“Working with gifted children of the younger school age in class and outside of school hours
The problem of giftedness and the organization of work with gifted children in the modern education system is becoming increasingly relevant in connection with the ongoing socio-economic transformations in the state, the priority of innovative forms of development of production, society, and the individual.
Most modern educational projects aims to develop the individual giftedness of an individual who has key competencies that allow him to be successful in the professional and social sphere of relations. From an educational point of view, the goal of the system of work with the gifted is to achieve optimal compliance of the conditions of a particular educational environment with the needs of a particular social group.
One of the most important directions of the State educational policy, focused on creating conditions and opportunities for successful socialization and effective self-realization of the younger generation, for developing its potential in the interests of Russia, for ensuring the competitiveness of the country and strengthening its national security, is the identification, support and support of gifted children.
In the message voiced by D.A. Medvedev to the Federal Assembly Russian Federation national educational strategy - the initiative "Our new school”, work with gifted and talented children Special attention.
The problem of giftedness is a complex problem in which the interests of different scientific disciplines intersect. The system for the development of a child's giftedness must be carefully built, strictly individualized, and its implementation must fall on a fairly favorable age period. Childhood is the period of formation of abilities, personality and stormy integrative processes in the psyche.
“The giftedness of a person is a small sprout that has barely hatched from the ground and requires special attention. It is necessary to cherish and cherish, look after him, do everything necessary so that he grows and gives abundant fruit.
V.A. Sukhomlinsky
In modern Russian society there is a growing need for people who think outside the box, creative, active, able to solve tasks in a non-standard way and formulate new, promising goals. Under these conditions, the support, development and socialization of gifted children, undoubtedly, becomes one of the priority tasks of the education system. The process of identifying, educating and educating gifted children, talented children is a new task for improving the education system, since teaching gifted children today is a model for teaching all children tomorrow. One of the directions of development of education is the system of support for gifted children.
To solve this problem, a consistent consideration of a number of particular problems is required: first, what is “giftedness”; secondly, what are the main characteristics of the criteria for its formation and methods of detection; thirdly, how it manifests itself and is formed in the classroom.
Accordingly, we found out that there are several definitions of the concept"giftedness" . Dictionary D.N. Ushakova defines this concept as talent, giftedness, this or that degree of it, mental giftedness.
Gifted - a person who has some properties, qualities, abilities. (Explanatory Dictionary of Ushakov. D.N. Ushakov. 1935-1940). In Ozhegov's dictionary, this word is explained as "giftedness is the same as talent" (Ozhegov's Explanatory Dictionary. S.I. Ozhegov, N.Yu. Shvedova 1949-1992).
An analysis of the available theoretical views made it possible to formulate as working definitions thatgiftedness is a complex mental formation in which cognitive, emotional, volitional, motivational, psychophysiological and other properties of the psyche, potential inclinations and special abilities are intertwined, the development or extinction of which is due to factors of a personal, social and pedagogical nature.
gifted child is a child with outstanding intelligence and non-standard thinking, individual inclinations and abilities, their combination, creativity and high motivation for activity, which leads, in the process of complex interaction of personal potential, sociocultural environment and professional pedagogical support, to high achievements and bright results in one or multiple areas.
Didactic approaches to learning
Distinctive features of gifted children, as psychologists note, are: high level thinking and intelligence, cognitive need, excellent memory, well-developed speech, great lexicon.
Until now, the question of how to identify gifted children remains unresolved. First of all, do not waste time. Revealing the giftedness of children is very important for building pedagogical system focused on the development of intellectual and creative abilities of students. It should be noted that such tests have been developed that successfully identify gifted children. The basis of the methodology for diagnosing giftedness was the model of the American scientist Joseph Renzulli, who considers giftedness as a combination of intellectual abilities, motivation and creativity. Among educators and psychologists, there are at least two points of view on the education of the gifted. According to one of them, for the education of gifted children, it is necessary to create special classes and special educational institutions. According to another point of view, gifted children must learn along with all children, otherwise they will not learn to live among "ordinary" people, communicate and work with them.
It must be remembered that we are considering the problem of the development of children's giftedness in the context of educational activities carried out in a traditional mass school. Many theoretical and practical discoveries of domestic educational psychology and didactics are in good agreement with the needs and characteristics of intellectually outstanding children. These are the ideas of enlargement of content units due to meaningful generalization (V.V. Davydov), a problematic approach to learning (A.M. Matyushkin and others), the use of reference schemes and signals (V.F. Shatalov), the use of enlarged didactic units (P.M. .Erdniev). All these approaches should be investigated in relation to the situation of teaching gifted children.
