Professional standard for a teacher additional education establishes requirements for qualifications, work experience, basic and additional education of specialists. The employer focuses on professional standards when forming personnel policy, solving other organizational issues.
From the article you will learn:
What information do professional standards for additional education teachers 2019 contain?
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The approved document is used and taken into account when:
- formation of personnel policy;
- concluding employment contracts;
- planning training;
- conducting assessment and certification;
- establishing wage systems.
Please note: the professional standard of a teacher of additional education formulates the main goals professional activity, regulates the necessary competencies for successful work.
In accordance with approved professional standards, additional education teachers of the sixth qualification level can occupy the following positions:
- teachers;
- trainers-teachers;
- additional education teachers;
- teacher-organizers;
- Methodists.
Job description of the teacher-organizer taking into account the requirements of the professional standard “Teacher of additional education for children and adults”
Professional standard for a teacher of additional education for children and adults
The professional standard for a teacher of additional education for children and adults includes the following labor functions:
- development and organization of implementation of programs, tools for studying the market of additional services. education of children and adults;
- study of the services market;
- development of programs and proposals to promote additional education services.
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Skills of a teacher of additional education for children and adults:
- formulate and submit for discussion with management concepts and market research methods;
- formulate a sampling plan and develop research tools;
- optimize the costs of such work;
- test the developed tools;
- coordinate activities and distribute research responsibilities;
- process primary results.
If a teacher is engaged in direct work teaching additional education programs to children and adults, the main skills are aimed at:
- implementation effective techniques assimilation;
- searching for an individual approach to each student;
- introduced new methods to improve all basic programs of additional education;
- organizing events aimed at preserving the number of students of different ages;
- holding presentations, exhibitions, and other events aimed at attracting attention to additional training programs.
Required knowledge
A teacher of additional education for children and adults has an extensive list of knowledge taking into account the age characteristics of the student population:
- familiar with the list and characteristics of general education programs for children and adults;
- basic rules for creating information materials;
- methods that ensure student interest;
- techniques and methods of persuasion;
- ability to listen to the interlocutor;
- methods of involvement in activities;
- ways to quickly resolve conflicts.
Please note that the gradual introduction of professional standards for additional education teachers will help optimize and systematize the activities of out-of-school work centers, implement effective personnel policies, and successfully implement new modern techniques and programs.
The professional standard for an additional education teacher is topical issue. That is why everything related to its introduction is currently a topic for discussion among experts and specialists.
Features of document implementation
This professional standard contains detailed information about all the requirements for employees in the field of additional education. At the moment, the introduction of this standard has been postponed, as the teaching community has perceived its provisions differently. It was decided to preliminary refine this document and correct numerous inaccuracies in it.
Characteristics of the category "additional education"
The professional standard for a teacher of additional education was developed for that category of people who use experience, knowledge, and competencies in several areas in their professional activities: psychology, specialized areas, and pedagogy.
The profile in their work is artistic activity, choreography, and technical creativity.
Many workers in this field do not have diplomas in pedagogical or psychological education. That is why serious problems arose in the process of developing requirements for additional education teachers, because it is necessary to take into account all the nuances and specifics of the additional education system that has developed over a given period of time.
Education Requirements
The professional standard for additional education teachers contains a section that states that additional education workers must have a higher education Teacher Education(in the form of a bachelor's degree) and additional professional qualifications in the field methodological work in additional education of adults and children.
Upon careful study of this requirement, it turns out that a teacher of the additional education system is required to have two diplomas. If receiving one education - real challenge, then the continuation of the second (paid) is not available to all employees of the additional education system.
The standard for additional education teachers also contains a clause according to which specialists must study in a professional program corresponding to their profile of activity at least once every three years.
In order to fulfill this requirement, special centers for advanced training must be created in the country, which would allow additional education teachers to continuously improve their qualifications.
At the moment, this question remains open; it is impossible to fulfill the requirements for advanced training.
The importance of additional education
The activities of a teacher of additional education are important for the formation of citizenship and patriotism in the younger generation. Minister of Education of the Russian Federation Olga Vasilyeva has repeatedly emphasized the importance of introducing free sections and clubs in scientific and technical creativity, chess, music, and theater arts in educational institutions.
It is additional education that has now become one of the priority areas activities of the Ministry of Education and Science Russian Federation.
