Uud as a result of learning. Types of universal educational activities (based on materials from the Federal State Educational Standards Noo)

Today, society and the state are putting forward ever new demands for learning outcomes at school. In the first generation standards, the purpose of education was the direct transfer of knowledge from the teacher to students, and the result, showing the results of learning, was the mastery of a system of knowledge, skills, and abilities. In the second generation standards, the concept of “ZUNs” is no longer used. The purpose of learning also changes. Now schools must graduate people who have not only mastered a set of certain knowledge and skills, but also know how to acquire them on their own. It is understood that graduates must possess certain universal learning activities (ULAs).

The concept of universal learning activities

Universal learning activities- this is a set of methods of various actions that contribute to the active self-development of the student, helping to independently master new knowledge, master social experience, and form a social identity. What is UUD according to the Federal State Educational Standard, in simple words? These are actions that help “teach a person to learn.” By versatility we mean:

Meta-subject, character. The concept of UUD does not refer to any one academic subject.
Forms the psychological abilities of students
They are at the heart of any student’s activity.

Universal educational activities perform the following functions:

They create conditions for the comprehensive development of the individual based on readiness for lifelong education.
Contribute to the successful formation of skills, competencies, and the acquisition of knowledge in various subject areas.
Provide the student with the opportunity to independently carry out learning activities, goal setting, control and evaluation of the learning process and results.

Universal educational activities include the following types:

personal
regulatory
educational
communicative

Personal universal learning activities

Personal UUD– these are actions that ensure the determination of the value and semantic orientation of students. They also help a person determine his place and role in society and establish successful interpersonal relationships.

There are several types of actions in educational activities:

self-determination in different areas: professional, personal;
meaning formation: awareness of the meaning and motive of learning, the connection between them;
Moral assessment of the material being learned, the ability to make personal moral choices based on social values.

To form personal UUD, it is proposed to use the following methodological techniques and tasks:

Group projects. Students jointly choose an interesting and relevant topic and distribute roles within the group. Everyone contributes to the implementation of the project.
Maintaining a portfolio. A diary of individual achievements helps create a situation of success, thereby increasing self-esteem and establishing self-confidence. The portfolio encourages the desire for self-improvement and the formation of positive personality characteristics.
Involvement of local history material for academic and extracurricular activities
Creative tasks

Characteristics of regulatory universal educational actions

Regulatory universal educational actions are actions that ensure the organization and correction of educational activities. This group includes:

Goal setting: determination of the goal and educational task;
Planning: establishing a sequence of actions in accordance with the established goal and taking into account the expected result;
Forecasting: the ability to predict the result and its characteristics;
Correction: the ability to make changes to the plan in case of discrepancy with the standard;
Grade: determination and awareness of what has been learned and still to be learned; assessment of what has been learned;
Self-regulation: the ability to overcome obstacles and conflicts;

Several methodological techniques are proposed for the formation of regulatory control systems. First of all, the student must establish and understand the purpose of studying a topic. Without this, successful mastery of the material is impossible. To formulate lesson goals, students may be given the following table at the beginning of the lesson:

The last column can also be filled in at the end of the lesson, then its name should be changed: “What new and interesting things did I learn in the lesson?” Variations are possible in accordance with the topic of the lesson. For example, at the beginning of a history lesson on the topic “Religion of the Ancient Greeks,” there might be work with the following table:

To create a planning UUD, it is advisable to use the following techniques:

Planning
Discussion of a plan for solving a learning problem
Working with a deliberately changed (deformed teacher) plan, its adjustment

Characteristics of cognitive universal educational actions

Cognitive UUD– these are general educational activities that include:

Independent setting of a cognitive goal
Searching and structuring the necessary information using various means
Semantic reading
Modeling

In a number of cognitive UUDs there is a group logical universal actions. This:

Creating hypotheses and testing them
Establishing cause-and-effect relationships
Definition of logical reasoning
Carrying out classifications and comparisons

The development of cognitive learning tools is facilitated by the following techniques and methods: tasks for finding correspondences, drawing up a cluster, a logical chain, developing test questions and answers to them, working with historical documents.

Communicative universal learning activities

Communicative UUD name actions that ensure social competence and contribute to the acquisition of dialogue building skills; allowing integration into the social environment. These include:

Finding a successful way out of conflicts
Ability to formulate questions correctly
Ability to express thoughts fully and accurately
Control and correction of partner’s behavior in the group

To develop communicative UUDs, it is proposed to use such techniques:

Preparation of clarifying questions or questions for the speaker
Expressing judgments
Giving presentations or messages to an audience
Continuation and development of a classmate's judgment

Children really like a technique called “hot chair”. It is suitable for consolidating the material covered. Two people come to the board. One of them sits on a chair, called the “hot” chair, facing the class. He shouldn't see the board. The second student writes a term or date on the board. The class must explain the meaning to the person sitting, and he, in turn, must name the concept itself.

Such a simple technique as telling a story based on an illustration also helps develop communicative skills. When composing it, the student uses visual support, evoking passive vocabulary. In addition, illustrations can enliven the story itself, interest children, and encourage them to study the material.

A prominent place among the means that form communicative educational activities is occupied by educational discussion. This is what they call an exchange of opinions about a certain problem. Discussion contributes to the acquisition of new knowledge and the development of the ability to defend one’s opinion. There are many forms: forum, “court”, debate, symposium, “round table”, brainstorming, “aquarium” technique, “expert group meeting”.

Criteria for the formation of UUD

To determine the degree of development of the UUD, the following main criteria are used:

Regulatory Compliance
Compliance of the results of mastering UUD with the requirements prescribed in advance
Awareness, completeness and reasonableness of actions
Criticality of actions

By promoting the formation and development of educational learning, the teacher helps students become active participants in the educational process. Having mastered universal learning activities, the student will not get lost in the incessant flow of information and will acquire a very important skill - “the ability to learn.”

Practical work No. 3

Completed by Platonov D.A. IN-15.

1. UUD: definition, functions, types.

The concept of “universal learning activities”

In a broad sense, the term “universal educational actions” means the ability to learn, i.e. the subject’s ability to self-development and self-improvement through the conscious and active appropriation of new social experience.

The ability of a student to independently successfully assimilate new knowledge, to form skills and competencies, including the independent organization of this process, i.e. the ability to learn, is ensured by the fact that universal learning actions as generalized actions open up students the opportunity for broad orientation both in various subject areas and in the structure of the educational activity itself, including awareness of its target orientation, value-semantic and operational characteristics. Thus, achieving the ability to learn requires students to fully master all components of educational activity, which include: cognitive and educational motives, educational goal, educational task, educational actions and operations (orientation, transformation of material, control and evaluation). The ability to learn is a significant factor in increasing the efficiency of students’ mastery of subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

Functions of universal educational actions:

· ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;

· creating conditions for the harmonious development of personality and its self-realization based on readiness for continuous education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

Personal learning activities provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished:

· self-determination - personal, professional, life self-determination;

· meaning formation - the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it;

· moral and ethical orientation - the action of moral and ethical assessment of the assimilated content, ensuring personal moral choice based on social and personal values.

Regulatory learning activities ensure that students organize their learning activities. These include the following:

· goal setting - as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown;

· planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;

· forecasting – anticipation of the result and level of assimilation; its temporal characteristics;

· control in the form of comparison of the method of action and its result with a given standard in order to detect deviations from it;

· correction – making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its actual product;

· assessment – identification and awareness by the student of what has already been learned and what still needs to be learned, assessing the quality and level of learning;

· self-regulation as the ability to mobilize strength and energy; the ability to exert volition – to make a choice in a situation of motivational conflict and to overcome obstacles.

Cognitive educational activities include general educational, logical actions, as well as actions of posing and solving problems.

General educational universal actions:

· independent identification and formulation of a cognitive goal;

· search and selection of necessary information; application of information retrieval methods, including using computer tools;

· structuring knowledge;

· conscious and voluntary construction of a speech utterance in oral and written form;

· selection of the most effective ways to solve problems depending on specific conditions;

· reflection on methods and conditions of action, control and evaluation of the process and results of activity;

· semantic reading; understanding and adequate assessment of the language of the media;

· formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

A special group of general educational universal actions consists of sign-symbolic actions:

· modeling;

· transformation of the model in order to identify general laws that define a given subject area.

