 15, 2016)
Article 79 of the Law on Education of the Russian Federation
IN Russian Federation until 2020
Instructions for the escort Additional agreement on the escort:
Response of the Ministry of Education to the head of the human rights project of Rusfond Valery Panyushkin regarding the organization of special conditions for children with disabilities. About tutors and assistants.
Goal and tasks
Target : the introduction of tutor support for the individualization of education as a means of achieving a new quality of general education in the light of the implementation of the Federal State Educational Standards LLC.
Tasks :
to familiarize teachers with the theory, methodology and practice of tutoring and individualization of education;
the formation of experience in the development of tutor practices.
Compliance with the principles of tutor support such as:
Modularity – leading the pupil through different ways of working, understanding their successes and failures.
Flexibility – focus on expanding contacts, supporting the initiative in choosing
ways of activity.
Continuity – ensuring consistent, cyclical, timely
process in the development of cognitive interest.
Individualization - taking into account personal needs, characteristics and interests of students.
Openness - management of the student's own cognitive and educational activities.
Project content
Tutoring is an activity aimed at organizing the process of mastering cultural methods of activity by students, at developing the skills of reflective-analytical work and the skills of developing and implementing an individual educational program and
creation of conditions for professional self-determination of the graduate.
Features of an individual educational program (IEP)
The structure of the IOP includes:
a) analysis of individual educational history;
b) goals and objectives of education for the coming period;
c) an indication of the conditions, possibilities for the implementation of the IEP at the school where he studies
student, in the area, city, etc.;
d) an individual educational plan, including an individual syllabus(IEP), a plan for social and professional trials, a plan for reflexive situations;
e) description of IEP resource support;
f) criteria for evaluating the effectiveness of the implementation of the IEP.
Technologies and methods ,
which the tutor can use in his work with students,- it's technology open education:
"case study » (teaching method based on the analysis of practical situations);
"portfolio" (presentation method educational outcomes);
"debate" (a method of organizing a public discussion, in which you need to argue your point of view with the utmost evidence and refute the opposite), etc.
Forms of tutor support
Individual tutor consultation (conversation)
This is an individual organizational form of tutor support, which is a discussion with the tutor of significant issues related to the personal development and education of each student.
Group tutor consultation
These classes provide tutor support for individual educational programs for schoolchildren with similar cognitive interests. The teacher-tutor simultaneously performs several types of work: motivational, communicative and reflective. It is advisable to discuss the topic of the upcoming tutor consultation together with all the tutors in the group. On the one hand, this creates an atmosphere of goodwill, mutual understanding and cooperation during the consultation itself, and on the other hand, it ensures its productivity.
Tutorial (educational tutor seminar)
Tutorial is an active group learning aimed at developing the mental, communicative and reflective abilities of schoolchildren. It's open training session using interactive and intensive learning methods. The tutorial also aims to enliven and diversify the learning process, to activate cognitive activity schoolchildren, to cause the manifestation of creative abilities, to encourage the application of theoretical knowledge in practice. Tutors or teachers who provide tutor support to schoolchildren act as tutor guides. Sometimes the leaders of the tutorial can be older students with experience in this field of knowledge. Such work helps students master the technologies of individual and group reflection, develop criteria for evaluating the results of the effectiveness of individual and group work.
training
Mastering the necessary skills and abilities during the training involves not only memorizing them, but also their direct use in practice immediately, during the training work. In trainings, as well as in tutorials, but in a much more intensive form, various methods and techniques of active learning are widely used: business, role-playing and simulation games, work with electronic and printed-based determinants, modeling, case studies and group discussions . Each time, the choice of specific forms, methods and technologies of the tutor work itself is a strictly individual choice of the tutor and depends both on the age and personality characteristics of the student, and on personal and professional
tutor's own preferences. It must be remembered that training with children and adolescents requires special knowledge and skills.
educational event
Unlike educational activities, this form of tutor support for students is aimed at developing educational motivation,
construction and implementation of individual educational programs, projects and research. These can be excursions into nature, expeditions,
field research, experiments, laboratory workshops and etc.
An educational event includes various activities and various participants: in addition to the students themselves, other interesting, attractive, successful people(“leaders”, “authors”, “experts”, etc.). Events provide an opportunity to overcome the danger of fixing tutors on the tutor and the transition of the tutor to the position of "teacher" ("consultant", "leader").
Stages of project implementation
Stage 1 - design
1. Study and analysis psychological and pedagogical And research sources for organizing tutor support.
2. Development of the structure and content of the tutor support model: determination of the goal, objectives, directions, stages, subject, means, forms, methods and technologies for the implementation of tutor support.