Main implementation problems
The professional standard for a teacher of additional education is still only being considered in the pedagogical community; it has not been introduced into real practice. Among the main reasons for this “slowdown,” experts highlight organizational, managerial and pedagogical problems.
The availability of full-fledged general education programs of additional education for schoolchildren and adults is highlighted as organizational and managerial problems. In addition, currently there is no sufficient quantity teaching aids adapted to individual age characteristics schoolchildren.
In order to introduce a professional standard into practice, it is necessary to first provide teachers with methodological support in the development of individual educational programs.
In addition, it is important to organize the work of experts who will analyze the effectiveness of the work of additional education teachers in special programs, create a full-fledged material and technical base for the implementation of the tasks specified in methodological recommendations for each educational profile.
Transfer of professional skills
The positive experience of an additional education teacher should be published so that young specialists have a real opportunity to become familiar with the best methods, which involves certain material costs.
Despite the fact that many school teachers reacted positively to the idea of an organization based secondary schools numerous studios, clubs, creative associations in which children could study for free; in practice, the process of their creation is associated with serious material problems.
Personnel problems
Taking into account the requirements for additional education teachers that are specified in the professional standard, only subject teachers can work in additional education clubs. In order to "survive" at present school teachers are forced to take on a 30-hour course load, so they have neither physical nor moral strength left to come up with methodological programs for additional education, organize after-school clubs and creative studios for their students.
The qualification of a teacher of additional education presupposes the presence of pedagogical education, but in Lately in higher educational institutions the number of areas related to teacher training has been reduced. This “staffing shortage” is also the reason for the slowdown in the implementation of the standard in practice.
The teacher cannot work around the clock, so he gives preference to classroom activities; for objective reasons, he ignores the system of additional education for schoolchildren.
Basic provisions
Let's look at what extracurricular work is. An additional education teacher has a pedagogical education. Otherwise, he does not have the right to work with children. The professional standard is aimed at helping management in implementing competent personnel policies and quality management of educational institution employees.
This document should be used when conducting certification tests of employees, determining wages, developing job descriptions, concluding employment contracts with teachers.
A teacher of additional adult education must also have a pedagogical education and periodically improve his qualifications.
As an exception (in the absence of personnel), employment is allowed followed by the employee receiving specialized education in a pedagogical orientation.
The need to implement the standard
Among the objective reasons why a standard should be introduced in Russian additional education, we highlight the difficulties that experts encounter in the process of certifying teaching staff.
Some of the legislative norms that guide members of certification commissions were developed many years ago. During this time, they have ceased to be relevant and do not allow experts to fully evaluate the activities of a certified additional education teacher.
New standards that will be adopted at the legislative level will make it possible to increase the interest and responsibility of teachers involved in extracurricular activities.
Rules for achieving results
In order to achieve maximum results, it is necessary to correctly apply the developed standard. It should not become a measure to strictly regulate the activities of employees, but should be an incentive to find new ones. methodological techniques, non-standard solutions for employees of the Russian additional education system.
According to the standard, a teaching staff member is obliged to:
- recruit children into groups, studios, creative teams according to the developed program;
- look for ways to motivate students;
- carry out activities aimed at improving the equipment of the classroom;
- develop special information materials;
- take into account the wishes of parents and students;
- help children, develop individual educational trajectories for them.
It is the teacher preschool education is obliged to create optimal conditions for schoolchildren so that each child receives a real opportunity to reveal their creative potential, self-development, and self-improvement.
The professional standard also includes a clause according to which the teacher must carry out work related to preparing his students for various exhibitions and competitions.
A true professional knows how to create conditions for children’s self-control and find options for effective cooperation with other organizations and parents of their students.
Conclusion
Due to the innovations and transformations that are observed in last years V Russian system education, the issue of introducing a professional teacher standard in the system of additional education is relevant and timely.
In order for the educational process to proceed according to a certain algorithm, the teacher must have certain personal qualities, also noted in the standard: high creative potential, intellectual level, sense of humor, tolerance, love for children.
Amendments have been made to the Federal Law “On Education”, which require mandatory professional certification for all employees of the Russian additional education system. This procedure, according to the developers of the document, is a measure of assessing the skills of teachers. As confirmation of their achievements, teachers present diplomas, certificates, commendations, and diplomas. Based on the results of certification, they will be assigned a certain qualification category, which will significantly affect the amount of their salary.