Logical universal actions:

· analysis;

· synthesis;

· comparison, classification of objects according to selected characteristics;

· summing up the concept, deriving consequences;

· establishing cause-and-effect relationships;

· building a logical chain of reasoning;

· proof;

· putting forward hypotheses and their substantiation.

Statement and solution of the problem:

· formulation of the problem;

· independent creation of ways to solve problems of a creative and exploratory nature.

Communicative UUDs provide social competence and consideration of the position of other people, a communication or activity partner, the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults. Types of communicative actions are:

· planning educational cooperation with the teacher and peers - defining goals, functions of participants, methods of interaction;

· asking questions – proactive cooperation in searching and collecting information;

· conflict resolution – identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;

· management of the partner’s behavior – control, correction, evaluation of the partner’s actions;

· the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

2. Stages of formation of UUD in the educational process.

It is known that the formation of any new personal formations - skills, abilities, personal qualities - is possible only in activity (L.S. Vygotsky). At the same time, the formation of any skills, including universal learning activities (ULA), goes through the following stages:

1. Initial experience in performing UUD and motivation.

2. Mastering how this UUD should be performed.

3. Training, self-control and correction.

4. Control.

This is how schoolchildren learn to write and count, solve problems and examples, use a geographical map and a musical instrument, sing and draw. They must follow the same path when forming a UUD, but the action algorithms being studied will no longer have a narrowly subject-specific, but a supra-subjective nature: mastering the norms of goal setting and design, self-control and correction of one’s own actions, searching for information and working with texts, communicative interaction, etc.

Therefore, in order to form any UUD in the educational system, the following path is proposed that each student goes through:

1) first, when studying various academic subjects, the student develops primary experience in performing UUD and motivation to perform it independently;

2) based on existing experience, the student acquires knowledge about the general method of performing this UUD;

4) finally, control of the level of formation of this UUD and its systematic practical use in educational practice, both in lessons and in extracurricular activities, is organized.

3. Technologies for the formation and development of UUD in teaching computer science. Formation of regulatory, communicative, personal and cognitive educational activities based on the didactic system of the activity-based teaching method in computer science lessons

According to the Federal State Educational Standard LLC, the content section of the main educational program determines the general content of education and includes educational programs focused on achieving personal, subject and meta-subject results, which are achieved in the process of forming universal learning activities (UAL), aimed at developing the ability of the subject of learning for self-development and self-improvement through conscious and active appropriation of new social experience. The development of the foundations of the ability to learn (the formation of universal educational actions) is defined by the Federal State Educational Standard as one of the most important tasks of education.

In the process of forming educational learning, schoolchildren learn to independently pose educational problems, find ways to solve them, monitor and evaluate the process and results of activities, which ensures the successful assimilation of knowledge, the formation of skills and competencies in any subject area and thereby creates the opportunity for the successful implementation of students in their future professional activities.

Let's consider all types of universal learning activities and their development in computer science lessons.

Communicative learning activities provide students with social competence and conscious orientation to the positions of other people (primarily a partner in communication or activity), the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.

Computer science as a subject has a number of distinctive features from other academic disciplines, as well as conditions that make it possible to successfully form communicative educational systems:

1) the availability of special technical means, primarily a personal computer for each student, as well as office equipment and multimedia devices involved in the educational process;

2) the computer class in which lessons are held is organized in a special way: each student has not only an individual workplace, but also access to common resources; Answers at the board are practiced much less often than in other lessons;

3) it is in computer science lessons that active independent activity, the creation of one’s own, personally significant product, can be naturally organized by the teacher;

4) the subject of computer science is distinguished by the initial high motivation of students.

The development of communicative learning skills occurs in the process of performing practical tasks that involve working in pairs, as well as laboratory work performed by a group.

To diagnose and formulate communicative universal educational actions, the following types of tasks can be offered: drawing up tasks for a partner; review of a friend's work; group work on developing presentations; group work on drawing in graphic editors, various games and quizzes.

Regulatory learning activities provide the ability to manage cognitive and educational activities through setting goals, planning, monitoring, correcting one’s actions and assessing the success of learning. The ability to set personal goals, understand and realize the meaning of one’s activities, while correlating it with the requirements of the outside world, determines to a large extent the success of an individual in general and success in the educational sphere in particular. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

So, in activity form, the essence of regulatory actions can be represented as follows:

The ability to formulate your own educational goals - the goals of studying a given subject in general, when studying a topic, when creating a project, when choosing a topic for a report, etc.

The ability to make decisions, take responsibility, for example, be the leader of a group project; make a decision in the event of a non-standard situation, let’s say there is a system failure.

Implement an individual educational trajectory.

It is very important that each student is involved in an active cognitive process, applying the acquired knowledge in practice and clearly realizing where, how and for what purposes this knowledge can be applied to them. This contributes to the development of personal learning skills in students, forms and maintains interest in the educational material, encourages the child to ask questions, which ultimately contributes to the development of a sustainable interest in the world around him, the formation of a positive attitude towards himself and others. Ultimately, all this creates in students the desire to carry out learning activities.

Personal UUD - provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, two types of actions should be distinguished:

The action of meaning-making, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out;

The action of moral and ethical assessment of the acquired content, based on social and personal values, ensuring personal moral choice.

The personal development of a student implies, first of all, the formation of a person as an autonomous bearer of universal human experience, forms of behavior and activity, who:

Understands the system of socially accepted signs and symbols that exist in modern culture (sign-symbolic universal educational actions);

Proficient in the techniques of volitional self-regulation, goal setting and planning (regulatory UUD);

Able to collaborate and influence the behavior of a partner or group (communicative control skills).

Personal actions make learning meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. Personal actions are aimed at awareness, research and acceptance of life values and meanings, allow you to navigate moral norms, rules, assessments, and develop your life position in relation to the world, the people around you, yourself and your future. When teaching computer science, in our opinion, the personal UUDs being formed will look like this:

Cognitive UUD - cognitive actions include the actions of research, search and selection of necessary information, its structuring; modeling the content being studied, logical actions and operations, methods for solving problems. Based on this definition, we can conclude that these are the main actions formed in computer science lessons, the main goal of which is to teach how to effectively select and process information from different sources.

In accordance with this description of universal educational activities and recommendations of the Federal State Educational Standard LLC, one of the optimal teaching methods is the project method, which involves students obtaining some new product in the course of independent learning activities. In computer science lessons, the project method turns out to be convenient for use, as it allows you to teach the use of specific information and communication technologies when solving practical problems. On the one hand, students independently acquire knowledge on one of the topics of the “Informatics and ICT” course, and on the other hand, they master new technologies for working with software products. At the same time, no additional motivation is required to learn the software necessary for the job. Let's look at one of these projects in more detail.

Brainstorming Technique

When working, I pay attention to the hierarchy of questions that accompany each stage of Brainstorming:

topic “Number systems”, 6th grade.

I level

– What number systems are most common in life?

Level II

– What number system does the computer work with and why?

Level III

– What actions can be performed in different number systems?

To formulate regulatory UUDs, I use various self-assessment and mutual assessment sheets.

At the final stage of completing an educational project, the student receives three equivalent assessments: self-assessment, teacher assessment and class average assessment.

This is how it works. First, the author speaks with an analysis of his work, then the “defender” and “critic” speak: identifying the shortcomings and advantages of the work. All students participate in the discussion. The teacher is the last to analyze the work. At the end of the performance, all participants give marks on “score sheets”.

Regulatory actions provide the ability to manage cognitive and educational activities. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

In the block of universal cognitive activities, I pay special attention to the development of skills in composing texts of various genres, choosing the most effective ways to solve problems, and the ability to structure knowledge.

Essay Writing Technique

"Internet. Friend or foe?

The answer to this difficult question can be endless. And argue until you are hoarse about who is right. Of course, the Internet is still my friend. He acts like a friend. If I don’t understand something, he will always explain it. If I had a question, he would answer, almost without thinking. I want to go to the cinema, the theater - please, it’s right there. Order tickets, choose a cinema or film.

An example of a task on universal logical actions.

Five athletes took part in the running competition. Victor failed to take first place. Grigory was overtaken not only by Dmitry, but by another athlete who was behind Dmitry. Andrey was not the first to reach the finish line, but not the last either. Boris finished immediately after Victor.