Allocate different kinds giftedness. For example, by type of activity:
– intellectual - the child has increased curiosity, exceptional intelligence, complete immersion in mental activity, etc .;
- creative - ease of generating ideas, the ability to offer qualitatively different, non-repeating solutions, originality of thinking, etc. (Please note: this is not artistic and aesthetic giftedness and not intellectual giftedness, and there are different points of view on the relationship between intellectual and creative giftedness);
- academic, manifested in the successful teaching of individual academic subjects, in the pronounced selectivity of the child's interests (very often to the detriment of other academic subjects);
- artistic and aesthetic: visual, musical, literary, acting;
- social or leadership (the most recently recognized type of giftedness and still causing controversy), associated with the ease of establishing contacts and high quality interpersonal relationships;
- psychomotor (i.e. sports) - characterized by the ability of a person to have objective information about their movements, accurately control and manage their movements (motor, sensory and cognitive abilities).
Thus, work with gifted children involves three stages:
Accounting for the success of children in any type of activity;
Individualization of the creative possibilities and abilities of the child;
Formation, deepening and improvement of extraordinary abilities of the student.
Diagnosis of gifted children is carried out annually by the psychological service of the school and teachers for the timely identification and creation of optimal organizational and pedagogical conditions for the development of students.
Of course, in this process it is necessary to take into account and determine the role, place and significance of each academic subject. Consequently, the modern school is faced with the task of creating such conditions that help to maintain and develop the individuality of the child, his abilities, realize and develop his potential, provide the educational needs of gifted children, so that in the future these abilities turn into their achievements.
Interrelation of factors of giftedness and the external environment
Having identified gifted children, the teacher should interest them in his subject, its significance in the modern integrated development of society, teach them to think logically, enrich their knowledge, vocabulary, engage them in creative, problematic tasks, give impetus to creativity and awaken imagination, do everything possible for development their talents.
There is a contradiction between the opportunities and abilities of a creatively gifted person and the educational services that an ordinary general education school offers him.
In this situation, a great role and responsibility fall on the teacher, as the main subject of the didactic process. In our opinion, the system of work with gifted children can be divided into three parts:
1-lesson activity - traditional lessons, innovative lessons: lessons with ICT, projects, round table, excursion, debate, debate, press conference, role-play, integrated lessons;
2-extracurricular work: subject Olympiads, subject decades, special courses, research work, consultations, creative homework;
3-system additional education– distance olympiads, distance courses, independent work of students, language portfolio.
In our opinion, the implementation of the creation of conditions for the development of the personality in education takes place mainly in the classroom, that is, in the lesson, which takes into account the age and individual characteristics of children, the level of subject knowledge and the level of learning in general. The lesson is the basis for working with gifted children, but in this case it requires a different composition, different content, and a different organization of students' educational and cognitive activity.
There are four main approaches to working with gifted children: acceleration, deepening, enrichment, problematization. All these approaches require non-standard lesson forms, such as differentiated work, multi-level technology, project creation, lessons with ICT, debate lesson, excursion lesson, teleconference lesson, role-playing game, integrated lesson, which allows maintaining and maintaining interest in the subject , the development of cognitive activity of students, based on facts, phenomena, the socio-cultural component of the historical development of the nation. A differentiated approach in this case means determining the quantity, quality and sequence of exercises, tasks, tasks that require the performance of mental operations that are different in quantity and quality. The most valuable thing in this point of view is that this happens invisibly for students, that is, they all work in the same way, for example, they discuss the text they read, life situation, unusual case, act.
As for the multi-level technology, it implies an invisible division of children into gifted, advanced and ordinary. Multi-level technology - when gifted children gather in one group in the classroom and study according to a special program.
Much attention is paid to educational cooperation, collective creative activity, that is, work in a team or group, when each group receives the same task. In this case, the role of each student in the implementation of the task is stipulated. A strong student performs the role of a teacher: helps to understand what is read, grammatical structures, vocabulary, corrects mistakes if necessary. It is thought that such an organization of activity allows everyone to realize themselves to the best of their abilities and abilities; to see and feel the product of their own activity, in other words, each student develops himself as a person through collective creative activity, analyzes and compares himself with others, makes plans for the future - to be no worse than others.
One of effective means solving the problem is also the project method as an active way of teaching gifted children. It is practical and effective method comprehensive development of the giftedness of the child, education of his independence and success in education. The advantages of project activity are obvious, because it:
includes integrated intercultural work;
promotes social and cultural development;
through involvement in productive activities, children can feel the joy of success;
makes the learning process dynamic and attractive;
projects develop independence, as children learn not only to have their own opinion, but also to make decisions;
the project comprehensively develops the child, enriches his educational level
positively affects the emotional development of the child.
An important component in the organization of training by the project method is social interaction, since interpersonal communication, built according to certain principles, allows you to see the problem, create an atmosphere of creativity, comfort, which contributes to the manifestation of the individuality of each student.