Approved by Order of the Ministry of Labor of May 5, 2018 No. 298 new professional standard"Teacher of additional education for children and adults." The order was registered with the Ministry of Justice on August 28 under number 52016. The professional standard, approved by order of the Ministry of Labor dated September 8, 2015 No. 613n, has lost its force.
The information is relevant for students of professional retraining and advanced training courses in the following areas:
Requirements for methodologists of additional education for children and adults
Methodist additional education of children and adults must have higher or secondary professional education in the direction of "Education and pedagogical sciences”, or having a non-pedagogical education, but corresponding to additional programs. education that is implemented in the institution, undergo (from 3 months).
Teacher-organizer: requirements for the position
To hold the position of teacher-organizer, it is not necessary to have a higher pedagogical or secondary vocational education in a pedagogical specialty. If the organizing teacher does not have a pedagogical education, it can be obtained through professional retraining courses (from 3-6 months).
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The senior teacher of additional education, in order to ensure coordination of the activities of additional education teachers and provide them with methodological assistance, additionally performs the functions described in the generalized labor functions B "Organizational and methodological support for the implementation of additional general education programs" and C "Organizational and pedagogical support for the implementation of additional general education programs" of this professional standard.
The title of the position is used in the implementation of additional pre-professional educational programs in the field physical culture and sports.
The senior trainer-teacher, in order to ensure coordination of the activities of trainers-teachers and provide methodological assistance, additionally performs the functions described in the generalized labor functions B "Organizational and methodological support for the implementation of additional general education programs" and C "Organizational and pedagogical support for the implementation of additional general education programs" of this professional standard
The title of the position is used in additional education organizations when implementing additional pre-professional and general developmental educational programs in the field of arts (children's art schools by type of art).
Articles 331, 351.1 of the Labor Code of the Russian Federation of December 30, 2001 N 197-FZ (Collection of Legislation of the Russian Federation, 2002, N 1, Art. 308, 2010, N 52, Art. 7002, 2013, N 27, Art. 3477 , 2014, N 52, art. 7554, 2015, N 1, art. 42).
Order of the Ministry of Health and Social Development of Russia dated April 12, 2011 N 302n “On approval of lists of harmful and (or) hazardous production factors and work, during which mandatory preliminary and periodic medical examinations (examinations) are carried out, and the Procedure for conducting mandatory preliminary and periodic medical examinations ( examinations) of workers engaged in heavy work and work with harmful and (or) dangerous working conditions" (registered by the Ministry of Justice of Russia on October 21, 2011, registration N 22111), as amended by orders of the Ministry of Health of Russia dated May 15, 2013 N 296n (registered by the Ministry of Justice of Russia on July 3, 2013, registration N 28970) and dated December 5, 2014 N 801n (registered by the Ministry of Justice of Russia on February 3, 2015, registration N 35848), by order of the Ministry of Labor of Russia, the Ministry of Health of Russia dated February 6, 2018 N 62н/49н (registered by the Ministry of Justice of Russia on March 2, 2018, registration N 50237); Article 48 of the Federal Law of December 29, 2012 N 273-F3 “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598); Articles 69, 213 of the Labor Code of the Russian Federation of December 30, 2001 N 197-FZ (Collection of Legislation of the Russian Federation, 2002, N 1, Art. 3; 2004, N 35, Art. 3607; 2006, N 27, Art. 2878 ; 2008, N 30, Art. 3616; 2011, N 49, Art. 7031; 2013, N 48, Art. 6165, N 52, Art. 6986).
additional characteristics
additional education
An additional education teacher provides additional education for children, develops their diverse creative activity. Completes the composition of participants in a circle, section, studio, club and other children's association, for which he is responsible and takes measures to preserve them during the period of study.
The teacher also participates in the development and implementation of educational programs and is responsible for the quality of their implementation, the life and health of students.
A special feature of the work of a teacher of additional education is also the identification of the creative abilities of students, support for their development, and the formation of sustainable professional interests and inclinations. Responsibility for mass, cultural organizations also often rests on the teacher of additional education.