Who took what place in the competition?

The technology of project activities contributes to the development of students’ cognitive skills, the ability to independently construct their knowledge and navigate the information space.

To complete an educational project, I consider the use of graphical methods to be a good solution: a mental map, a Fishbone diagram, a denotation graph.

Computer science lessons and subject courses provide opportunities for cooperation - the ability to hear, listen and understand a partner, carry out joint activities in a coordinated manner, conduct a discussion, dialogue, look for solutions, provide support to each other, thus carrying out communicative actions.

Place of work, position: primary school teacher

The changes taking place in modern social life have necessitated the development of new approaches to the system of training and education.

Children today have changed a lot compared to the time when the previous education system was created. It is quite natural that certain problems have arisen in the training and education of the current young generation. Let's look at some of them:

· There is a gradual washout of preschool activities and their replacement with educational-type activities. Role-playing play does not occupy a leading place in the life of an older preschooler, which leads to developmental difficulties, arbitrariness of behavior, imaginative thinking, motivational sphere, without ensuring the formation of psychological readiness for school education;

· adults’ focus exclusively on the child’s mental development to the detriment of spiritual and moral education and personal development is alarming. As a consequence of this process - loss of interest in learning;

· Children's awareness has increased sharply. If earlier school and lessons were sources for a child to obtain information about the world, man, society, nature, today the media and the Internet turn out to be a significant factor in the formation of a child’s picture of the world, and not always positive;

· modern children read little, especially classical and fiction literature. Television, films, and videos are replacing literary reading. Hence the difficulties in learning at school associated with the impossibility of semantic analysis of texts of various genres; lack of formation of an internal action plan; difficulty in logical thinking and imagination;

· The life activity of modern children is characterized by limited communication with peers. Games and joint activities are often inaccessible to younger schoolchildren due to the closed nature of society, which makes it difficult for children to learn moral norms and ethical principles;

· the category of gifted and capable children in secondary schools is decreasing, and the number of children who cannot work independently, “intellectually passive”, children with learning difficulties, and simply problem children is increasing.

Thus, it is obvious that primary education requires new approaches, which are embedded in the second generation state standards.

The modern education system should be aimed at developing a highly educated, intellectually developed personality with a holistic view of the world. Primary school education is the foundation of all subsequent education.

What is the role of a primary school teacher in the transition of a school to work according to new educational standards?

The most important thing, in my opinion, is that the educational standard of the new generation sets new goals for the teacher. Now in primary school, a teacher must teach a child not only to read, write and count, but also must instill two groups of new skills. Firstly, these are universal learning activities that form the basis of the ability to learn. Secondly, to develop children’s motivation to learn. Today, educational results of a supra-subject, general educational nature come to the fore.

In elementary school, while studying various subjects, a student, at the level of capabilities of his age, must master methods of cognitive, creative activity, master communication and information skills, and be ready to continue his education.

Most teachers will have to restructure their thinking based on the new challenges posed by modern education. The content of education does not change much, but when implementing the new standard, each teacher must go beyond the scope of his subject, thinking, first of all, about the development of the child’s personality, the need to develop universal educational skills, without which the student will not be able to be successful at the next stages of education, nor in professional activities.

Successful education in primary school is impossible without the formation of educational skills in younger schoolchildren, which make a significant contribution to the development of the student’s cognitive activity, since they are general educational, that is, they do not depend on the specific content of the subject. Moreover, each academic subject, in accordance with the specific content, takes its place in this process.

For example, already in the first literacy lessons, the child is given educational tasks, and first, together with the teacher, and then independently, he explains the sequence of educational operations (actions) that he carries out to solve them. Thus, when conducting sound analysis, first-graders focus on the model of the word and give its qualitative characteristics. To do this, they must know all the actions necessary to solve this educational task: determine the number of sounds in a word, establish their sequence, analyze the “quality” of each sound (vowel, consonant, soft, hard consonant), designate each sound with the corresponding color model. At the beginning of training, all these actions act as subject-specific ones, but a little time will pass and the student will use the action algorithm when working with any educational content. Now the main result of training is that the student, having learned to build a plan for completing a learning task, will no longer be able to work differently.

In this regard, the role of the primary school teacher changes significantly in terms of understanding the meaning of the process of teaching and education. Now the teacher needs to build the learning process not only as a process of mastering a system of knowledge, skills and competencies that form the instrumental basis of a student’s educational activity, but also as a process of personal development, the adoption of spiritual, moral, social, family and other values.

Formation of universal learning activities (UAL).

What are “universal learning activities”? In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, this term can be defined as a set of ways of a student’s actions that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

The formation of universal educational actions in the educational process is carried out in the context of mastering various academic disciplines. Each academic subject, depending on the subject content and ways of organizing students’ educational activities, reveals certain opportunities for the formation of educational learning.

Functions of universal educational actions:

The universal nature of educational activities is manifested in the fact that they are supra-subject and meta-subject in nature, ensure the integrity of general cultural, personal and cognitive development, ensure continuity of all stages of the educational process, and underlie the organization and regulation of any student’s activity, regardless of its specific subject content.

As part of the main types of universal educational activities, 4 blocks can be distinguished.

Types of universal educational activities (based on materials from the Federal State Educational Standard of Education)

Cognitive UUD - includes general educational, logical, sign-symbolic.

These types of UUD are also formed in the process of studying various academic disciplines.

For example, in mathematics lessons you can use support diagrams to solve various types of problems. Every teacher uses such diagrams when compiling short notes for tasks. Moreover, depending on the conditions of the task, the scheme is modified by the student himself. The use of such schemes brings positive results. Also in your work you can use a unified algorithm for solving problems, “circular” problem schemes, and sets of place value cards. The set includes units cards 1-9, tens cards 10-90 and hundreds cards 100-900. Similar cards can be used when working with multi-digit numbers, as well as when counting.

In Russian language lessons, various forms of presenting educational content and educational tasks (symbols, diagrams, tables, algorithms) are widely introduced. A single reminder “I write correctly” is used. In addition, he uses spelling cards. Students remember difficult concepts faster, and an algorithm for answering a commented letter is formed.

All this helps the child to include all types of memory in the memorization process, materializes spelling concepts, allows him to develop observation skills, and develops the ability to analyze, compare, and draw conclusions.

Cognitive educational activities include general educational, logical actions, as well as actions of posing and solving problems.

General educational universal actions:

· independent identification and formulation of a cognitive goal;

· search and selection of necessary information; application of information retrieval methods, including using computer tools;

· structuring knowledge;

· conscious and voluntary construction of a speech utterance in oral and written form;

· selection of the most effective ways to solve problems depending on specific conditions;

· reflection on methods and conditions of action, control and evaluation of the process and results of activity;

· semantic reading; understanding and adequate assessment of the language of the media;

· formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

Regulatory educational activities ensure that students organize their educational activities (goal setting, planning, forecasting, planning, control, correction, evaluation, self-regulation).

Regulatory learning activities ensure that students organize their learning activities. These include:

· goal setting - as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown;

· planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;

· forecasting – anticipation of the result and level of assimilation; its temporal characteristics;

· control in the form of comparison of the method of action and its result with a given standard in order to detect deviations from it;

· correction – making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its actual product;

· assessment – identification and awareness by the student of what has already been learned and what still needs to be learned, assessing the quality and level of learning;

· self-regulation as the ability to mobilize strength and energy; the ability to exert volition – to make a choice in a situation of motivational conflict and to overcome obstacles.

During primary school age, the formation of such a key competence as communication occurs.

Communicative UUDs - provide social competence and orientation towards other people, the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive cooperation with adults and peers.

Therefore, every day it is necessary to create conditions related to the introduction of cooperation in learning.

Lessons on technology, literary reading and the surrounding world can be conducted using the “Pedagogical workshops in primary school practice” technology, which is based on the work of children in groups. Students jointly plan activities, distribute roles, functions of each group member, forms of activity, and correct mistakes.

It is very important that in lessons every child has the opportunity to express his opinion, knowing that this opinion will be accepted.