But this requires the teacher to have a certain phasing in the work:
A - the teacher proposes a problem for discussion, the result of the work is the personal position of the teacher on this problem, which he sets out to students logically and conclusively (as a model);
B- students themselves determine the problem and collectively solve the selected problem;
B-students themselves define and solve the problem.
In fact, such an organization of activity implements the theory phased formation mental actions (P.Ya. Galperin, N.F. Talyzina).
Thus, the teacher, as a professional and as a person, is the main subject of the didactic process, which must have:
Appropriate theoretical and practical training for working with gifted children;
Ability to recognize signs of giftedness;
Ability to build training in accordance with the results of diagnosis;
Goodwill, sensitivity, a sense of humor;
emotional stability;
Ability to coordinate their actions with the actions of parents.
The ability to introspection;
All of the above indicates that when teaching in cooperation, the teacher also acquires a new, very important role- the organizer and inspirer of independent educational, cognitive, communicative, creative activities of students.
In the process of teaching gifted children, it is important to search for the most effective forms of training. Class-lesson form of organization learning activities can both promote and hinder the development of the intellectual and creative abilities of the child. The main ways of working with gifted children in these conditions are differentiation and individualization.
Traditionally, the most common forms of work with gifted children are All-Russian Olympiad and scientific conference of schoolchildren. These events have established traditions of holding and occupy a special place in a number of intellectual competitions. These mind games are a proven way to identify children with extraordinary abilities, give them motivation and opportunities to further development and realization of these abilities.
The project method includes the research activities of students. Educational research conducted by students outside of school hours makes it possible to freely search for the necessary information; regular observations and measurements form the ability of students to work independently. When organizing such work, it is widely used both in the classroom and in extracurricular activities project-based learning, in which students set and solve their own problems, culminating in the creation of a product of their labor.
The following activities help to develop the creative abilities of students:
1. Involving students in project and research work. This makes the learning process interesting; expands knowledge beyond the topic; make the learning process dynamic and attractive; students become creative explorers; get job satisfaction.
2. Usage role playing that activate the creative process in the classroom; include elements of dramatization; provide an opportunity to organize a discussion, a lively exchange of views; involve informal communication.
3. Using creative tasks, for example, come up with a riddle; make a chainword, crossword, rebus; essay competitions;
4. Extracurricular work on the subject: subject weeks; olympiads; holidays; marathons, evenings, etc.
Forms of work with gifted students:
- creative workshops;
- electives;
- hobby groups;
- competitions;
- intellectual marathon;
- Olympiads (school, district, regional, interregional);
- scientific and practical conferences;
- elective courses;
- work according to individual plans;
Principles pedagogical activity in working with gifted children:
the principle of maximum diversity of the opportunities provided for the development of the individual;
The principle of increasing the role of extracurricular activities;
the principle of individualization and differentiation of training;
The principle of creating conditions for joint work students with minimal teacher involvement;
· the principle of freedom of choice by students of additional educational services, assistance, mentoring.
Personal characteristics and behavioral traits of teachers for the gifted.
The personality of the teacher is a leading factor in any learning. The situation with a teacher for gifted children is no exception. Since any good teacher should be a model of pedagogical virtues, the teacher who works with highly intelligent children is in the eyes.
Interpersonal communication, which contributes to the optimal development of children with outstanding intelligence, should be in the nature of help, support, non-directiveness. This is determined by the following features of the teacher's ideas and views:
Ideas about others: people around them are able to solve their own problems, they are friendly, have good intentions, they have a sense of dignity which should be valued, respected and protected. Surrounding inherent desire for creativity, they are a source rather positive emotions than negative
Self-image: I believe I am connected to others rather than separate and alienated from them, I am competent at problem solving, I am responsible for my actions and trustworthy, I am loved, I am attractive as a person
The purpose of the teacher: to help the manifestation and development of the student's abilities, to provide him with support and assistance.
According to researchers, the behavior of a teacher for gifted children in the classroom in the process of learning and building their activities should meet the following characteristics:
He develops flexible individualized programs;
Creates a warm emotionally safe atmosphere in the classroom;
Provides students with feedback;
Uses various learning strategies;
Respects the individual;
Contributes to the formation of a positive self-esteem of the student;
Respects his values;
Encourages creativity and imagination;
Stimulates the development of higher-level mental processes;
Shows respect for the individual student.
A successful teacher for the gifted is first and foremost an excellent subject teacher who deeply knows and loves his subject. In addition to this, he must possess such qualities that are essential in dealing with any gifted student. Finally, the teacher needs special qualities associated with a certain type of giftedness: intellectual, creative, social, psychomotor, artistic.
Organization of work with gifted children of primary school age.
MBOU secondary school No. 3 with. Serafimovsky municipal district of Tuymazinsky district of the Republic of Belarus,
“The giftedness of a person is a small sprout that has barely hatched from the ground and requires great attention. It is necessary to cherish and cherish, take care of him, do everything so that he grows and gives abundant fruit.