Among other things, the teacher is responsible for compliance with safety regulations and participates in methodological conferences. As we see, the responsibilities of an additional education teacher are quite extensive. In addition to the usual pedagogical tasks, it is also designed to develop the creative side of the child’s personality, promote spiritual growth and an in-depth process of cognition.
Accordingly, the image of an additional education teacher in the minds of students has a wide range of characteristics.
Continuing education centers are a phenomenon in pedagogical practice not new. It became widespread in the so-called microdistrict schools, which, with the development of a variable education system, were faced with an outflow of student populations. The creation of independent centers with their own personnel infrastructure made it possible to expand the choice of educational and recreational programs, and to introduce programs that are attractive to different categories of students, including students with problems. The ability of additional education centers to achieve new results lies in their focus on solving the problems of the entire school, students, regardless of age, measures of academic performance educational activities. In addition, centers for additional education for children, which operate directly on the basis of schools, are, in essence, centers for rapid response to students’ requests and problems they have.
Regardless of age, gender and academic performance, teenagers pay attention to such characteristics of the teacher as: knows a lot - 76%; sensitive and attentive - 74%; hardworking - 73%; kind, fair - 72%; interesting, explains from the heart - 69%; when explaining, he sees someone who doesn’t understand and rushes to help - 61%; with a cheerful character - 61%; does not complain to parents - 58%; during changes with us - 38%.
High school students have higher assessment requirements for teachers. They pay more attention to moral qualities and the intellectual abilities of the teacher, his ability to fully interact.
An additional education teacher is often perceived as more competent and passionate about his work. It is understood that he can take a creative approach to education and tries to identify the child’s abilities, support him, and compensate for the lack of attention from subject teachers and parents. His psychological image complement the traits of helper, parent and friend. Although, there are also negative images of the teacher as a passive and unhardworking person, which can be explained by the negative personal experience students.
The image of a teacher of additional education is similar to the image of a teacher in general, but has its own structure and content features.
Teenagers first of all pay attention to the culture, erudition of the teacher, and the level of his practical skills. Also, such components as adherence to principles, the exactingness of the teacher, and the teacher’s attitude towards his work immediately appear in the image of the students. The moral qualities in the image of a teacher are also important: his sensitivity, attention, tact.
Structure and content of the image
Based on this, evaluative characteristics are formed in the structure of the image: respect and sympathy, approval of the teacher’s activities, completed by a complex of emotional perception of this person.
A teenager’s perceptions are more focused, planned and organized than perceptions junior school student. Sometimes it is distinguished by its subtlety and depth, and sometimes it amazes with its superficiality.
Attention of secondary students school age specifically, selectively: interesting lessons or things interest students, and they can focus on one material or phenomenon for a long time. But slight excitement and interest in the unusual often cause a shift in attention. In this regard, it is important for a teenager to be able to convey his skills and knowledge.
Thinking in adolescence becomes more systematized, consistent, and mature. The ability for abstract thinking improves, the relationship between the concrete-figurative and the abstract changes in favor of the latter. The teenager begins to analyze the personality of the teacher and the motives of his actions; the created image acquires critical features.
Belongs to the category of specialists.
For the position additional education teacher a person with secondary vocational education is appointed (without presenting requirements for work experience; work experience pedagogical work: from 2 to 5 years; from 5 to 10 years; over 10 years) or higher professional education (without requirements for work experience; teaching experience: from 2 to 5 years; from 5 to 10 years; over 10 years) or qualification category.
3. Appointment to a position additional education teacher and release from it is carried out by order of the director of the institution upon presentation.
Additional education teacher must know:
1. The Constitution of the Russian Federation.
2. Laws of the Russian Federation, decrees and decisions of the Government of the Russian Federation and educational authorities on educational issues.
3. Convention on the Rights of the Child.
4. Age and special pedagogy and psychology, physiology, hygiene.
5. The specifics of the development of interests and needs of students (pupils), the basis of their creative activity.
6. Methodology for finding and supporting talent.
7. Content, methodology and organization of scientific and technical, aesthetic, tourism and local history, health and sports, leisure activities, recreation and entertainment.
8. Lesson programs for clubs, sections, studios, club associations.
9. Fundamentals of the activities of children's groups, organizations and associations.
10. Norms and rules of labor protection, safety and fire protection.
Additional education teacher reports directly to the director of the institution or other official.
