Aliya A. Kalimullina

The relevance of the study is due to the contradiction between the objective need of secondary school teachers to realize the potential of feedback as a means of developing universal learning actions of schoolchildren – on the one hand, and the practical difficulties that teachers face in the process of realizing feedback opportunities in the development of universal learning actions of schoolchildren due to lack of the corresponding didactic model development – on the other. The aim of the study: to develop and theoretically substantiate a didactic feedback model that contributes to the effective development of universal learning actions among secondary school students. The study is based on the methodology of system activity-oriented, student-centered and problem-oriented approaches. Main results of the study: a constructive feedback model has been developed that is focused on the development of universal learning actions of students thanks to: a) purposeful selection of the content of educational material in the form of tasks, assignments, exercises aimed at the primary development of a specific group of universal learning actions (personal, cognitive, regulatory, communicative ); b) systematic and interconnected implementation of feedback in the classroom and during independent homework using a set of traditional and innovative (digital) techniques aimed at obtaining information about learning goals, correctness of learning actions to achieve them and the results obtained. Requirements for feedback that make learning “visible” have been identified. they are systematized into three groups: requirements for the teacher; requirements for the student; requirements for the educational environment. The theoretical significance of the study is in complementing modern school didactics thanks to the proposed feedback model that promotes the development of universal learning actions. The practical significance of the work lies in the fact that the identified and systematized requirements, techniques and methods of implementing developmental feedback can be used by teachers of primary and secondary schools for the purpose of controlled development of students’ universal learning actions.