Regulatory uud and assessment system presentation. Presentation "diagnostics of regulatory universal educational actions." Projects and life tasks

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Diagnostics of regulatory universal educational actions

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The function of regulatory UUD is the organization of students’ activities (including educational ones) © Lidiya Petrovna Fokina

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REGULATORY UUD provide students with the organization of their educational activities Regulatory UUD Goal-setting Planning Assessment Forecasting Correction Control Volitional self-regulation © Lidia Petrovna Fokina

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Techniques for developing goal-setting skills 1. Forming a goal using supporting verbs; 2. Work on the concept; 3. Leading dialogue; 4. Creation of problematic situations. © Fokina Lidia Petrovna

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Diagnostics of goal-setting skills 1. What lesson goal was set for you during the lesson? To answer, continue one of the sentences: Learn __________________________. Understand ____________________________. Train _____________________. To know ____________________________. 2. What tasks helped to achieve the goal of the lesson? 3. Continue one of the sentences: I learned __________ in class today. I can explain ____________ to someone else. I still need to work on _________. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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Planning Effective techniques: 1) discussion of a ready-made plan for solving an educational problem; 2) working with a deformed plan for solving an educational problem; 3) using a plan with missing or redundant items; 4) drawing up your own plan for solving the educational problem. 5) For first-graders who do not yet know how to read, a graphic lesson plan is possible. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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Diagnostics of the ability to draw up a work plan Basic level 1st grade Dad and Yura decided to grow a flower for mom by March 8th. Help dad and Yura draw up an action plan: number the pictures. grow prepare plant buy flower soil bulb pot Evaluation criteria: 1 point – coped with the task; 0 points – did not start implementation or made a mistake. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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Diagnostics of the ability to draw up a work plan Basic level 3rd grade Dunno flew to the moon. He wanted to leave his mark there. I put on a spacesuit and went for a walk on the lunar surface. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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Evaluation criteria 1 point – chose the correct sequence of actions 0 points – did not start the task or completed it with an error © Lidiya Petrovna Fokina © Lidiya Petrovna Fokina

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Diagnostics of the development features of search planning (methodology of A.Z. Zak) Purpose: identifying the formation of the action of search planning as the ability to develop a program of actions to achieve the goal. Age: primary education stage (9-11 years). © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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Diagnostics of control actions, grade 1 Our Taya is crying loudly: She dropped the ball in her speech. Hush, Tanechka, don’t get upset, the ball won’t drown in the river. 2nd grade The old swans bowed their proud necks before him. Adults and children crowded on the shore. Below them lay an icy desert. In response, I nodded to him. The sun reached the tops of the trees and hovered behind them. Weeds are tenacious and prolific. I had already fallen asleep when someone called out to me. There was a map of our city on the table. The plane is here to help people. I soon succeeded by car © Lidiya Petrovna Fokina © Lidiya Petrovna Fokina

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Evaluation criteria The number of missed errors is counted. The researcher should pay attention to the quality of missed errors: omission of words in a sentence, letters in a word, substitution of letters, misspelling of a word with a preposition, semantic errors, etc. Levels of attention formation: 0-2 - the highest level of attention, 3-4 - average level attention, more than 5 - low level of attention. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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Correction of activities a) Organization of mutual assistance; b) use of various reminders. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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Assessment At this stage, the following techniques are used: 1) the “magic ruler” technique; 2) color signals of self-esteem; 3) ladder of success; 4) interactive methods of self-assessment; 5) using a “trap task” to reflect on the learned method of action; 6) the technique of “comparing your actions and results with a model”; 7) “smart questions” technique © Lidiya Petrovna Fokina © Lidiya Petrovna Fokina