During absence additional education teacher(vacation, illness, etc.) his duties are performed by a person appointed by order of the director of the institution. This person acquires the corresponding rights and is responsible for the high-quality and timely performance of the duties assigned to him.
Additional education teacher:
1. Provides additional education to students and develops their various creative activities.
2. Completes the composition of students (pupils) of a circle, section, studio, club and other children's association and takes measures to preserve them during the period of study.
3. Provides a pedagogically sound choice of forms, means and methods of work (training) based on psychophysiological expediency.
4. Ensures compliance with the rights and freedoms of students (pupils).
5. Participates in the development and implementation of educational programs, bears responsibility for the quality of their implementation, the life and health of students (pupils).
6. Draws up lesson plans and programs and ensures their implementation.
7. Reveals Creative skills students (pupils), contributes to their development, the formation of sustainable professional interests and inclinations.
8. Supports gifted and talented students (pupils), incl. children with developmental disabilities.
9. Organizes the participation of students (pupils) in public events.
10. Renders advisory assistance parents (persons replacing them), as well as teaching staff within their competence.
11. Ensures compliance with the rules and regulations of labor protection, safety precautions and fire protection during classes.
12. Participates in the activities of methodological associations and other forms of methodological work.
13. Improves his professional qualifications.
Additional education teacher has the right:
1. Get acquainted with the draft decisions of the institution’s management concerning its activities.
2. On issues within his competence, submit for consideration to the management of the institution proposals to improve the activities of the institution and improve working methods; comments on the activities of the institution’s employees; options for eliminating existing shortcomings in the institution’s activities.
3. Request personally or on behalf of the management of the institution from structural divisions and other specialists information and documents necessary to carry out its implementation job responsibilities.
4. Involve specialists from all (separate) structural units in solving the tasks assigned to it (if this is provided for by the regulations on structural divisions, if not, then with the permission of the head of the institution).
5. Demand that the management of the institution provide assistance in the performance of his official duties and rights.
Rights
An additional education teacher has the right:
Participate in the management of the Center in the manner determined by the Charter of the Center;
To protect professional honor and dignity;
Get acquainted with complaints and other documents containing an assessment of his work, give explanations on them;
Protect your interests independently and/or through a representative, including a lawyer, in the event of a disciplinary investigation or internal investigation related to a teacher’s violation of professional ethics;
To the confidentiality of a disciplinary (official) investigation, except for cases provided for by law;
Freely choose and use teaching and educational methods, teaching aids and materials, textbooks, methods for assessing students’ knowledge;
Improve your qualifications;
Be certified on a voluntary basis for the appropriate qualification category and receive it in case of successful certification;
Give students during classes and breaks mandatory instructions related to the organization of classes and compliance with discipline, bring students to disciplinary liability in cases and in the manner established by the Charter and the Rules on rewards and penalties for UDL students.
Responsibility:
A teacher of additional education is responsible under the legislation of the Russian Federation for the quality of implementation of educational programs, the life and health of students during classes, and violation of their rights and freedoms.
For non-fulfillment or improper execution without good reason of the Charter and internal labor regulations of the parole, legal orders of the director of the parole and other local regulations, job responsibilities,
The additional education teacher bears disciplinary liability in the manner prescribed by labor legislation.
For the use, including one-time use, of educational methods associated with physical and (or) mental violence against the student’s personality, as well as the commission of another immoral offense, a teacher of additional education may be relieved of his position in accordance with labor legislation and the Law of the Russian Federation “On education.” Dismissal for such an offense is not a measure of disciplinary liability.
For culpable infliction of damage to the educational institution or participants in the educational process in connection with the performance (non-performance) of their official duties, the additional education teacher bears financial responsibility in the manner and within the limits established by labor and (or) civil legislation. Relationships. Relationships by position
Additional education teacher:
Works in the mode of fulfilling the volume of the academic load assigned to him in accordance with the schedule of training sessions, participating in compulsory planned school-wide events and self-planning of compulsory activities for which production standards are not established;
Independently plans his work for each academic year and every academic quarter. The work plan is approved by the deputy director of the educational institution for educational work;
Submits a written report on his activities to the deputy director of the educational institution for educational work at the end of each academic quarter;
Receives from the director of the parole and his deputies information of a regulatory, organizational and methodological nature, gets acquainted with the relevant documents against receipt;
Works closely with teachers, parents of students (persons replacing them); systematically exchanges information on issues within its competence with the administration and teaching staff schools, join methodological unification additional education teachers of the relevant profile..