Today, the problem of identifying, developing and supporting gifted children is extremely urgent for Russia. Disclosure and realization of their abilities and talents are important not only for a gifted child as an individual, but also for society as a whole. Gifted, talented children and youth are the potential of any country, allowing it to develop effectively and constructively solve modern economic and social problems. In this regard, work with gifted and highly motivated children is essential.
The President of the Russian Federation Vladimir Putin spoke about the importance of this problem.
Here is one of the points of the message to the Federal Assembly of the Russian Federation: «… It is necessary to complete the creation of a nationwide system for finding and supporting talented children. Opportunity to develop your skills early age everyone should have, regardless of the level of income, the social status of the parents and the place of residence of the families. I instruct the Government to take this recommendation into account when introducing new educational standards and develop a per capita funding standard for pedagogical support for gifted children.”
Identification of gifted children, organization of systematic work is one of the main tasks modern school and educational practice in the context of modernization of the Russian education system.
Ø Participation of children in the work of NOU.
Ø Contests, olympiads, intellectual games, quizzes.
Ø Generalization and systematization of materials and results of work with gifted children - "Portfolio".
Not a new, but popular form of work with gifted children of primary school age is the research activity of students, which contributes to the development and individualization of the individual, as well as the formation of motivation for students to acquire knowledge. As well as possible, the lessons of the surrounding world are suitable for this. Lesson-research allows you to put serious problematic issues, research tasks, and the childish craving for "mysteries" turns him into a "researcher". Successful completion of such tasks generates "intellectual" joy, positive emotions.
The problem of the development of giftedness in our school is relevant, we have the conditions for the development of students and there is a need to identify their abilities. There are different forms and methods of working with gifted children, but the formation of intellectual abilities comes to the fore. Regardless of the level of giftedness and even the level of intellectual abilities, it is necessary to develop their creative qualities. An important condition is the ability to find talented children among many students. The process of identifying gifted children is based not only on such objective data as the level of academic performance, but also on the experience of the teacher, his intuition. This task - to identify as many children with signs of giftedness as possible and provide them with favorable conditions for improving their inherent activities - is one of the most important in the work of a teacher and class teacher.
The identification of gifted children at primary school age begins with the first visit to a psychologist, a teacher upon admission to grade 1 (this may also be in kindergarten). It must be said that the elementary school is actively cooperating with preschool. During the year, the children come to classes at the preschool school. We have been doing this for over 10 years. The main content of the work in the preparatory period: work with families, consultations of teachers, a speech therapist, work on the succession of a kindergarten - school, parental general education, classes with children. Then the identification of the gifted takes place in the process of teaching the child on the basis of observation, the study of psychological characteristics, speech, memory, logical thinking. Almost the entire first year of a child's schooling is aimed at identifying abilities. As a rule, such children have higher intellectual abilities, susceptibility to learning, creative possibilities and manifestations compared to the majority; dominant active cognitive need; experience the joy of acquiring knowledge. Already in the first grade, capable mathematicians, readers, artists, just activists are revealed. The teacher needs at the initial stage to attract such children to help himself through the game. From experience I can say that this technique works. For the development of the identified abilities of the child, the teacher suggests that parents assign the baby either to a school of additional education, or to a circle, section, etc. Here, it is important to cooperate with parents, helping them in the development of the child. In addition, we solve another problem: we involve parents in cooperation, in family unity. By identifying children capable of research activities, we invite them to do a little research on some subject, topic. Usually, children are actively involved in such work: they conduct research, look for material confirming this fact, prepare a computer presentation, and from the first grade. With this approach, we solve a number of other educational goals: we teach children to access different sources of information, process information, instill an interest in reading. It should be noted that having identified young researchers in our school, we hold a school scientific and practical conference. The youngest participants are first graders. Of course, adults also help them: teachers, parents. But the guys in grade 4 cope with everything on their own. From the third grade, an intellectual marathon for elementary school has been held in our district, where the most gifted in this direction gather. There is no need to say what kind of preparation is carried out with children before in the classroom and at school: individual lessons by a teacher with a gifted child, a differentiated approach during the lesson, individual homework, participation in the school Olympiad. If such work is systematic, then the result will be.
As a rule, gifted children have good results in all-Union games such as "Kangaroo", "Russian Bear", "CHIP", "Infoknow", "Gagarin Cup", etc. And what's great, the students themselves are interested in the date of the competition involve other children. Isn't this cognitive activity?
The viability of the system of work with gifted children is confirmed by the presence of winners and prize-winners of various levels of subject and developmental olympiads (district, republican, all-Russian), student research competitions, creative and sports competitions and competitions. Thanks to systematic work, gifted children become successful.
In conclusion, I want to say that in order for work with gifted children to be successful, it is necessary to create certain working conditions:
· Awareness of the importance of this work by each member of the team and, in this regard, increased attention to the problem of forming a positive motivation for learning.