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Conditions for the formation and development of regulatory actions 1) Accustom the student to use the words in speech: in order to…(goal)…must…(action). 2) The child is given the task of evaluating the results of the activity. 3) Regularly discuss changes in learning activities with students based on a comparison of their previous and subsequent achievements. 4) Use color and graphic forms of self-assessment. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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Conditions for the formation and development of regulatory actions 4) Use color and graphic forms of self-assessment. 5) Encourage children for activity, cognitive initiative, and any effort. 6) Use in the educational process such forms of work as: -organization of mutual checking of assignments, -mutual assignments of groups, -discussion by participants of their methods of action; - filling out a reflective portfolio. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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An approximate methodological complex for diagnosing the level of formation of regulatory control systems 1st grade Start Final 2nd grade 3rd grade 4th grade Graphic dictation Methodology “Coding”, “Proofreading test” Test “Complex figure” (A. Rey), method “Pictogram” (A.R. Luria ) Attention test (P.Ya. Galperin and S.L. Kabelnitskaya) Methodology for diagnosing the level of formation of action (A.Z. Zak) “Pattern and rule” (A.L. Wenger, G.A. Tsukerman) “Diagnostics of meta-subject and personal results primary education" 1st grade (E.V. Buneev, A.A. Vakhrushev, etc.) "Diagnostics of meta-subject and personal results of primary education" 2nd grade (E.V. Buneev, A.A. Vakhrushev, etc.) "Diagnostics of meta-subject and personal results primary education" 3rd grade (E.V.Buneev, A.A.Vakhrushev, etc.) "Diagnostics of meta-subject and personal results of primary education" 4th grade (E.V.Buneev, A.A.Vakhrushev, etc.) © Lidia Petrovna Fokina © Fokina Lidia Petrovna

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List of methods for diagnosing regulatory UUDs Methodology "Corrective test" (letter version). Purpose: to determine the amount of attention (by the number of letters viewed) and its concentration - by the number of mistakes made. Example: © Lidiya Petrovna Fokina © Lidiya Petrovna Fokina

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List of methods for diagnosing regulatory UUDs Methodology “Coding” © Lidiya Petrovna Fokina © Lidiya Petrovna Fokina

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List of methods for diagnosing regulatory UUD Attention test (P. Ya. Galperin and S. L. Kabylnitskaya) Purpose: identifying the level of formation of attention and self-control. Age: primary education level (10.5 – 11 years). Form and situation of assessment: frontal written survey. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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List of methods for diagnosing regulatory UUD Laying out a pattern from cubes Purpose: identifying the development of regulatory actions when performing the task of laying out a pattern according to a pattern. Age: stage of pre-school education (6.5 – 7 years). Form: individual work. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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List of methods for diagnosing regulatory UUDs Attention test (searching for differences in images) Purpose: identifying the ability to find differences in objects. Age: pre-school stage (6.5 – 7 years). Form and situation of assessment: individual work with the child. Two similar pictures with 5 differences are presented. The child is asked to find and show (name) the differences between the pictures. © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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List of methods for diagnosing regulatory UUDs Diagnostics of the development features of search planning (methodology of A.Z. Zak) Purpose: identifying the maturity of the action of search planning as the ability to develop a program for performing actions to achieve the goal. Age: primary education stage (9-11 years). © Fokina Lidiya Petrovna © Fokina Lidiya Petrovna

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List of methods for diagnosing regulatory UUD Methodology for identifying the ability to accept and retain the task of reproducing a sample © Lidiya Petrovna Fokina © Lidiya Petrovna Fokina

Formation of regulatory control systems

Korneeva V.I.
primary school teacher MBOU Secondary School No. 5

Regulatory UUD - the ability to organize one’s own (including educational) activities.

GUD (general academic skills) is the most important thing that should remain after school.

Regulatory UUD - the ability to organize one’s own (including educational) activities.

1. Ability to learn and the ability to organize one’s activities (planning, control, evaluation):

Regulatory UUD (Federal State Educational Standards. Section II. Clause 11)

1. Ability to learn and the ability to organize one’s activities (planning, control, evaluation):
- the ability to accept, maintain goals and follow them in educational activities;
- the ability to act according to a plan and plan one’s activities;
- overcoming impulsiveness, involuntariness;
- the ability to control the process and results of one’s activities, including the implementation of anticipatory control in collaboration with the teacher and peers;
- the ability to adequately perceive grades and grades;
- the ability to distinguish between the objective difficulty of a task and the subjective complexity;
- ability to interact with adults and peers in educational activities.
2. Formation of determination and perseverance in achieving goals, optimism in life, readiness to overcome difficulties

GOALS SETTING

PLANNING

CONTROL

FORECASTING

CORRECTION

WILLED
SELF-REGULATION

GRADE

Action planning

Performance evaluation
child

Discuss and compare
results
own activities

Use different
assessment methods

Encouragement for
activity

in order to...(goal)...
need...(action)

I found it difficult because... now I can do better,
I didn't succeed because...
I need to repeat...)

I succeeded, I learned, I was able,
I did a good job because...
I used,
that's why I did it, etc

Color and graphic assessment methods,
promotion schedules

You're great, but pay attention
you did a good job...