3. Selection diagnostic techniques, methods for monitoring the effectiveness of tutor support.
4. Development of the structure and content of individual tutor consultations, group tutor consultations, reflective sessions
5. Development of an approximate scheme of the tutor's work on the tutor's request.
6. Development of a system of trainings for the formation of confident behavior, development leadership qualities ability to make responsible choices
Stage 2 – practical
1. Introduce tutor support for a student's individual educational program.
2. Approbation of group tutor consultations with tutors on designing their own individual educational program.
3. Organization of individual tutor consultations to determine the student's individual educational request.
4. Implementation of tutor support for the stages of an individual educational program.
5. Approbation of personal growth trainings “Training for confident behavior”, “Me and new circumstances in my life”.
6. Approbation of educational events: educational cartography, success forum, promotions, competitions, festivals, presentations, role-playing games.
Stage 3 - generalizing
1. Analysis of the results of tutor support of the individual educational program of the tutor.
2. Formulation of the main conclusions and recommendations for building a tutor support model.
4. Conducting an examination of the results and products of innovative activity.
5. Evaluation of the effectiveness of the model of tutor support of the individual educational program of the student (analysis of data on the life trajectory of graduates).
4. Action plan
Subject weeks: Implementation of school-wide projects (examples)
Club activities such as "EDUCATIONAL JOURNEY"
Pre-profile training: building an individual educational route aimed at a conscious choice of the trajectory of continuing education.
Student conferences: implementation of individual educational projects.
Educational practices in specialized classes (situations of "immersion" in the subject)
Social tests of high school students (experience in public activities ( scientific and practical conferences, contests, festivals, project defenses) (offers)
Participation in socially significant programs of various levels (offers)
5. Expected results and performance criteria tutor support
– independence as a personality trait of a teenager;
– educational and early professional self-determination;
– the ability to make simple and complex choices;
– registration of own interests;
– understanding and conscious obedience to the norm;
– experience in construction and implementation of new standards;
– experience with various types of resources;
– experience of self-presentation in various communities;
– experience of working in a team;
– the ability to analyze and correct their own activities;
– experience of self-assessment;
– experience in building your own individual educational trajectory;
– design and research competencies.
–continuation of the formation and development of general cultural competence, laid down in primary and secondary schools;
–formation of pre-professional and methodological competence of students;
– drawing up together with the tutor their individual educational program as a set of projects of their educational and career movement.
DRAFT PLAN OF TUTORING ACTIVITIES TO SUPPORT THE EDUCATIONAL ACTIVITIES OF THE STUDENT OF THE SENIOR STAGE OF EDUCATION
RELEVANCE
Priority values have changed in the last decade school education: reorientation to the development of interests and abilities, to the formation key competencies students in the intellectual, civil law, communication, information and other fields. To achieve these areas, it is necessary to develop cognitive activity, independence of students, tracking the dynamics of the development of their cognitive interests. Helping the student to realize their educational and professional prospects is helped not only by the teacher and psychologist, but also by the tutor.
The organization of the tutor's activities at the school is determined by the relevant regulatory framework. At the federal level, this is directly the law “On Education in the Russian Federation”, the Labor Code, the “Unified Qualification Directory for the Positions of Managers, Specialists and Employees”, the section “Qualification Characteristics of the Positions of Educational Workers” (Order No. 593 of the Ministry of Health and Social Development of Russia dated 14.08.2009). At the level of an educational organization, these are the charter of an educational organization, a collective agreement, internal regulations, an employment contract between an employee and an employer.
Normative legal acts are the basis for the development of school local acts: regulations, job descriptions, etc.
Tutoring activities - this is an activity to accompany the student, aimed at creating conditions for him that provide the opportunity for personal development, carried out by the tutor.
Tutor support educational activities student - this is a special type of pedagogical influence, in which the tutor creates conditions and offers ways for students to identify, implement and comprehend their conscious choice of specialization and cognitive interest in mastering the main educational program, and the student independently develops and implements an individual educational trajectory.
The main direction of tutoring at school - this is support for the formation of general and professional competencies of a student in the framework of mastering the main educational program in the chosen specialization and building an individual educational trajectory for students.
GOALS AND OBJECTIVES OF TUTORING SUPPORT
The tutor, being at the same time an organizer, a consultant, solves a wide range of tasks related to self-determination of the student in the surrounding educational space, building an individual educational trajectory together with him.
Target - to create conditions for a conscious choice by each senior student of the sphere of future professional activity in accordance with their resources, capabilities, and abilities.
Tasks:
1st stage (grades 9-10) self-determination and adaptation:
accompanying the student in self-determination in relation to the chosen specialization;
support of the student in the process of adaptation in the new educational space;
supporting the student in building a personal educational trajectory;
2nd stage (grade 10):
support for the development of general and specialized competencies;
support of Portfolio formation;
3rd stage (grade 11):
supporting the process of self-development and self-education of the student in the framework of mastering the main specialized educational program;
support for the development of general and professional competencies;
accompaniment of self-control and self-analysis of movement along a personal educational trajectory;
support of Portfolio formation;
support in the formation of the student's idea of the direction of his further professional development.