Creation and continuous improvement methodological system with gifted children.
· Recognition by the team of teachers and school management that the implementation of the system of work with gifted children is one of the priority areas of work of the educational institution.
There is no magic, there is no miracle,
Art starts simple
To pick up the key to the soul of a child,
So that he could paint the whole world ...
See the blue in the eyes of heaven
Wrap an acrylic scarf in a winter forest,
Look at the rainbow-heiress of the rain
And in this rainbow to suddenly see ... yourself!
System of classes "Umka"
to identify and develop gifted children in primary school
Galina Nikolaevna KOZEL,
teacher primary school,
State Educational Institution "Massolyansky
educational and pedagogical complex
Kindergarten - comprehensive school.
INTRODUCTION
Modern society makes increasingly higher demands on the modern personality: a person needs not only to acquire the necessary knowledge and skills, but also to be able to creatively apply them. Therefore, one of the tasks of the modern school is the development of creative abilities, creative thinking of students; the formation of a full-fledged, independently thinking, able to make decisions personality.
At primary school age, the child's thinking is intensively developed, which leads to a qualitative restructuring of perception and memory, turning them into arbitrary, regulated processes. The younger student usually thinks in specific categories. The development of theoretical thinking is preceded by the development of the ability to abstract, generalize. By the time of the transition to high school children must learn to reason independently, draw conclusions, compare, compare, analyze, find the general and the particular, and establish patterns. Therefore, in elementary school, special attention must be paid to the development of logical thinking and creative abilities of students.
SYSTEM OF LESSONS "UMKA"
The system of classes "Umka" was developed for elementary school students and is aimed at solving the problems of the formation of the child's intellectual abilities. The system wears complex character: contributes to the expansion of the worldview of students; is focused on preparing a primary school student for the transition to the secondary level.
Program goal:
The systematic development of intellectual abilities, the formation of a steady interest and positive motivation for learning among schoolchildren.
Tasks:
To form the skills and abilities to perform logical and creative tasks of various directions; skills of independent activity, goal setting, planning stages of work, self-control, introspection, self-assessment.
To develop the thought processes and individual abilities of students, the culture of oral and written speech, the independence of students' creative thinking in research activities and the ability to apply the acquired knowledge in practice.
Bring up communicative culture, attention and respect for their comrades, tolerance for other people's opinions.
The system is designed for 34 hours(at the rate of 1 hour per week), of which 4 hours - the course "Introduction to school life”, 4 hours - diagnosis and identification of giftedness, 4 hours - assessment of the level of formation of a stable need for the thought process, 2 hours - holidays “We have become schoolchildren” and “Farewell to the Primer”.
The system of classes "Umka" is based on the study scientific papers By general psychology, psychology of abilities and giftedness (L. B. Ermolaeva - Tomina, E. Landau, A. Z. Zak, F. Galton, G. Eysenck, N. V. Talyzina), on the ability to plan educational and cognitive activities in accordance with functional systems and sensitive (optimal) periods of child development, learning and use in activities modern achievements pedagogical and psychological science and practice.
Preference is given to teaching methods and techniques that stimulate complex cognitive processes, contributing to the independent activity of students, focused on their creativity. The system is based on a personal approach to the formation of the ability to solve logical, non-standard, creative-search, verbal-didactic, spatial-combinatorial and other cognitive tasks.
To achieve the goals set, the following methods learning:
Verbal: conversation, discussion, story, explanation, work with a book.
Visual: table, demonstration, drawings, technical and interactive teaching aids, Internet resources.
Practical: exercises, individual independent work on assignments, method of programmed learning.
Inductive and deductive methods.
Partial search or heuristic method.
research method.
Control: oral individual and frontal, mutual control, tests, creative tasks, erudite competitions, poster presentations creative works with logical tasks created by children in teams.
The system provides for training sessions in various form:
Individual independent work.
Work in pairs.
Group forms of work.
Differentiated work (explain).
Frontal check and control (Is this a form of work?).
Self-assessment of the work done. (Is this a form of work?).
Didactic game.
Competition.
Lesson 1. Revealing the level of giftedness of children of primary school age
Lesson progress
1. Introductory conversation.
Teacher. Guys, this year we start classes on the development of creative abilities. Our classes will not be evaluative, but educational and developing. The main thing is not “What mark did I get in class today?” But “What did I learn today?”
Don't be discouraged if the answer to a question doesn't come to mind right away. Follow the rule: “If it didn’t work out today, it will definitely work out tomorrow, you just need to want it!” And you can evaluate your success yourself, and conditional icons will help you with this.
Red flag - excellent.
Yellow flag - good.
Green flag - only part of the tasks were completed as desired.
Blue flag - did not work out the way you wanted.