Types of communicative actions are:

· planning educational collaboration with the teacher and peers - defining goals, functions of participants, methods of interaction;

· asking questions – proactive cooperation in searching and collecting information;

· conflict resolution – identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;

· management of the partner’s behavior – control, correction, evaluation of the partner’s actions;

Personal UUD provide students with value and semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished:

· self-determination - personal, professional, life self-determination;

· meaning formation - the establishment by students of a connection between the purpose of educational activity and its motive. In other words, between the result of the teaching and what motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it;

· moral and ethical orientation - the action of moral and ethical assessment of the assimilated content, ensuring personal moral choice based on social and personal values.

It is known that at first it is very difficult to create a children's class team. In order to instill the rules of moral standards, moral behavior, and establish interpersonal relationships, a lot of work needs to be done: class hours, individual conversations, organizing joint holidays, extracurricular activities, studying everyone’s interests, discussing certain actions from a moral standpoint.

Thus, the formation of educational learning systems that ensure the solution of problems of general cultural, value-personal, cognitive development of students is implemented within the framework of an integral educational process, in the course of studying the system of academic subjects, in meta-subject activities, organizing forms of educational cooperation in solving important problems of students’ life activity. However, everything can be useful only if a favorable atmosphere is created in the classroom - an atmosphere of support and interest in each child. I believe that the main goal of primary education is to help a child awaken all the inclinations inherent in him through educational activities, to understand himself, to find himself, in order to ultimately become a Human Being, at least to want to overcome the negative in himself and develop the positive. The decisive role in this belongs to the teacher. Every teacher should understand what he strives for in raising and teaching children.

The development of the UUD system as a part of personal, regulatory, cognitive and communicative actions that determine the formation of the psychological abilities of the individual is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process determines the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development of the indicated learning activities - the level of their formation, corresponding to the normative stage of development and relevant to the “high norm” of development, and properties.

The criteria for assessing the development of students’ learning skills are:

· compliance with age-psychological regulatory requirements;

· compliance of UUD properties with pre-specified requirements.

Conditions ensuring the development of UUD

The formation of UUD in the educational process is determined by the following three complementary provisions:

The formation of UUD as the goal of the educational process determines its content and organization.

The formation of UUD occurs in the context of mastering various subject disciplines.

How to form Universal learning activities?

List of UUD formation technologies

The teacher pays attention to the developmental value of any task, using specialized developmental tasks, asking questions, for example, D. Tollingerova’s taxonomy of educational tasks.

The teacher notes the child’s progress compared to his past results.

The teacher shows why this or that knowledge is needed, how it will be useful in life, unobtrusively conveying the meaning of the teaching to the children.

The teacher involves children in the discovery of new knowledge when mastering new material.

The teacher teaches children how to work in groups, shows how to come to a common decision in group work, helps children resolve educational conflicts, teaching constructive interaction skills.

During the lesson, the teacher pays great attention to self-testing of children, teaching them how to find and correct a mistake, children learn to evaluate the results of a task using the proposed algorithm, the teacher shows and explains why this or that mark was given, teaches children to evaluate work according to criteria and independently choose criteria for evaluation.

The teacher not only evaluates himself, but also allows other children to participate in the evaluation process at the end of the task. At the end of the lesson, the teacher and the children evaluate what the children have learned, what worked and what didn’t.

The teacher sets the goals of the lesson and works with the children towards the goals - “in order to achieve something, every participant in the lesson must know the goal.”

The teacher teaches children the skills that will be useful to them in working with information - retelling, drawing up a plan, and teaches them to use different sources used to search for information.

The teacher pays attention to the development of memory and logical operations of thinking, various aspects of cognitive activity.

The teacher draws attention to general methods of action in a given situation.

The teacher uses project forms of work in class and extracurricular activities.

The teacher teaches the child to make moral choices as part of working with value-based material and analyzing it.

The teacher finds a way to captivate children with knowledge.

The teacher believes that the child must be able to plan and predict his actions.

The teacher includes children in constructive activities, collective creative activities, involving them in organizing events and encouraging children’s initiatives.

The teacher always gives a chance to correct a mistake and shows that a mistake is normal. The main thing is to be able to learn from mistakes.

The teacher helps the child find himself, creating an individual route, providing support, creating a situation of success.

The teacher teaches the child to set goals and look for ways to achieve them, as well as solve problems that arise.

The teacher teaches children to draw up an action plan before starting to do something.

The teacher unobtrusively conveys positive values to children, allowing them to live them and see by their own example their importance and significance.

The teacher teaches different ways of expressing one’s thoughts, the art of argument, defending one’s own opinion, and respecting the opinions of others.

The teacher organizes activity forms within which children could live and acquire the necessary knowledge and value range.

The teacher teaches children ways to effectively memorize and organize activities.

The teacher shows how to distribute roles and responsibilities when working in a team.

The teacher actively includes everyone in the learning process and also encourages learning collaboration between students, students and the teacher.

The teacher and students solve educational problems together.

The teacher builds a lesson in an activity paradigm, based on the structure of the formation of mental actions by P. Galperin.

The teacher uses the interactive capabilities of ICT during the lesson.

The teacher organizes work in pairs of shifts, within the framework of training stations.

The teacher gives children the opportunity to independently choose tasks from those proposed.

The teacher teaches children to plan their leisure time.

The teacher organizes constructive joint activities.

One of the most effective techniques is for each student to create their own “Map of Knowledge and Achievements”

The Achievement Map can help students:

Consciously select the educational material that is necessary to solve educational and practical problems.

Allows you to designate and realize your individual path of movement in a subject.

Make assumptions about possible future advancements.

The “Map of Knowledge and Achievements” can become a means of:

Planning

Retention of subject logic during the academic year

Reflections on an individual path of movement in an educational subject

The connection between universal educational activities and the content of educational subjects

The formation of universal educational actions in the educational process is carried out in the context of mastering various subject disciplines.

1. The formation of UUD is a purposeful, systematic process that is implemented through all subject areas and extracurricular activities.

2. The UUDs specified by the standard determine the emphasis in the selection of content, planning and organization of the educational process, taking into account the age-psychological characteristics of students.

3. The scheme of work on the formation of specific UUDs of each type is indicated in the thematic planning.

4. Ways to take into account the level of their development - in the requirements for the results of mastering the curriculum for each subject and in extracurricular activity programs.

5. The results of mastering the UDL are formulated for each class and serve as a guideline for organizing monitoring of their achievement.

Planned results for the formation of UUD for primary school graduates

Personal:

Personal development.

Understands the meaning of the concept “family.”

Understands the meaning of the concepts “good”, “patience”, “homeland”, “nature”, “family”.

Able to evaluate life situations and actions of characters in literary texts from the point of view of universal human norms.

Mastered the role of a student. Interest (motivation) in learning has been formed.

Has an internal position, adequate motivation for educational activities, including educational and cognitive motives.

Able to focus on moral standards and their implementation.

Communicative:

Actively interacts with peers and adults, participates in joint games, and organizes them.

Has initial skills of working in a group.

Knows how to plan educational collaboration with the teacher and peers: determines the goal, functions of the participants, and method of interaction.

Understands the meaning of simple text; knows and can apply initial methods of searching for information (ask an adult, peer, look in the dictionary).

Able to search for information, think critically about it, compare it with information from other sources and existing life experience.

Shows broad curiosity, asks questions regarding near and distant objects and phenomena.

Able to ask educational questions.

Able to pose questions for proactive cooperation in searching and collecting information.

Able to negotiate, take into account the interests of others, restrain his emotions, and shows friendly attention to others.

Knows how to listen, accept someone else's point of view, and defend his own.

Knows how to resolve conflicts:

· reveals and identifies the problem,

· finds and evaluates alternative ways to resolve the conflict,

· makes a decision and implements it;

Discusses emerging problems and rules during joint activities.

Knows how to negotiate.

Knows how to manage a partner’s behavior: controls, corrects, evaluates his actions.

Keep the conversation going on a topic that is interesting to him.

Constructs a simple speech statement.

Able to express his thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; speaks monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

Cognitive:

General education

Identifies and formulates a cognitive goal with the help of a teacher.

Independently identifies and formulates a cognitive goal.

Searches and identifies specific information with the help of the teacher.

Searches and highlights the necessary information.

Finds information in a dictionary.

Applies information retrieval methods, including using computer tools.

Structures knowledge.

Constructs a speech utterance orally with the help of a teacher.