INTERACTION WITH PARTICIPANTS OF THE EDUCATIONAL PROCESS
The tutor interacts with all participants in the educational process within the framework of the college's activities:
Academic work: drawing up the educational part of the individual educational trajectory of the student, inclusion in research and scientific-practical work, organization independent work student on academic disciplines and specialized modules.
Educational work: drawing up an extracurricular part of an individual educational trajectory, inclusion in cultural and extracurricular activities, organizing leisure activities, additional education, participating in social projects both inside and outside the school.
Socio-psychological work: detection (diagnosis) psychological characteristics the personality of the student, the formation of an understanding of the status of the student of the school, the correction of behavior, the development of the psychological and physical properties of the student's personality.
Profile work: organization of space for inclusion in professional activity(inclusion in scientific and practical projects, mastering the programs of educational and industrial practices).
FORMS OF TUTOR SUPPORT
Forms of work used in tutor support:
individual support;
group accompaniment.
DIRECTIONS OF TUTORING ACTIVITIES
Social- possibilities of the surrounding society teamwork tutor and student in infrastructure analysis educational institutions in terms of their resource capacity for the implementation of an individual educational program.
Subject- the possibility of a certain objectivity expanding the boundaries of the subject knowledge of the student through the involvement of knowledge of other subject areas.
Anthropological ( personality possibilities)
awareness of their interests, abilities, opportunities, resources;
identification of weaknesses and strengths;
development of personal potential, social competencies.
SUBJECT, CONTENT, MEANS OF TUTOR SUPPORT
Escort item
readiness for self-education;
willingness to solve problems;
readiness to use information resources;
Readiness for social interaction;
readiness for social and professional self-determination;
communicative and social competence
the ability of students to identify gaps in knowledge when solving a new problem;
the ability to extract information from various sources;
independently acquire knowledge and skills to solve the tasks;
the ability to draw reasoned conclusions, make informed decisions;
Ability to interact effectively with team members
Escorts:
trainings;
tutorials;
educational events;
success forums;
educational cartography;
portfolio management ;
counseling;
profile and professional samples;
Tutor tools:
Consulting technology;
Question posing technology;
Active listening technology;
Portfolio;
Technology of accompanying cognitive interests;
Technology for supporting design and research activities;
Case method (method of analyzing specific situations);
Group work technology;
Educational tourism.
FUNCTIONS OF TUTOR SUPPORT
Diagnostic:
identifying the motives and needs of students;
identifying student characteristics and learning skills;
diagnosing the dynamics of changes;
states of motivation that change in the process of learning goals and needs;
diagnosing difficulties and limitations;
monitoring the activities of students throughout the training;
assessment of the level of satisfaction of students with the process and learning outcomes.
Organizational and activity:
organization of spaces for joint activities of students;
carrying out installation messages;
formation of small groups, teams;
setting goals for individual and group work;
organization of the round table, intergroup discussion.
Projective:
designing an educational goal for each student;
correlation of the set goals with the capabilities of the student;
determining the responsibility of the student for the process and learning outcomes;
development of projects of individual training programs.
STAGES OF DESIGNING AN INDIVIDUAL EDUCATIONAL PROGRAM FOR A STUDENT OF THE SENIOR STAGE OF EDUCATION
Stages
Stage 1
Determination of the student's cognitive interest as the basis for building an individual educational
programs
Carrying out diagnostics of individual cognitive interest, preferences, inclinations.
Using the methods of tutor support of individual cognitive interest: the sign method is the analysis of a personal educational history through the analysis of student texts: a specially written essay, story, diary.
The role-playing method is the creation of a game situation of immersion in a historical (literary) image and a description of the position of this hero, the projections of the student's views on the position of the hero are analyzed.
The communicative method is a group discussion of the position of the student.
The method of diagnostic questioning is the analysis of the student's educational history.
Discussion of the results, diagnostic results.
Stage 2
Formulation of an individual educational issue
Projecting the image of your future in professional and personal terms (who I want to become, what profession to get, where I will go to study).
Definition of the student's educational question (what I know and can do, what I want to know, why do I need it).
Revealing the essence of cognitive difficulty - what exactly is lacking for a high school student to determine in choosing a further educational path to achieve an image of his future.
The main method of posing an educational question is the discussion of the student's position by means of a tutor's question: clarifying, alternative, provoking
Stage 3
Educational Goal Setting
Formulation by a high school student together with a tutor of an educational goal as an expected result.
Correction, concretization of the educational goal.