Different shapes
activities

organization of mutual checking of assignments,
- mutual assignments of groups,
-discussion by participants of their methods of action

TECHNOLOGIES FOR FORMING REGULATORY AUD

PRODUCTIVE READING

PROBLEM-DIALOGICAL TECHNOLOGY

TECHNOLOGY FOR ASSESSMENT OF EDUCATIONAL ACHIEVEMENTS

1. reliance on the personal life experience of students;
2. use of entertaining gaming material;
3. creation of a problematic situation in the process of goal setting;
4. choosing a goal from the formulations proposed by the teacher, justifying the choice of goal;
5. modeling the purpose of the lesson, introducing the concept of “task”;
6. setting a goal not only for a single lesson, but also for a long period of time
7.discussion of a ready-made plan for solving a learning problem;
10.working with a deformed plan for solving an educational problem;
11.using a plan with missing or redundant points;
12.drawing up your own plan for solving the educational problem.

METHODS FOR FORMING REGULATORY AUD

- “intentional mistakes” - the technique of “composing tasks with traps”
searching for information in the suggested sources,
analogy assignments,
- “multi-colored amendments” technique
- dispute;
- mutual control;
- “looking for mistakes”
- CONOP
learning material by heart in class;
“tasks are traps”
- “comparing your actions and results with the model”;
- “smart questions”
- “drawing up a task according to a drawing”;
- “justified refusal to complete tasks”
- “spelling or mathematical sophisms”

TYPES OF TASKS FOR FORMING RUUD

Why is this exercise necessary?

To teach how to highlight learning task It is necessary to ask questions to the student regarding individual tasks and exercises:

Why is this exercise necessary?
What do you learn when you do it?
What words are in brackets and why?
Why are some words missing and replaced with ellipses?
Give your own examples.
Learning objectives and a specific task are not the same thing.

From personal experience

I offer children a ready-made solution to a mathematical problem, but it is incorrect. I encourage students to spot the mistakes.

FORMING SELF-CONTROL SKILLS

I offer children a ready-made solution to a mathematical problem, but it is incorrect. I encourage students to spot the mistakes.
I offer an incomplete solution to the problem; students must complete it.
To solve it, I propose a problem with incomplete or redundant data; students must discover this.
I propose a solution to the problem that contains fundamental gaps; students need to find them.

Each pair of children is given one card with examples:

Game "Ladder"

Each pair of children is given one card with examples:
The examples are composed in such a way that the answer of one is the beginning of another. Students write down the answer to each example on the appropriate step. Each student can control himself. It can be arranged so that everyone’s answer corresponds to the number of the step on which it is written:
By writing down the answer of the example at each step, children control themselves: are they going in order?

Exercises to develop self-control skills in children.

Students receive cards with examples:

Game "Number Controller"

Students receive cards with examples:

Having solved these examples, they can control themselves - the sum of all answers equals the number 10.

Exercise “Correct mistakes.”
Students have 5 minutes to find all the mistakes and highlight them. You can ask the children not only to highlight their mistakes, but also to correct them.
« Check-reconciliation."
During penmanship, after writing letters, children check the correctness of the style using tracing paper. Then they find and highlight the most successful letter with a green dot.

choose means to organize your behavior;
remember and retain rules and instructions over time;
plan, control and perform an action according to a given pattern, rule, using norms;
anticipate intermediate and final results of your actions, as well as possible mistakes;
start and end an action at the right moment;
inhibit unnecessary reactions.

Criteria for students’ ability to regulate their activities

Degree of assistance
-Conditions under which assistance is provided
1. The action is performed uncertainly
2. Difficulties arise, stop
4. The action is repeated incorrectly
5. The entire task is not completed correctly.

Criterion for the formation of the regulatory structure of activity and the level of its arbitrariness

RESULT OF RUUD FORMATION 1. The student knows how to draw up an action plan. 2. The student can make the necessary additions and adjustments to the plan and method of action if necessary. 3. The student realizes what has already been learned and what still needs to be learned, as well as the quality and level of learning. 4. The student can set a learning task based on the correlation of what is already known and mastered by the student, and what is still unknown. 5. The student is capable of volitional effort. 6. The student has the skills of resultant, procedural and predictive self-control. 7. The student has formed an internal action plan. 8. Before starting to act, the student determines the sequence of actions.
9. The child can respond adequately to difficulties and is not afraid to make a mistake. Understand the reasons for your failure and find ways out of this situation. 10. In dialogue with the teacher, learn to develop evaluation criteria and determine the degree of success in performing your own work and the work of everyone, based on existing criteria, improve evaluation criteria and use them during assessment and self-assessment.
11. Explain to yourself: “what is good and what is bad about me” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

All students are stars, small and big, close and far, but equally beautiful. Each star chooses its own flight path. Every star dreams of shining.

