Keyword: «universal learning activities»

This paperis dedicated tothe study ofthe concepts of "universal learning activities" and "regulatory universallearning activities"; presented the programof formation ofregulatoryuniversal educationalactions of childrenof primary school age.

This article is devoted to the use of whiteboard tools for the learning situations creation to develop universal learning activities. Some examples of training situations creation on English lessons are presented here. The author draws the conclusion of the whiteboard tools use expediency in training situations creation.

The relevance of the presented research is determined by the possibility of increasing the effectiveness of studying robotics within the framework of classes and extracurricular activities as well as additional education. Robotics has become widespread in recent years: a large number of robotics circles appeared, extracurricular classes are conducted, robotics is studied at the lessons of technology, informatics, physics, and a large number of competitions in robotics are held. Robotics itself is an integrated discipline, it presupposes the formation of skills in designing, modeling and constructing robotic devices, programming and testing, working with electronic devices, as well as presenting the results. With a clearly expressed practice-oriented nature, robotics fully complies with the requirements of the Federal State Educational Standard, provides the formation of various types of universal learning activities (ULA) and contributes to the formation of various competences (including designing and researching). At the same time, the methodological aspects of educational robotics teaching are not sufficiently developed. Thus, the problem of research is determined by the contradiction between the widespread introduction of robotics into the life of modern society (and educational activity) and the inadequate elaboration of the methodology for studying robotics in order to establish key competencies for schoolchildren. The article presents methodological principles of studying robotics, which contribute to acquiring of independent research activity skills, as well as the ability to apply modern technologies to solving practical tasks. The materials of the article may be used by teachers of general education organizations and additional education organizations in preparation for classes in robotics (both in the classroom and after-school activities, in additional education); when analyzing the methods of teaching robotics; teachers of pedagogical universities for presentation to students studying the methods of teaching robotics; pedagogical workers of additional professional education institutions in the framework of preparation for advanced training courses in the methodology of teaching robotics.

The relevance of this research is caused by the fact that nowadays there are no common methods and criteria to estimate meta-subject skills of teenagers. There are lists of universal learning activities (ULA) for primary schools, some methods have been developed and approved, some results have been analyzed and systematized, but the same process in secondary schools has just been started. At the same time, we should remember that developing and estimating of meta-subject skills in secondary school must be organized according to other rules, taking into account some special psychological features of teenagers. The age of adolescence causes some peculiarities in the process of cognition, communication, coordination of activities, self-understanding as a person and looking for one’s own place in the world. Everything should be considered to assess teenagers’ universal learning activities. The main methods of the research are studying the information about meta-subject skills assessment, analyzing the results of all-Russia, regional and school tests on ULA formation, and possibilities of their use in writing ULA development program. In this article we analyze methods of teenagers’ ULA assessment, we determine different ways of assessing them, we describe some technologies of distant educational projects in detail, we discuss ULA classification and some criteria of assessing them. We review the results of other research done on different basic and regional innovative platforms of Kirov Region Institute of Education Development, these results demonstrate the level of teenagers’ universal learning activities formation. According to this analysis, the article shows the possibilities of distant educational projects technology use for the assessment of teenagers’ ULA formation level. It can be useful to work out some programs of ULA development in educational organizations. It also may be used for teachers’ further professional education.

This article focuses on the use of level differentiation to improve schoolchildren education quality. The stages of differentiation are presented. The author offers approximate structure of the lesson for differentiated learning.