Methodology for organizing the work of an additional education teacher
Description of "differentiation of instruction" in pedagogy
Differentiation translated from Latin “difference” means division, stratification of the whole into different parts, forms, steps.
IN pedagogical literaturedifferentiation of learning- This:
form of organization educational process, in which the teacher works with a group of students, composed taking into account whether they have any common qualities that are significant for the educational process (homogeneous group);
part of the general didactic system, which provides specialization of the educational process for various groups trainees. (Moscow Research Institute of School Technologies, 2005, p. 288)
creating a variety of learning conditions for different schools, classes, groups to take into account the characteristics of their population;
a set of methodological, psychological, pedagogical, organizational and managerial measures that ensure training in homogeneous groups.
Differentiated learning technology is a set of organizational decisions, means and methods of differentiated teaching, covering a certain part of the educational process.
According to characteristic individual psychological characteristics children, who form the basis for the formation of homogeneous groups, differentiate:
By age composition(school classes, age parallels, different age groups);
By gender (male, female, mixed classes, teams, schools);
By area of interest (humanities, physics, mathematics, biology, chemistry and other groups, directions, departments, schools);
By level of mental development (level of achievement);
By personal psychological types (type of thinking, accentuation of character, temperament, etc.);
According to health level ( physical groups, groups of visually impaired, hearing impaired, hospital classes).
In any educational system, to one degree or another, a differentiated approach is present and more or less ramified differentiation is carried out. Therefore, the technology of differentiated teaching itself, as the use of various methodological means of differentiation, is included, penetrating technology.
However, in some teaching models, differentiation of the educational process is the main thing distinctive feature, a system-forming factor, and therefore they can be called “differentiated learning technologies.”
Differentiation by level of development of abilities
Classification parameters of differentiation technology according to the level of development of abilities
Methodological approach: differentiated, individual.
Leading factors of development: sociogenic with assumptions of a biogenic nature (it is impossible to learn everyone to the same level).
Scientific concept of mastering experience: adaptive.
Focus on personal spheres and structures: information, knowledge, abilities and skills.
View socially - pedagogical activity: psychological and pedagogical, compensatory.
Type of management of the educational process: small group system + tutor.
Predominant methods: explanatory and illustrative with programming elements.
Organizational forms: all forms.
Predominant means: programmed + electronic.
Approach to the child and the nature of educational interactions: all types.
Target orientations:
Training everyone at the level of their capabilities and abilities;
Adaptation of teaching to the level and developmental characteristics of different groups of students.
Features of differentiation by level
Differentiation by level of mental development does not receive an unambiguous assessment in modern pedagogy: it contains, along with positive, some negative aspects.
|
Positive aspects |
Negative aspects |
|
Unjustified and inappropriate for society equalization and averaging of children are excluded |
Dividing children by development level is inhumane |
|
The teacher has the opportunity for a weak student to pay attention to a strong one. |
Socio-economic inequality highlighted |
|
The absence of underachievers in the class eliminates the need to reduce general level teaching |
The weak are deprived of the opportunity to reach out to the stronger ones, receive help from them, and compete with them. |
|
There is an opportunity to work more effectively with difficult students who do not adapt well to social norms |
Transfer to weaker groups is perceived by children as a violation of their dignity |
|
The desire of strong students to advance faster and deeper in education is realized |
Imperfect diagnostics sometimes leads to the fact that extraordinary children are relegated to the category of weak. |
|
The level of self-concept increases: the strong are confirmed in their abilities, the weak get the opportunity to experience academic success and get rid of the inferiority complex |
The level of self-concept decreases, in elite groups an illusion of exclusivity and an egoistic complex arise; in weak groups the level of self-esteem decreases, an attitude towards the fatality of one’s weakness appears |
|
The level of learning motivation in strong groups increases |
The level of motivation in weak groups decreases |
|
In a group of similar children, it is easier for a child to learn |
Overstaffing destroys great teams |
Based on the characteristics of the organization of homogeneous groups, they are distinguished:
a) external differentiation:
Regional - by type of school (special schools, gymnasiums, lyceums, colleges, private schools, complexes);
Intra-school (levels, profiles, departments, recesses, slopes, flows);
In parallel (groups and classes of various levels: gymnasium, compensatory education classes, etc.);
Interclass (optional, free, mixed age groups);
b) internal differentiation: intraclass or intrasubject (groups within a class).