Stage 4
Search for educational resources
The search for a tutor and a student from different sources and resources of education as a means to achieve his goal.
Drawing up a "plan-map" of the educational route - a listing of all the found options for means and sources of knowledge, indicating the sequence of "passing the points of the map".
Points on the map of the educational route: books, articles, consultations with teachers, scientific sessions, laboratories, elective courses, meetings with specialists, the topic of a project or research, questioning parents and friends, visiting a specific site or meeting in a chat, etc.
Analysis plan-maps, its correction
Stage 5
Implementation, discussion, analysis of the student's individual educational plan
Implementation, discussion, analysis, adjustment of the plan of educational activities.
Independent activity of the student to implement the plan.
Discussion with the tutor of emerging difficulties and problems (once every two weeks)
Carrying out work on the comprehension by a high school student of the meaning of the actions performed in accordance with a specific goal.
stage 6
Analysis of the results of the student's individual educational program
Analysis and selection of the result of the activity: portfolio, project, research.
Correction of the educational goal, further design of the individual educational program of the student.
PROJECT IMPLEMENTATION PROGRAM
Stage 1 - design (grades 9-10)
1. Study and analysis of psychological, pedagogical and scientific research sources on the organization of tutor support for a student.
2. Development of the structure and content of the student's tutor support model: determination of the goal, objectives, directions, stages, subject, means, forms, methods and technologies for the implementation of student tutor support.
3. Selection of diagnostic techniques, methods that provide monitoring of the effectiveness of tutor support.
4. Development of the structure and content of individual tutor consultations, group tutor consultations, reflective sessions.
5. Development of an approximate scheme of the tutor's work on the student's request.
6. Development of a system of trainings for the formation of confident behavior, the development of leadership skills, the ability to make responsible choices.
Stage 2 – practical (Grade 10)
1. Implement tutor support for a student's individual educational program.
2. Approbation of group tutor consultations with students on designing their own individual educational program.
3. Organization of individual tutor consultations to determine the student's individual educational request.
4. Implementation of tutor support for the stages of the student's individual educational program.
6. Approbation of educational events: educational cartography, success forum, promotions, competitions, festivals, presentations, role-playing games.
Stage 3 - generalizing (Grade 11)
1. Analysis of the results of tutor support of the student's individual educational program.
2. Formulation of the main conclusions and recommendations for building a model of tutor support for a student.
4. Conducting an examination of the results and products of activities.
5. Evaluation of the effectiveness of the model of tutor support of the student's individual educational program (analysis of data on the life trajectory of graduates).
TOOLS TO CONTROL AND ENSURE RELIABILITY OF RESULTS
Expected result:
implementation by each high school student of his own individual educational program:
development of one's personal potential: cognitive and professional interests, abilities, opportunities, competencies;
self-determination in the choice of professional sphere and future professional activity;
educational activity of the student;
the ability to analyze, reflect and correct their own activities;
the ability to independently set and implement life and professional tasks;
design, research, social competencies;
experience of working in a team.
Products of tutor activity:
Student Portfolio as a Portfolio of Educational Achievements.
Writing an essay by a high school student, the analysis of which will help the tutor to objectively assess the personal changes that have occurred.
Tutor's diary.
The result of tutoring activity can be a change in the status of the individual in the group and the desire for self-actualization as the student's desire to more fully identify and develop their personal capabilities, the need for self-improvement, to maximize their potential.
TRACKING METHOD:
educational monitoring;
observation, methods of statistics, methods of psychology (sociometry, individual maps, testing), questioning, reflective sessions, educational cartography, student's portfolio;
analysis of data on the implementation of individual educational requests of students;
analysis of the results of the state (final) certification;
analysis of data on personal and socially significant achievements of students;
analysis of data on the life trajectories of graduates.
EXAMPLE TUTOR DOCUMENTATION:
program (plan) of tutor support of the student;
work plan with students for a week, month, quarter;
individual educational trajectories of students;
schedule of work with the tutor group;
children's attendance log;
analysis of the implementation of the educational program (requirements of the Federal State Educational Standards) by students;
student portfolio;
materials for monitoring educational results and the effects of individualization of education of students, etc.
CONCLUSION
The project made an attempt to reform the individualization and profiling of high school students through the implementation of tutor support. The high school should become an institution for the socialization of students, give them the opportunity to design their future and form the necessary resources for a conscious professional choice and life plans. Therefore, the school needs conditions for the individual educational activity of each student in the process of developing his abilities for self-determination, self-organization, understanding his educational opportunities and prospects.
The project provides an opportunity to change existing system specialized training of high school students, taking into account the problems of age - the search for one's own identity, self-determination, as a practice of becoming, associated with the construction of possible images of the future, designing and planning an individual path: educational, life and value perspectives.
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