Consciously and voluntarily constructs a speech utterance in oral and written form.

Shows independence in gaming activities, choosing one or another game and methods of its implementation.

Selects the most effective ways to solve problems depending on specific conditions.

Able to evaluate one type of activity in a lesson with the help of a teacher;

Reflects on the methods and conditions of action, monitors and evaluates the process and results of activities.

Able to listen, understand and retell simple texts.

Listens and understands the speech of others, reads expressively and retells short texts.

Understands the purpose of reading and comprehends what is read.

Selects the type of reading depending on the purpose.

Finds answers to questions using his life experience and various information.

Extracts the necessary information from listened texts of various genres.

Identifies primary and secondary information.

Fluently navigates and perceives texts in artistic, scientific, journalistic and official business styles.

Understands and adequately evaluates the language of the media.

Able to work according to the plan proposed by the teacher.

Independently creates an algorithm of activities when solving problems of a creative and search nature.

Uses sign-symbolic actions.

Models the transformation of an object (spatial-graphic or symbolic-symbolic).

Knows how to use subject substitutes, and also knows how to understand images and describe using visual means what he saw and his attitude towards it.

Transforms the model in order to identify general laws that define a given subject area.

Regulatory

Able to show initiative and independence in various types of children's activities.

Accepts and saves the learning task.

Able to set an educational task based on the correlation of what is already known and learned by students and what is still unknown.

Able to discuss emerging problems and rules.

Knows how to choose his own occupation.

Takes into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher.

Highlights guidelines for action in new educational material.

Plans his actions together with the teacher in accordance with the assigned task and the conditions for its implementation.

Able to plan, i.e. determine sequences of intermediate goals taking into account the final result; knows how to draw up a plan and determine the sequence of actions.

Able to build an internal plan of action in gaming activities.

Transfers the skills of constructing an internal action plan from gaming activities to educational ones.

Able to predict the result and level of knowledge acquisition and its time characteristics.

Masters the rules of planning, control of the solution method.

Able to make necessary additions and changes to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result

Masters methods of final, step-by-step control based on results.

Able to correlate the method of action and its result with a given standard.

“The standard is based on recognition of the value-moral and system-forming importance of education in the sociocultural modernization of modern Russian society, meeting the current and future needs of the individual and society, the development of the state, strengthening its defense and security, the development of domestic science, culture, economics and the social sphere.”

This provision can be considered as one of the strategic lines for the long-term development of Russian education and, of course, means the need to orient today's learning process to tomorrow. Here it is necessary to note what kind of learning process can be considered relevant, that is, corresponding to the requirements of society, the state and the achievements of psychological and pedagogical sciences. The current learning process is called so because it changes the role of the student: from a passive, contemplative being who does not master the activities leading to this stage of life, he turns into an independent, critically thinking person.

Therefore, learning should be structured as a process of “discovery” of specific knowledge by each student. The student does not accept it ready-made, and the activities in the lesson are organized in such a way that it requires effort, reflection, and search from him. The student has the right to make mistakes, to have a collective discussion of the hypotheses put forward, evidence put forward, analysis of the causes of errors and inaccuracies and their correction. This approach makes the learning process personally significant and forms in the student, as psychologist A.N. Leontyev, “really operating motives.”

This is what forced us to abandon the orientation of teaching methods towards reproductive methods. The authors of the textbooks saw the main task in the development of research and exploratory educational tasks: problem situations, alternative questions, modeling tasks, etc., which contribute to the fact that the student becomes an equal participant in the educational process. This, of course, does not mean that the leading role of the teacher is reduced, but it is hidden for the student. Guidance does not boil down to the presentation of a sample or instruction that needs to be remembered and reproduced, but involves the organization of joint reflection, search, observation (of a natural object, a linguistic unit, a mathematical object, etc.), independent construction of algorithms, etc.

Memo for teachers

on the formation and development of universal educational activities.

Any actions must be meaningful. This applies primarily to those who demand action from others.

The development of internal motivation is an upward movement.

The tasks that we set for the child must not only be understandable, but also internally pleasant to him, that is, they must be significant for him.

FOR A FIRST GRADE STUDENT REQUIRED:

Create an atmosphere of success.

Helping your child learn is easy.

Help you gain confidence in your strengths and abilities.

Do not skimp on encouragement and praise.

Become a creator and then every new step in your professional activity will become a discovery of the world of the child’s soul.

Bibliography

1. A.G. Asmolov. How to design universal learning activities in primary school. From action to thought. – M.: Enlightenment. 2008

2. Federal state educational standard for primary general education. – M.: Education. 2010

Report on MO "UUD" or "universal learning activities".

In our time - the time of information technology and the rapid development of science and technology - a person has to constantly learn and relearn.

Changes that have occurred in the education system in recent years have led to a rethinking of teaching methods and technologies. The main emphasis is on the development of communications, on children’s ability to establish contact to communicate with other people, the ability to analyze their actions and words, the development of their horizons to be able to interest an interlocutor or listener, as well as the development of logic for a competent and consistent presentation of thoughts. It is logical to call all these skills universal learning activities (ULA).

What is UUD, and what is their significance in education and upbringing? In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.

In a narrower sense, it is a set of ways of a child’s actions that allow him to independently acquire new knowledge and skills and organize this process. This definition is given to us by methodological literature. Nowadays, great importance is given to the development of UUD in pedagogy.

Functions of universal learning activities include:

Ensuring the child’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;

Creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, skills and abilities and the formation of competencies in any subject area.

The formation of UUD is possible not only in the classroom, but also during educational activities in an orphanage and in extracurricular activities. In the materials of the Federal State Educational Standard, the concept of “extracurricular activities” is considered as an integral part of the educational process, and is characterized as educational activities carried out in forms other than the classroom-lesson system. To implement this, various forms are used:

Excursions, clubs, sections, sports, conferences, debates, olympiads, competitions, competitions, search and scientific and other types.Games, competitions, excursions, etc. are not just collective entertainment, but the main way to achieve certain learning objectives. They must also have a motive, purpose and result. Therefore, such a teaching method as educational activities can contribute to the formation of UUD.

We can draw the following conclusion: UUD is not only a formulation of the results of education, but also the results of extracurricular activities. The child must develop and replenish not only his intellectual area, but also develop his abilities and readiness for cooperation, self-education, and self-development. This is inherent in extracurricular activities. All forms of extracurricular activities contribute to the development of a well-rounded personality.

The result of education is achieved systematically: first, it is the activity of the teacher, then, together with the students, society is involved in the work.

As a result of effective educational activities, we get a positive result - a comprehensively developed personality of the child, which is the goal of the development of educational attainment.

Universal learning activities can be grouped into four main blocks:

Regulatory universal educational activities (organization of skills) - organizing your affairs, solving problems. Ability to ORGANIZE your activities

They reflect the child’s ability to construct educational and cognitive activity, taking into account all its components (goal, motive, prognosis, means, control, evaluation).

Cognitive universal learning activities (intellectual skills) - information processing

Ability to THINK effectively and work with INFORMATION in the modern world

A system of ways to understand the world around us, build an independent process of search, research and a set of operations for processing, systematizing, summarizing and using the information received

independent identification and formulation of a cognitive goal;

search and selection of necessary information; application of information retrieval methods, including using computer tools:

ability to structure knowledge;

the ability to consciously and voluntarily construct a speech statement in oral and written form;

choosing the most effective ways to solve problems depending on specific conditions;

reflection on methods and conditions of action, control and evaluation of the process and results of activity;

semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts of various genres; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;

Statement and formulation of the problem, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

Communication universal actions (communication skills) - communicating with people Ability to COMMUNICATE and interact with people

Provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and coordinately carry out joint activities, distribute roles, mutually control each other’s actions, be able to negotiate, lead a discussion, correctly express one’s thoughts, provide support to each other and effectively cooperate as a teacher, so with peers;independent organization of speech activity in oral and written form.

Contents of UUDs formed in the process of intellectual games

Play is a powerful means of socializing a child, introducing him to the norms and values of society. The game develops empathy in a child - understanding the mental state of another person, the ability to have an emotional response, empathy. The game also develops reflection, the ability to look at oneself from the outside. Play for children is a source of new emotions, an opportunity to show their ability to think in front of peers in an informal setting, an opportunity to develop the ability to apply existing knowledge in new conditions, and obtain new interesting information. For a teacher, a game is also an opportunity to gain new knowledge, especially if this game is an original one. This is both a source of joy and satisfaction with the results of one’s work, a source of discovering new things in one’s students.