MAIN

All students are stars, small and big, close and far, but equally beautiful. Each star chooses its own flight path. Every star dreams of shining.

Our goal is to help students shine!!!

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“Diagnostics and monitoring of the level of formation of UUD”

The purpose of monitoring the level of formation of educational activities is to obtain objective information about the state and dynamics of the level of formation of universal educational activities among junior schoolchildren in the context of the implementation of federal state standards of the new generation.

Monitoring objectives: Development of mechanisms for collecting information about the level of development of the UUD; Identification and analysis of factors contributing to the formation of UUD; Approbation of technological maps and methods for assessing the level of development of UUD; Formation of a bank of methodological materials for organizing and monitoring the level of formation of UUD at the level of primary education;

Methods of collecting information: Questionnaire Testing Conversation Observation

Personal UUD in primary school List of methods for monitoring. "Ladder" (grades 1-4). Assessment of school motivation (grades 1-2). Motivation for learning and emotional attitude to learning (A.D. Andreeva) (grades 3 - 4) “What is good and what is bad” (grades 1-2). “Unfinished sentences” (grades 3-4).

“Ladder” Purpose: identifying the level of development of self-esteem. Assessed LUDs: personal LUDs, self-determination. Age: 1-4 grade. Form (assessment situation): frontal written survey

Regulatory UUD. Methods for monitoring. 1 . “Drawing by dots (grade 1) 2. Corrective test (grades 2-4)

“Drawing by dots (grade 1) Goal: level of orientation towards a given system of requirements, can consciously control one’s actions. Assessed control system: regulatory control control, ability to control one’s activities

Interpretation of results: 33-40 points (5-6 tasks) - a high level of orientation towards a given system of requirements, can consciously control their actions. 19-32 points (3-4 tasks) - orientation towards the system of requirements is not sufficiently developed, which is due to the low level of development of voluntariness. Less than 19 points (2 or less tasks) - an extremely low level of regulation of actions, constantly violates the given system of requirements proposed by the adult.

Cognitive UUD List of techniques for monitoring 1 . “Find the differences” - comparison of pictures (grade 1). 2. Identification of essential features (grade 2). 3. Logical patterns (grade 3). 4. Study of verbal and logical thinking (grade 4).

communicative UUD List of techniques for monitoring Pattern under dictation. "Mittens." “Left and right sides” “Joint sorting” “The road to home” “Who is right?”

Participation in intellectual competitions of the 2012 - 2013 academic year International All-Russian Russian bear cub KIT British bulldog Golden Fleece Kangaroo EMU - Erudite EMU - specialist KIO CHIP Olympiad on the surrounding world Olympiad in Russian language Olympiad in mathematics Olympiad in literary reading Olympiad in computer science Olympiad in English Bird Yugina Vera Participation Participation Bulanichev Seva Participation Participation Vasilevskaya Nasya Participation Danilov Danil Participation Danilchuk Anna Demidova Ksenia Gorbunova Katya Participation Ilinykh Participation Nastya Ilibaeva Angelina Lebedev Yaroslav Participation Lysova Sasha Makarova Zhenya Participation Maslennikov Dima Marabyan Alla Participation Participation Musinova Dasha Participation Moutier Lisa Participation Participation Participation Participation Participation Participation Pekhtashev Danil Participation Pyzhyanova Sofya Participation Participation Participation Participation Rakitin Slava Participation Participation Participation Participation Participation Participation Participation Sayfulin Sergey Sazonov Dima Tarasov Maxim

Diagnostics of the formation of cognitive LUDs

Presentation is prepared by : Bulygina A., Valkanovskaya R., Kolotovkina A., Pasevin V., Smertina V., Yakimova M. .