For classes, each of you must have: a workbook, colored pencils, a simple pencil, pens with colored pastes, a ruler, matches or counting sticks.
The order of work in the classroom will be as follows:
To prepare for work, let's perform "brain gymnastics".
During the warm-up, you will have to give the correct answers as quickly as possible to questions that are designed to test your quick wit, reaction time, and memory. Keep in mind that many of the tasks are tricky. Be careful!
Then we will do some exercises that contribute to the development of memory, attention, imagination, thinking.
During the "fun break" we will play.
Then we will solve several logical, creative search problems.
Let's do a graphic dictation.
And finally, let's sum up the lesson, evaluate ourselves.
I believe that you will succeed!
2. "Brain gymnastics."
head shake (exercise stimulates thought processes). Instruction. Breathe deeply, relax your shoulders and drop your head forward. Allow the head to slowly rock from side to side as the breath releases the tension. The chin draws a slightly curved line across the chest as the neck relaxes. (Perform 30 seconds).
"Lazy Eights" (exercise activates the brain structures responsible for memorization, increases the stability of attention).
Instruction. Draw in the air in a horizontal plane "eight" three times with each hand, and then with both hands.
"Thinking Hat » (improves attention, clarity of perception and speech).
Instruction.“Put on a hat”, that is, gently wrap your ears from the top to the earlobe three times.
"Sharp Eyes"
Instruction. With your eyes, draw 6 circles clockwise and 6 circles counterclockwise.
"Shooting Eyes" (the exercise serves to prevent visual impairment).
Instruction. move your eyes left and right, up and down 6 times.
3. Warm up.
How many: (give answers)
Days in a week, including weekends?
Toes on the right foot?
Hind and front legs of a goose?
Seasons, autumn months?
Months of the year other than summer?
Dwarves at Snow White?
Human eye and eyebrow?
Letters in the name of our country?
The corners of a square?
Two cats have tails?
Identification of the level of development of cognitive processes
Task number 1.
Instruction. Numbers are written in a row in the sample. Each number has its own pattern. Consider them. After I say: “Start!”, You must fill in all the free cells under the numbers as it is done in the sample. Be careful, numbers are not in order. You have 2 minutes to complete the task. When I say "Stop!", you put down your pens and complete the task.
Is it 2 table options? Or should each child complete both tables?
Task number 2.((please check the correctness of the figures. Please give an example of the task)
Instruction. Read the words and sketch in the proposed figures the objects that they represent.
domino net house
letter plane
hang glider
5. Cheerful break.
Teacher. And now let's rest. Rest with us will be active and useful. The exercise is designed for coordination of movements. First, with your left hand, touch your right ear, and then with your right hand, touch the tip of your nose; then quickly change the position of the hands: the right hand is the left ear, the left hand is the nose. (5 times).
6. Continued work.
Task number 4.(Performed to test the level of development of auditory memory and auditory perception.)
Instruction. Listen carefully to the proverbs and write down only the names of the numbers.
Seven troubles - one answer.
Two of a Kind.
On all four sides.
Better to see once than hear a hundred times.
The promised three years are waiting.
Like the back of my hand.
Task number 5.
Instruction. Think about how long a piece of wire should be to make such an arc. Draw a line. (give correct answer)
Task number 6(a task to test the understanding of the relative position of objects on a plane).
Instruction. Draw a cucumber to the left of the beets, but to the right of the carrots.
(give an example of the task)
Task number 7.
Instruction. Draw the missing matryoshka.
(give an example of the correct execution of the task)
7. Graphic dictation.
Guess the riddle:
I'm under a colored hat
I stand on one foot
I have my habits.
I always play hide and seek. ( Mushroom).
1, 1→, 1↓, 1→, 5, 3←, 1, 1→, 1, 1→, 1, 1→, 1, 3→, 1↓, 1→, 1↓, 1→, 1↓, 1→, 1↓, 3←, 5↓, 1→, 1, 1→, 1↓.
And how do the children from this task see that they need to draw 2 more cells inside the mushroom stem? And bottom line? (highlighted in red)
8. The results of the lesson. Reflection.
What did we do in class?
What tasks did you like best? Why?
What didn't work the first time? Why?
9. Self-assessment by students of their activities
Coloring flags in the appropriate color. Counting results. (please describe the process: who gives out the flags? How do the children decide what color to paint the flag in? By what principle are the results calculated).