In our work we use various gaming technologies, such as:

Competitions, role-playing games, debates, tournaments, etc.)

It is believed that intellectual games are an important and successful means of developing universal educational activities. What UUDs do we develop during the game?

In the fieldpersonal UUD are formed:

The internal position of the student;

Personal motivation for educational activities;

Orientation to moral standards and their implementation.

Cognitive UUD are formed through analysis of the situation, its assessment, construction of logical chains of reasoning, putting forward hypotheses, their justification and selection of a single version from the team;the ability to consciously and voluntarily construct a speech statement in oral and written forms; choosing the most effective ways to solve problems depending on specific conditions; reflection on the methods and conditions of action, control and evaluation of the process and results of activity; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts belonging to various genres; identification of primary and secondary information; through the formulation and formulation of a problem, independent creation of activity algorithms when solving problems of a creative and exploratory nature

Communicative UUD are impossible without taking into account the position of team members, the distribution of roles within the team, the ability to listen and engage in dialogue, and participate in a collective discussion of an issue;integrate into a peer group and build productive interaction and cooperation with peers and adults.

Regulatory UUD manifest themselves in the ability to mobilize strength, intelligence and energy to overcome obstacles in the game, gather in a stressful situation, evaluate their actions after the game (“pupils’ awareness of what has already been learned and what still needs to be learned”). In the process of preparing for the game and during the game itself, such UUDs develop as goal setting, planning, distribution of roles, responsibilities, drawing up a plan and sequence of actions. Correction – making the necessary additions to the plan and method of action.

Of particular note is the development of information literacy in children in preparation for games. The most effective and widespread sources: subject encyclopedias, dictionaries and reference books, Internet tools.

Example lesson:

LESSON SUMMARY "DID YOU KNOW?.."

Full name of teacher: _____________________________________________________________________________

Full title OU:Municipal state educational institution for orphans and children left without parental care____

Subject (form of lesson ): intellectual and practical lesson for students in grades 3-5

Topic of the lesson (classes) ): "Did you know?.."

Purpose of the lesson: developing interest in new knowledge

Tasks: - Activate cognitive activity;

Contribute to broadening the horizons of pupils;

- To develop the ability to analyze objects in order to identify features (essential and non-essential);

Develop communication skills;

Develop attentiveness and observation;

- Develop skills to work in a group;

Develop logical thinking;

- Introduce practical skills needed in life.

Date of the lesson (classes) ):

Formation of UUD:

Personal actions: To form internal motivation, to find ways to solve assigned problems, to form a sense of purpose, a desire to improve, to realize oneself, to achieve success in life.

Regulatory Actions: Determine the goal of the activity, the plan for completing tasks, learn to adjust the completion of the task in accordance with the plan, evaluate your task, correct the emotional-volitional sphere.

Cognitive actions: Be able to extract information presented in the form of text, illustrations, be able to pose a problem and solve it.

Communication actions: Be able to work in a group, negotiate with each other, participate in dialogue, collective discussion, listen and understand others, give reasons for your opinion.

Equipment: laptop, screen (TV), 2 mirrors, plastic bottle for each child, camera, iron, ironing board, glass jar, awl, magnifying glass.

Stages of the lesson,

time

Universal learning activities

Activities of a teacher

Pupils' activities

Methods and techniques

1. Motivational stage

(2 minutes)

Regulatory UUD: organize your own workplace.

Greets the children and begins the lesson by asking the question, “Do you want to know something interesting?”

Students are getting ready

work in a calm, creative atmosphere. Children listen

teachers, reflect on the topic,

answer.

conversation

2. Stage

updating

knowledge

(5 minutes)

Personal UUD: analyze your feelings, fantasize.

Communication UUD: participate in dialogue; express your point of view; express your thoughts in oral speech.

Regulatory UUD:

determine the purpose of the activity.

Cognitive UUD:

determine the circle of your ignorance; draw your own conclusions;building a logical chain of answers and questions;process new information.

Announces the topic of the lesson

"Did you know?.."Then I invite you today to get acquainted with one interesting property of ice cream.

He asks to bring a box of ice cream. They open the box, and instead of ice cream there are different things - three eggs, two mirrors, a magnifying glass, an apple, salt, two blank sheets,USB-carrier with voice recording.Something terrible happened. Someone stole the ice cream.

The teacher invites children to familiarize themselves with the information contained onUSB-carrier.

Children try to determine what these things are for.

Pupils listen to the recording onUSB- carrier, reflect, offer solutions.They try to solve the problem in a known way. Fix the problem.

creating a problematic situation

discussion

3. Discovery stage

new knowledge

(30 min)

Regulatory UUD: determine the purpose of the activity; task execution plan;

assessment as the identification and awareness of what has already been mastered and what still needs to be mastered, awareness of the quality and level of mastery; volitional self-regulation as the ability to mobilize strength and energy.

Cognitive UUD: perform work, analyze, control and evaluate the result; the ability to consciously construct a speech utterance in oral form.

Communication UUD: build reasoning that is understandable to the interlocutor, the ability to listen and engage in dialogue; proactive cooperation in searching and collecting information.

Personal UUD:

ability to interact with peers in a group according to norms; development of cognitive interests, educational motives.

The teacher reads outfirst exercise. You need to determine whether an egg is boiled or raw.

Asking questions.

The teacher talks about how to determine whether an egg is boiled or raw and asks the children to explain the reason for this behavior of the egg.

The teacher guides the children to solve the given question with the help of experience.

The teacher voicessecond exercise.

Where is it better to swim - in the sea or in the river?

Asking questions.

Talks about the differences in water in seas and rivers.

Offers to conduct an experiment. (put the egg in fresh water, it lies at the bottom. Gradually add salt and stir, the more salt you add, the faster the egg floats)

The teacher voicesthird exercise.

You need to use two mirrors to make three apples out of one.

Asking questions.

Invites children to find a practical solution to the problem.

The teacher voicesfourth exercise.

Determine what is shown on the sheet.

The teacher explains that the fingerprint of the capillary lines is left on the piece of paper.

Children are informed that the capillary print is individual and are asked to compare their fingerprints.

The children's photographed fingers are displayed on the screen, and they are asked to determine whose finger is where.

The teacher focuses the children’s attention on the fact that after the previous task their hands are dirty and suggests making a washbasin from a plastic bottle.

The teacher voicesfifth exercise.

The teacher explains how you can write an “invisible letter” using milk or lemon juice and how to read it later.

Children are invited to draw their own picture using “invisible ink”.

The teacher explains that in order to read, the text needs to dry. Invites you to come back and read what everyone wrote after 2-3 hours.

Children listen to the task.

Answer questions, offer their options, reflect.

Pupils carefully monitor the teacher’s actions.

They conduct an experiment and determine which egg is boiled and which is raw.

The children are listening.

They answer (offer possible answers and give arguments).

Pupils together with the teacher conduct an experiment.

Children observe, discuss and draw conclusions.

They are trying to find a solution to the problem.

They get involved in the experiment process (take mirrors, an apple and try to complete the task), and are happy when they succeed in completing the task.

Pupils collectively discuss the task, compare, try to determine what kind of image it might be on a piece of paper and what it looks like. There is a discussion between the children.

Children listen and examine the capillary lines on their fingers with a magnifying glass.

Children study, compare and determine whose finger is shown in the photograph.

Children listen, remember the sequence of operations, and do the work of making a washbasin.

Pupils look at the sheet, hold it up to the light, and try to see what is written. They cannot complete the task, so they turn to the teacher for help.

Children, under the supervision of an adult, complete the task and see what is written there (the place where the ice cream is hidden is indicated). The students found ice cream.

Each student was given a blank sheet. Children write a phrase on a piece of paper.

reproductive,

verbal, partially search,

discussion

practical work, experiments

4. Reflection

(8 min)

Cognitive UUD:

perform logical operations: compare, synthesize; control and evaluation of performance results; identifying and formulating a cognitive goal; development of cognitive interests, educational motives.