Diagnostics of cognitive LUDs

Diagnostics – special type of activity , representing establishing and studying signs, characterizing state And results learning process, allowing on this basis predict possible deviations , O allocate ways to prevent them And adjust learning process

First level

Second level

(individual, personal) – carries out teacher, class teacher

(intra-school) – carries out school administration

Diagnostics has the following capabilities:

Tracking dynamics of development individual achievements;
Getting the teacher to understand each of the students ;
Opportunity for success differentiation of training;
Definition zones of proximal development .

Concept "universal learning activities"

In a broad sense term " universal learning activities" means ability to learn, i.e. subject ability To 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 set of modes of action students providing independent acquisition of new knowledge, formation of skills, including organization of this process.

1. Personal

2. Regulatory (also including self-regulation actions)

3.Cognitive

4.Communicative

Types of universal learning activities

As part of the main types of universal educational activities, corresponding to the key goals of general education, you can select four blocks:

General education

brain teaser

Independent identification and formulation of a cognitive goal;
Search and selection of necessary information;
Application of information retrieval methods;
Structuring knowledge;

Statement and solution of the problem

Conscious and voluntary construction of speech utterances in oral and written form;

Analysis;
Synthesis;
Selection of bases and criteria for comparison, seriation, classification of objects;
Summarizing the concept, deriving consequences;
Establishment of cause and effect relationships;
Construction of a logical chain of reasoning;
Proof;
Proposing hypotheses and their substantiation.

Formulating the problem;
Independent creation of ways to solve problems of a creative and exploratory nature.

General education

Choosing the most effective ways to solve problems;
Reflection on methods and conditions of action, control and evaluation of the process and results of activity;
Meaningful reading as understanding the purpose of reading and choosing the type of reading depending on the purpose;
Extracting the necessary information;
Determination of primary and secondary information;
Free orientation and perception of texts of various styles;
Understanding and adequate assessment of the language of the media;
Statement and formulation of the problem, independent creation of activity algorithms.

Sign-symbolic actions:

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

Criteria for assessing the formation of universal student learning activities

compliance of the properties of universal actions with predetermined requirements

compliance with age-psychological regulatory requirements

Age-related developmental features cognitive universal educational activities among younger schoolchildren

One of the most important cognitive universal actions is ability to solve problems or problems.

Mastering the general technique of solving problems in elementary school is based on the formation of logical operations - skill analyze object, implement comparison, highlight general and different, implement classification, seriation, logical animation ( logical multiplication), set analogies.

When teaching various subjects they are used educational tasks.

With their help, they are formed subject knowledge, skills, abilities.

General reception solutions tasks includes:

knowledge of solution steps(process);
knowledge of methods(methods of) solution;
knowledge of task types;
knowledge of the foundations choosing a solution method;
possession of subject knowledge:

concepts; definitions of terms; rules; formulas; logical techniques and operations.
concepts;
definitions of terms;
rules;
formulas;
logical techniques and operations.

For successful learning in primary school, the following universal educational activities must be formed:

- encoding/replacement (the use of signs and symbols as conditional substitutes for real objects and objects);

- decoding/reading information ;

- ability to use visual models (diagrams, drawings, plans) reflecting the spatial arrangement of objects or the relationship between objects or their parts for solving problems;

- ability to build diagrams and models and so on.

Modeling

Stages of training modeling:

preliminary analysis task text;
Text translation on sign-symbolic language , which can be carried out by material or graphic means;
building a model;
working with a model ;
correlation of results, obtained on the model, with reality (with texts).

Modeling

Each activity component modeling has its own content with his composition of operations And at our own expense, which according to psychological research should become an independent subject of learning

Methodology “Construction of a numerical equivalent or one-to-one correspondence”

Target: identifying the formation of logical actions of establishing one-to-one correspondence and preserving a discrete set

Assessed universal learning activities: logical universal actions.

Evaluation method : individual work with a child.

Task description : 7 red chips (or egg cups) are lined up in one row (at a distance of 2 cm from each other).

Age: 6.5-7 years.

There are two options

Methodology “Test to determine the number of words in a sentence”

: sign-symbolic cognitive actions, the ability to differentiate the plan of signs and symbols and the subject plan.

Target: identifying the child’s ability to distinguish between object and speech reality.

Task description: The teacher reads out the sentence and asks the child to say how many words are in the sentence and name them. 1101. Tell me how many words there are in the sentence. 2. Name the first word, the second, etc. Suggested sentences: Masha and Yura went into the forest. Tanya and Petya are playing ball.

Assessment method: individual conversation with the child.

Age: 6.5-7 years.