Job analysis
Based on the results obtained for tasks 1--4, the number is determined:
filled cells under the numbers in two minutes - an indicator of concentration of attention, its stability in monotonous work; (give in points or numbers what is considered a high, average, low indicator of concentration)
correctly filled cells - an indicator of the ability to distribute attention; (give in points or numbers what is considered a high, average, low indicator of the ability to distribute attention)
completed drawings - an indicator of brightness and power of imagination; (how is it valued?)
accurately depicted and colored drawings - an indicator of the completeness of perception, the level of development of visual memory, (give in points or numbers what is considered an indicator of a high, average, low level of visual memory development)
thick lines and lines in the image - an indicator of the accuracy of perception; (give in points or numbers what is considered a high, medium, low indicator of perceptual accuracy)
points in the record - an indicator of the ability to notice subtle details during perception; written numerals - an indicator of the development of auditory memory. (give in points or numbers what is considered high, average, low)
In task No. 5, attention should be paid to the correctness of the drawn segment - an indicator of the development of the imagination and the ability to transform this figure.
What and how is determined in task number 6?
In task No. 7, attention should be paid to the correctness of the drawn nesting doll - an indicator of the ability to notice the existing pattern and apply it to complete the proposed task.
The results of the above tasks are recorded in the table.
1. Please provide the form of the table.
2. Give an example of filling in this table - it is not very clear in what form the data is entered there.
3. If there is a block of exercises for identifying gifted children, it is logical to assume that, based on the results of its implementation, it will be possible to identify gifted children. By what criteria is the degree of giftedness of the child evaluated? How many points/points? Is the child considered gifted or not gifted?
Lesson 2. Thinking and logic.
1. Warm up(give correct answers)
How many times do you have to measure to cut once?
What is the sum of the last two digits of this year?
What is the number of "b" in the name of the first month of autumn?
Two brothers rode on two-wheeled bicycles, and their sister on a tricycle. How many wheels were there?
Which months end in "t"?
What birds can be postmen?
What date will be next Saturday?
What is behind the hare and what is in front of the heron?
What date was 5 days ago?
Greatest two-digit number?
2. Development of concentration of attention
Task number 1.
Instruction. Without moving your hand along the lines, but only following your eyes, determine which numbers correspond to the letters. (please indicate the correct answers)
Task number 2.
Instruction. Count how many pentagons are in the picture. (correct answer. Is the rectangle related to this task?)
Sveta, Marina and Dasha were sitting on the bench. Sveta to the right of Marina, Marina to the right of Dasha. Therefore, in the middle was…(answer)
Gena is smarter than Vasya, Artem is smarter than Gena. Therefore, the smartest...…(answer)
Timur does not like to go to school when vaccinations are being done there. Today he returned in a good mood. Hence, ……(answer)
Checking assignments. Drawing on the board. Showing solutions on the beam. (example picture)
5. Logic tasks to develop the ability to reason.
Group work.
Instruction. You have 2 groups of tasks. Read them, choose for yourself one group of problems that you like best, and solve them.
I group.
Task number 1.
"How many students are in your class?" ─ Grisha asked Fedya. Fedya, after thinking for a while, answered: “If we subtract from the largest two-digit number written in two eights, and add the smallest two-digit number to the resulting number, then we will get the number of students in our class.” How many students are in this class, count and write. (answer)
Task number 2.
Three tents brought different amount ice cream. And the third brought as much as the first two together. And the first brought more than the second. How many boxes of ice cream were brought to each tent if only 10 boxes were brought? (answer)
II group.
Task number 1.
Masha and Tanya have one dog each, Zhuchka and Polkan. What kind of dog does Tanya have if Masha Zhuchka has? Write down the names of the dogs.
Task number 2.
Lisa, Galya and Nina live in different houses. The first house is high stone, the second is high wooden, the third is low stone. Sign who lives in what house, if Galya and Nina live in a high one, and Nina and Lisa live in a stone one. (answer)
8. Graphic dictation.
1←, 1, 1→, 1, 1←, 1, 1→, 1, 1→, 10, 2←, 3, 5→, 3↓, 2←, 14↓, 1←, 1↓, 1←, 1.
From time to time, first in one newspaper, then in another, there will flash a message that does not cease to seem surprising about the admission to a university of a schoolboy of thirteen or fourteen years old. This means that someone went to school instead of 10-11 years for only 6-7 years. Most often, an unusually developed child enters, like everyone else, at six or seven years old in the first grade, but then it is accelerated, sometimes in the very first academic year are transferred to subsequent classes. It also happens that the “jump” through the class or several such “jumps” occur already in adolescence.
Despite the fact that now general education school it is allowed to take it externally; this does not remove the difficulties in the development of gifted children. As a result, new difficulties arise.
Firstly, certain gaps in knowledge, skills and abilities are formed, due systematicity in their assimilation is not ensured. Secondly, one has to deal with differences in the physical and moral development of a gifted child and his classmates. Here and physical education, and labor training, and finally, the ethics and psychology of family life ... How in these conditions is the formation of self-esteem, relationships with classmates and adults? Who and how should develop individual educational programs and plans for gifted children? First of all, it is necessary that in all classes where there are such children, teachers at least have completed the appropriate coursework. Otherwise, members of the teaching staff, primarily school leaders, will treat “jumping” with great apprehension.