Personal UUD: respect for yourself as a person.

Before we end this lesson, I would like to ask you:« What surprised youwhich task was the most interesting,What else would you like to know about?

After this, the children are allowed to eat what they found and the last recording is turned on, which reveals who it was.Ice cream thief.

Formulate the final result of their work in class. The children say what they learned today and thank each other and the teacher. They suggest that they also be shown interesting experiments.

Children expose the teacher.

testing, assessment of knowledge and skills acquired in class, method of consolidation

Universal learning activities (ULA) are a set of various actions aimed at independent acquisition of knowledge, active self-development, acquisition of new practical and cognitive-research experience. UUD according to Federal State Educational Standards- a basic component of the ability to learn, providing the opportunity for successful self-development.

General educational skills are of a meta-subject nature, and therefore can be used to master any school subject.
Any student’s activity is based on them.
UUDs allow you to shape the child’s psychological abilities.

UUD according to Federal State Educational Standards

Before the advent of the Federal State Educational Standard, the modern educational process relied more on the collection of information necessary to study the topic and the development of mental processes; less often, the priority was the practice of effective educational and mental techniques. This approach had a negative impact on the development of personality and the effectiveness of the school educational process, reducing the motivation of students and the level of their responsibility. The introduction of the standard has changed the approach to learning, and at the same time the model of a junior school graduate, who is now defined as a student with the basics of general academic skills and a base of moral behavior, capable of interacting with peers and teachers, and open to acquiring knowledge and skills. The goal of the current education strategy is to teach everyone to learn first under the guidance of a teacher, mentor, and then independently. The basis for the continuity of different levels of the educational system should be an orientation towards the key strategic priority of lifelong education - the formation of the ability to learn throughout life. Designing and implementing a UUD development program is the task of every teacher who will work in a new school.

Keep this for yourself so you don't lose it:

- Six new methods for diagnosing communicative learning disorders in schoolchildren (formation criteria)
- Identify meta-subject and personal UUDs (lesson analysis sheet)

UUD according to the Federal State Educational Standard is the ability for independent development, supra-subject actions, general educational skills, the definition of which covers all areas of the child’s personality development. According to the federal standard, formal skills and knowledge become secondary, since the measure of learning effectiveness becomes the types of activities that students master during the year. A primary school student must learn to read and write, but much more important is motivation to study and the development of meta-subject methods of action.

Download the presentation: “Methods of forming a UUD according to the Federal State Educational Standard”
Download for free in.pptx

UUD acquires particular importance in primary school, when children develop the ability to learn independently and consciously, expanding their own competencies in order to subsequently transfer them to other areas. Having mastered the ability to learn, children will be able to transfer this skill to any component of educational activity, increasing its effectiveness.

Functions of supra-subject methods of action:

promote the comprehensive development of schoolchildren through lifelong education, tolerance and flexibility of views;
create conditions for independent study, formation of educational goals, search for means and methods of achieving them, self-analysis and self-control;
provide conditions for effective learning through the acquisition of general educational competencies;
stimulate the formation of a picture of the world, tolerance in the context of a multicultural society and competence in various subject areas.

Types of UUD according to Federal State Educational Standards

Over-subject actions motivate and allow children to independently organize the process of learning and perception of educational material. Despite the general educational nature of universal actions, there are four UUD type according to the Federal State Educational Standard presented in the table.

Personal	Thanks to personal learning activities, children learn to navigate interpersonal relationships, social roles, relate moral norms, ethical principles with the behavior of others, drawing appropriate conclusions. Personal UUD according to Federal State Educational Standards in primary school they are divided into: professional and personal self-determination; correlation between the goals of study and the results achieved; making a moral choice, moral and ethical self-determination.
Regulatory	Each of the regulatory actions is necessary to organize an independent educational process: the student evaluates his knowledge, determines the boundaries of what is known and sets a learning task (goal setting); taking into account the set goal, the sequence of work on its implementation is planned; the child must predict intermediate and final results of educational activities; if intermediate results do not correspond to those planned, it is necessary to adjust the plan and methods of action; self-esteem and awareness of the real results of educational activities ensure effective goal setting. In the process of mastering regulatory control systems, the ability for self-motivation, volitional effort and mobilization of moral and physical strength aimed at overcoming difficulties is important for students.
Cognitive	Cognitive general educational activities involve formulating and solving a problem through logically structured actions. Students determine a cognitive goal, collect the necessary materials, resources and information, put knowledge into a structure, select ways to achieve the goal in the context of the current conditions, and then conduct self-assessment and reflection on cognitive activity. Separate subgroups of cognitive methods of action include: Sign-symbolic - involve modeling objects and symbols in space based on the characteristics of the object, transforming it into a model to search for laws that systematize this subject area. Logical - children analyze the essential and non-essential features of objects, evaluate the whole and its component parts, and based on the information received, classify objects into classes or concepts, forming cause-and-effect relationships between phenomena and objects. When building a logical chain, they rely on conclusions, evidence and facts.
Communication	General educational activities are aimed at acquiring the skills to hear and listen to an interlocutor, social competence, communication skills, the ability to establish productive cooperation with peers and interaction with teachers. Communication UUD according to Federal State Educational Standards mean: defining goals, objectives and ways of interacting with students and teachers; collective work to collect and systematize information; successfully overcoming conflict situations through the search for compromises, alternative solutions, problem identification; maximum interaction with classmates - assessment, correction and control of their actions; communication skills and eloquence - the ability to express one’s thoughts orally and in writing concisely and to the point, master the skill of conducting competent dialogue and monologue.

UUD according to the Federal State Educational Standard in elementary school

Surprisingly, universal learning activities used to master educational subjects are formed in the learning process. Depending on the content of the academic subject and topic, special prospects for mastering certain UUDs are created. The teacher should take into account the health status of students, their level of speech development and ability to control their behavior, children’s communication skills, their motivation to study, learning to ask questions, listen and hear in class. Without taking into account these features, mastering educational activities will be difficult for both students and teachers. Which will ultimately lead to a loss of time and effort, and simply calls into question the competence of a primary school teacher.

To achieve effective mastery, class teachers and subject teachers use a set of measures, during the implementation of which teachers focus on the actual achievements of students, and not on comparing students with each other.

Self-analysis and self-examination are important, which teach children to find and promptly correct their mistakes, which helps them learn new things. The teacher also evaluates the children's educational success, explaining his choice, while at the same time teaching schoolchildren to evaluate activities according to criteria and choose criteria for evaluation.
Motivating students to study, teachers explain the practical value of new knowledge and the developmental significance of a particular exercise. The emphasis is on those types of work with materials and data that will be required in educational activities, effective memorization is practiced, which has a positive effect on children’s logic and memory.
It is important for the teacher to teach children to work in groups and pairs, and if conflicts arise, to effectively eliminate them by finding compromises. Through problematic situations, gaps in knowledge or their inconsistency, the class teacher helps children name the purpose of the lesson and draw up an action plan.
Children should be able to make moral choices, express their thoughts freely and competently, be able to defend their own opinions using arguments, not rudeness, and demonstrate respect for their interlocutor. Student interaction is encouraged.
The teacher and children interact on the principles of cooperation; they jointly solve problem areas, distribute responsibilities, and learn to plan work and leisure. Students can choose tasks from several offered.

Receive a standard diploma

Training according to the program will help to update knowledge about the normative regulation of educational activities of public organizations, requirements for the qualifications of a teacher (teacher), and the development of basic educational programs of a general education organization.

Methodology for the phased formation of UUD, proposed by P.Ya. Galperin and his associates, relies on the internal dependence between practical execution and intellectual operations. According to this theory, general subject actions are formed by analogy with mental ones and involve several stages:

It is necessary to study the sample and composition of the future action, use the information and instructions of all its components. Children are shown and explained a pattern of mental action that they need to master, which is indispensable for visual and auditory students.
The action is performed taking into account all the operations that are included in it, thus mastering the essence of the action and exercising self-control of each stage, which is important for kinesthetic children.
Repeatedly performing an action without relying on a model.
To understand the sequence of stages, the action algorithm is spoken out loud, and then transferred to the internal plane, spoken to oneself.
The action is performed in the context of internal speech in terms of conscious control, which allows for the development of automatic execution, in which the mode of action is an act of thought, striving for the final product of the process.