Methodology "Coding" (11th subtest of the D. Wexler test in the version of A. Yu. Panasyuk

Target: identifying a child’s ability to encode using symbols

Assessed Universal Learning Activities : sign-symbolic actions - coding (substitution); regulatory action of control.

Age: 6.5-7 years.

Evaluation method: individual or group work with children.

Task description : The child is asked to encode within 2 minutes by matching a certain image with a conventional symbol.

Diagnostics of the universal action of a general method of solving problems

Evaluation criteria : the ability to identify semantic units of a text and establish relationships between them, create solution schemes, build a sequence of operations, correlate the result of the solution with the original condition of the problem.

Target: identifying the maturity of the general method of solving problems.

Task description : All problems (depending on the age of the students) are proposed to be solved in an arithmetic (not algebraic) way. Records of the plan (progress) of the solution, calculations, and graphical analysis of the condition are allowed. The student must tell how he solved the problem and prove that the answer he received is correct.

Evaluation method: individual or group work of children.

Age : 6.5-10 years.

Methodology “Finding schemes for problems”

Assessed Universal Learning Activities : modeling, cognitive logical and symbolic actions.

Target: determining the student’s ability to identify the type of problem and how to solve it

Evaluation method : frontal survey or individual work with children.

Task description : The student is asked to find the appropriate diagram for each problem. In the diagrams

numbers are indicated by letters .

Age : 7-9 years.

Correction of cognitive learning factors in 1st grade. Exercise “Divide the circles.”

Target: teach your child to classify objects, develop the perception of color, size, shape.

Exercise: large and small, black and white circles are divided into 2 groups; The child needs to be told on what basis the circles are divided (by color, by size, by color and size).

Exercise "It flies - it doesn't fly."

Internet resource : http://azps.ru/training

Target: development of switching attention, arbitrariness in performing movements.

Instructions: The presenter names the items. If an object flies, children raise their hands. If it doesn’t fly, the children’s hands are down. The presenter may deliberately make mistakes; many children’s hands will rise involuntarily, due to imitation. It is necessary to hold back in a timely manner and not raise your hands when a non-flying object is named.

Exercise “Name the words.”

Internet resource: http://www.coolreferat.com

Target: development of mental flexibility.

Instructions: Invite your child to name as many words as possible that denote a concept.

For example: “Name the words for trees (animals, transport, vegetables, fruits, etc.)”

“Regulatory UUD” - Formation of rud by means of mathematics. The diary is an assistant in the student’s self-development. Self-control. Task 6 – composition of the number and visual support for the story about the number. 2) Training in self-control and self-assessment in accordance with the technology for assessing educational success. 2. Technology: stages, algorithm. Didactic material.

“UUD at school” - 2. Communicative UUD. General educational educational institutions. 1.3. Cognitive UUD. 1.2. Regulatory Actions (continued). Direction of PR “Implementation of the second generation Federal State Educational Standards”. Functions of universal educational actions. 1.2. Regulatory actions. Personal uud. 1.3. Cognitive UUD (continued) Logical UUD. Universal learning activities –.

“UUD in elementary school” - Text and tasks of the integrated test for 1st grade students Zubr. Show the beginning of sentences in capital letters. Formation of various UUD groups. 467 first grade students from 8 educational institutions participated in the monitoring. The criteria are the ability to correlate the goal and the type of activity (regulatory UUD).

“UUD according to the Federal State Educational Standard” - For boys, the character is a boy, for girls - a girl. Personal UUD. Methodological. Experimental activities. Setting and solving problems. Logical, including sign-symbolic actions. Personal. Forming in every child the ability to learn - to teach THEMSELVES. The educational task is to organize conditions that provoke children's action.

"Radiation diagnostics" - Endocarditis. Current issues in radiology. ETIOLOGICAL CLASSIFICATION OF PERICARDIAL DISEASES (continued) II. Hypertrophic cardiomyopathy. Accumulation of contents of non-inflammatory origin in the pericardial sac - with hemodynamic disorders and general edema (hydropericardium) - with bleeding (hydropericardium) - with fistulas, ruptures, medical procedures (pneumo-, chylopericardium).

“Diagnostic program” - Motor activity. Three main components of a healthy lifestyle. Wi-FIT operating principle Comprehensive diagnostics / Nutrition. To diagnose the physical condition of the body, it is necessary to perform a set of tests. Psychological health. Heart rate readings are recorded using a diagnostic device.