The second way is the creation of lyceums and gymnasiums for the gifted. Nowadays, these types of educational institutions are very popular. This is not a bad solution to the problem. Especially if the educational process in lyceums and gymnasiums is built on scientific principles and a fairly diverse methodological base.
The third way is the creation of special classes for children with enhanced abilities in the structure of a mass general education school. Now this way is implemented in many schools. One of its positive features is that the problem of teaching and educating gifted children is not considered in isolation from the fate of children with less developed abilities. And the very structure of teaching and educating children of different levels of development should be not only differentiated, but also unified.
Here it is appropriate to recall the works of our psychologists. In particular, in the Ukrainian Republican scientific and practical center"Psychodiagnostics and differentiated learning" under the guidance of Doctor of Psychology Yu.3. Gilbukh developed a system of differentiated education in a comprehensive school. It involves the creation, starting from the first year of study, of three types of classes. Children are enrolled in these classes according to their degree of psychological readiness to schooling. The latter is determined by the actual (that is, currently available) level of development of their mental abilities. Determining the contingent of accelerated learning classes in such a composition, it is necessary to create the most favorable conditions for the development of all children with increased mental abilities. First, it allows you to create accelerated learning classes in all schools of any size. Secondly, provides more favorable conditions for the development of all children whose mental abilities exceed the age norm. Thirdly, it has a beneficial effect on the mental and moral development of gifted children.
What are these types of classes? The first is accelerated learning classes designed for the most developed 15% of the contingent of children entering school. This group of first graders has an IQ (intelligence quotient) of 120 or more; it naturally includes the gifted.
Along with accelerated learning classes, age norm classes are being created (65% of the total student body) and classes of increased individual attention (the latter are for poorly prepared students, accounting for approximately 20%). In classes of these two types educational process is built according to the usual programs, but in classes of increased individual attention, the occupancy is two times less than usual.
The direction of the child in a class of one type or another depends solely on the degree of his readiness for schooling and the wishes of the parents. They are present during a short-term (within 25 minutes) psychological examination, which is carried out by two specially trained teachers (examiner and assistant). Verification is carried out in game form, in an atmosphere of friendliness and emotional relaxation, which allows the child to reveal their intellectual capabilities. The psychological test is limited to those aspects of the child's mental individuality on which the success of his school start depends to a decisive extent.
The critical zones that determine the degree of readiness for the school start are: phonemic perception(hearing), self-regulation learning activities, vocabulary development, short-term memory and the ability to carry out elementary inferences. The sixth indicator is the rating of the examiner and assistant in relation to the mental activity of the child, determined on the basis of observations of his behavior when performing the entire set of tests.
As for creativity as an integral quality of a gifted child, the main attention is this stage is given to manifestations of intellectual initiative. For example, a child is doing a vocabulary test. And here are the first three words, the meaning of which he must explain: bicycle, hammer, book. But if, in addition to this, the child also tries to somehow connect the words being explained with each other, although this is not required of him (for example: a hammer is a type of instrument that strikes at different materials and details; it can be used when repairing a bicycle; book -- type of textbook; from it you can learn how to repair a bicycle with a hammer, etc.), which means that this child has extraordinary thinking and imagination.
Special tests of creative talent are also used. Children who score high on the entire set of tests and do not suffer from slowness (phlegmatic temperament) are recommended for an accelerated learning class, where increased attention is paid to the development of creative abilities.
In the teaching methodology, the emphasis is on the formation of the ability to learn. Students are regularly given the opportunity to act as a teacher in class. Various kinds of creative, including competitive tasks, role-playing trainings, group discussions are widely used. Since classes of this type have only a relatively homogeneous composition, the educational process in many cases is built on the basis of intra-class differentiation. This involves the use of group forms of organization of educational work, the opportunity for gifted children to work independently, individual plan. Great importance in classes of this type, independent reading of fiction and popular science literature is given.
When implementing a differentiated education program, the task is not set for a child with increased mental abilities to graduate from school a year earlier (although this in itself is also a certain benefit). Acceleration is, first of all, a means of optimally loading the abilities of a gifted child, creating favorable conditions for their further fruitful development. At the same time, it should be emphasized that for such children, a faster passage of educational programs, in fact, is not an acceleration. After all, for them, this pace is completely natural, normal. Many hold the view that since gifted children go through certain topics in more short time, then the resulting surplus of time can be used for additional objects of the aesthetic cycle, foreign languages, rhythms, etc. But the problem is not to somehow occupy the time of children or even expand their aesthetic education. The problem is to optimally load the mental faculties. And this means providing a gifted child with the opportunity to continuously move forward towards the assimilation of more and more complex conceptual structures. We must not forget about sensitive periods. Indeed, in gifted children, each of these periods occurs, as a rule, much earlier. Consequently, the moment of mastering the relevant knowledge, skills and abilities should also come earlier.