IN modern world exist various models differentiation of training. (Annex 1). Each model has its own characteristics and subject of instruction, but they have one thing in common: all models of differentiated education are aimed at creating an inferiority complex in the student in relation to learning, stimulating the child to work and getting results. In order to organize the correct model of differentiated instruction, the teacher must know what models exist and which model is suitable for his class. But first of all, let's look at what learning is, the process, the process of teaching the Russian language.
Education– a controlled process of interaction between teacher and students, aimed at assimilation of knowledge, skills and abilities, formation of a worldview, development of mental strength and potential capabilities of students, development and consolidation of self-education skills in accordance with the goals.
Process– a consistent change of phenomena, states in the development of something, the course of development of something; a set of cognitive actions aimed at achieving certain results.
Learning process– joint activity of the teacher and students to transfer and assimilate new knowledge and mastery of skills over a certain period of time.
Strategy modern learning– its focus is not just on the formation of certain knowledge, skills and abilities, but on the education and development of the child’s personality, his theoretical thinking, linguistic intuition, interest, careful and thoughtful attitude to business, to his purpose and knowledge in general, to the formation of For a younger schoolchild, the most important educational skill is to study.
Educational activity is a system of such learning conditions that make possible development younger schoolchild: the emergence of his ability to self-change.
Learning objectives are one of the categories of methodology that characterizes a subject from the point of view of the reason for its inclusion in syllabus. The Russian language as an academic subject solves two groups of problems: special (they arise from its features) and general subject (they are implemented by all school disciplines). The combination and solution of these tasks can be facilitated by the organization of differentiated training.
Thus, differentiated learning is considered as a form of education, part of the general didactic system, the creation of a variety of learning conditions, a complex of methodological and psychological-pedagogical events.
The development of a system of additional education for children is impossible without serious conceptual program and methodological support for the educational process. This is a serious task that requires constant and painstaking work under the guidance of the most qualified teachers or methodologists of institutions of additional education for children, IPK teachers, and researchers.
Additional educational programs, implemented in educational institutions, must, on the one hand, compensate for the shortcomings of standardized education, and on the other, take into account its advantages. Therefore, when developing original programs, additional education teachers need to become familiar with the content of those academic subjects that may be most related to the content of the additional program. This could be a good basis for joint creative work with subject teachers.
The development of a system of additional education for children becomes truly effective if additional programs correspond to the interests and needs of students, take into account the real possibilities of meeting them in a particular institution, help the child form his own value and effective position, stimulate his self-education and self-development.
The development of additional educational programs of a new generation involves a number of principles:
orientation towards broad humanitarian content, allowing for a harmonious combination of national and universal values;
formation in schoolchildren of a holistic and emotional-imaginative perception of the world;
addressing those problems, topics, educational areas that are personally significant for children of a particular age and that are underrepresented in mainstream education;
development of the child’s cognitive, social, creative activity, his moral qualities;
reliance on the content of basic education;
implementation of the unity of the educational process.
Requirements for additional education programs children. In the system of additional education for children, the following types of programs are distinguished:
approximate;
modified or adapted;
experimental;
author's.
general developmental;
specialized;
professionally oriented.
educational (informational and educational);
research;
social adaptation;
professionally applied;
sports and recreation;
developing artistic talent;
leisure.
complex;
integrated;
modular;
end-to-end.
Title page with the necessary details: higher educational authorities; educational institution, implementing the program; the responsible employee of the institution who approved the program; number of the protocol of the pedagogical council that approved the program; the name of the program; the age of the children for whom the program is designed; duration of the program; author of the program; reviewer information.
Program sections:
Introduction.
Main directions and content of activities.
Conditions for the implementation of the program.
Mechanism for evaluating the results obtained.
Thematic planning (number of hours on each topic by year of study).
Contents of the program sections (a brief summary of the topics of each section, indicating the forms and methods of organizing educational programs).
List of references used (author, book title, place and year of publication).
Availability of reviews: internal (methodological council of the institution of additional education for children) and external (third-party organizations and educational institutions).