Successful study at school is impossible without mastering UUD according to Federal State Educational Standards by class initial level. To develop meta-subject actions, teachers use the following types of activities and methodological tasks:

UUD	Types of jobs
Personal	Group projects are indispensable in the process of forming personal learning achievements, since they allow students to collectively choose a topic for work, distribute roles taking into account the children’s abilities so that everyone makes an important contribution to the implementation of the project. Creative work helps to expand one’s horizons and sphere of interests, improve the abilities and talents necessary for personal and professional self-determination. A portfolio of individual achievements is a record of a situation of success, giving self-confidence and increasing self-esteem, stimulating self-education and improving personal qualities.
Regulatory	Acquisition UUD according to Federal State Educational Standards in 2019 is based on the students’ formulation of the purpose of studying the educational material. Without goal-setting, full mastery of the topic is impossible, and therefore children in the first stage of the lesson are asked to answer the questions: What do I already know? What can I find out? What subject areas will be needed for this? At the end of the lesson, they ask you to find the answer to another question: What did I learn new in the lesson? What was the most interesting for me? In addition to goal setting, teachers use techniques for working with a deliberately incorrect plan, which students should correct, and suggest drawing up and discussing a plan for implementing educational tasks.
Cognitive	To form general educational activities, pedagogical practice uses the principles of drawing up a logical sequence or cluster, exercises to find correspondence or differences, asking test questions and searching for answers to them.
Communication	The formation of communication skills and the development of communication skills are facilitated by: working with clarifying questions to the student who is speaking, which develops children’s thought processes, the skill of composing a question, and conducting a discussion with peers; speaking in front of the class with a message or report - developing the ability to express one’s opinions, argue one’s own opinion, practice monologue speech; continuation of a classmate's judgment or search for counterarguments - a technique that involves the development of eloquence and thinking, the ability to listen and hear classmates, skills in constructing a statement; educational discussion (brainstorming, round table, debate) is an effective technique for developing communication skills, which provides new knowledge and skills in conducting respectful dialogue, defending one’s own opinion, and using arguments.

UUD according to the Federal State Educational Standard: relationship with academic subjects of primary school

The development of supra-subject actions in students in grades 1-4 occurs according to age development. The educational process regulates the prospects for mastering UUD and the essence of learning. Obtaining skills in meta-subject methods of action in each discipline is interconnected with other subjects and actions and is subject to the principles of age-related development. In the context of studying various subjects, a complex is formed UUD according to the Federal State Educational Standard in elementary school, which is confirmed by the table of the relationship between meta-subject actions and academic disciplines.

Subject and UUDs developed by it	Description of meta-subject actions
Russian language - regulatory, communicative and cognitive	By reading and analyzing texts, children practice making comparisons, performing logical evaluations, and establishing cause-and-effect relationships. Modeling and sign-symbolic actions, imagination develops in the course of working with the graphic implementation of letters, word structure, language syntax and morphology. Studying the Russian language within the limits of the student’s age develops not only speech function and the so-called “linguistic sense,” but also prognostic and generalizing functions.
Literary reading - helps to develop all types of UUD according to the Federal State Educational Standard (the key role of the communicative and regulatory spheres)	Junior schoolchildren master the aesthetic, ideological and moral significance of works, transferring spiritual and social experience to understand the actions of the characters and analyze the author's position. During the lessons, students: learn self-knowledge through comparing themselves with characters in literary texts; trace the actions and personal orientations of the heroes of the works; get acquainted with the aesthetics of texts; receive the basics of patriotic education and civic identity through studying the history of the Motherland; practice moral and aesthetic assessment of the actions of heroes; learn to recognize and create contextual speech based on the actions and words of literary characters; establish cause-and-effect relationships and build logical chains of events; learn to distinguish the main and the secondary.
Mathematics - educational UUD	In mathematics lessons, children learn to plan actions, structure and systematize knowledge, differentiate concepts, model, and practice algorithmic and logical actions. Within UUD programs according to the Federal State Educational Standard mathematics plays a key role, promoting systematic thinking, modeling and symbolic actions that are relevant in other school subjects. Children master a system of generally accepted symbols and signs that are relevant in the process of socialization and further education.
The world around us - the development of personal and cognitive ways of acting	Classes on “The World Around us” help primary schoolchildren form a picture of the sociocultural and natural world, master the relationships between nature and people, the relationship between the individual and society, the concept of the state and its place in the world. This discipline is indispensable for the formation of the civic identity of students, the worldview of the younger generation, the formation of emotional, value and cognitive components. The development of general subject skills includes: familiarity with the symbols of Russia, the ability to talk about your country, the sights of the region, familiarity with the geography and characteristics of other countries; base of historical memory - knowledge of key events and iconic personalities for the history of Russia; obtaining a base of nature-conforming behavior and the foundations of environmental knowledge; understanding the principles of relationships between communities and different social strata of people. In addition to personal methods of action, “The World Around us” forms cognitive learning tools through: use of basic research skills, including the use of ICT and different types of information; modeling and substitution practices; application of logical actions of classification, comparison, drawing analogies between natural and man-made objects, phenomena and properties, building cause-and-effect relationships.
Technology - cognitive and communicative UUD	In “Technology” classes, the key activity is subject-transformative work, forecasting and modeling, which play a dominant role in the development of UUD. Children analyze, reflect, work in groups and in pairs, using various forms of cooperation, and acquire the basics of ICT competence. Lessons provide: development of sign-symbolic, reproductive, creative and spatial thinking in children; practice of goal setting, forecasting and work planning with subsequent self-control and self-assessment; practice of communication through joint and productive work in the classroom; stimulating creative self-realization and motivation to acquire new knowledge and academic achievements; developing respect for other people's personal information, becoming familiar with the selectivity of information.
Physical culture - personal, communicative and regulatory methods of action	Systematic physical exercises for primary school students become a motivating factor to overcome difficulties, resistance to stress, and a source of knowledge about modern sports. Children are introduced to a civic and general cultural identity, learn to use physical and moral resources to achieve their goals, and follow the rules of a healthy lifestyle. In addition, the discipline “Physical Education” develops in children the skills to regulate, plan, analyze their actions, promote the ability to interact with classmates, cooperate and work in pairs, and in team games - set a goal, distribute functions, plan and achieve results. Children learn to evaluate behavior in class and perform mutual control.

UUD according to the Federal State Educational Standard in 2019. Results of development

The fundamental importance of all types of UUD according to Federal State Educational Standards as the core of general education - the basis for the implementation of the federal standard. Not only the psychological component of the success of mastering academic disciplines, but also the implementation of the Requirements for the results of mastering general education depends on the degree of formation of meta-subject actions.

The level of mastery of meta-subject actions is assessed according to several parameters:

Personal development. At the end of 4th grade, children should be motivated for further educational and cognitive activities, have a clearly formed internal position, and be guided by moral standards, following them.
Organized and motivated to study. Students master all types equally UUDaccording to Federal State Educational Standards from the table primary school, using them for organizing educational activities, setting, accepting and fulfilling educational tasks, planning work, self-assessment of activities with the possible introduction of adjustments as necessary.
Subject activity. Students acquire experience in each subject area, seeking to obtain, transform and apply the acquired knowledge and skills, taking them into account in the formation of their own picture of the world.
Research activities. Children must be able to work with symbolic means and texts, analyze and perceive them, carrying out cognitive and logical activities in the process of modeling or solving problems.
Communication culture. Junior schoolchildren should be able to communicate tolerantly with peers and elders, take into account the opinion and position of the interlocutor, cooperate and interact to solve educational problems, distribute roles in teamwork, perceive and transmit information, adequately resolve conflict situations, consciously and adequately build their written and oral speech.

Despite the obviously significant and rapidly growing role of general educational methods of action, work on the development of educational methods in most schools is carried out spontaneously and unsystematically, therefore only selected teachers strive to form universal actions in schoolchildren, which is expressed in an insignificant level of cognitive activity and motivation to study in schoolchildren, ability children plan and carry out cognitive and educational activities, provoking deviant behavior and school maladjustment. To avoid this, it is necessary to systematically and systematically promote the formation UUD according to Federal State Educational Standards 2019, and at the same time reasonableness, awareness, and logic of the educational process.