How to carry out an individual educational project for the Federal State Educational Standard. School project FGOS LLC. Types of individual projects

“Argue, be mistaken, make mistakes, but for God’s sake, think, and although crookedly, do it yourself.”

Philosopher Lessing

1. what is a project

PROJECT - a plan, idea, image, embodied in the form of description, justification, calculations, drawings, revealing the essence of the plan and the possibility of its practical implementation (Wikipedia).

2. Why do you need an individual final project?

First of all, for your self-esteem. Who am I, what can I do and what do I want? The final project provides an opportunity to realize oneself and learn something new, to move one step further in one’s development. What do the documents say?

“The main object for assessing meta-subject results is the formation of students’ cognitive, regulatory and communicative universal educational actions. The main procedure for the final assessment is the student’s defense of an individual final project.”

3. Get acquainted with the documents

Work on a project requires clear organization. There are documents that determine the order of implementation and criteria for evaluating your activities. It is necessary to study them carefully together with the teacher and parents! What documents are these? Here is a sample list:

• Regulations on project activities students as part of the implementation of the main educational program basic general education of municipal general educational institution
• Assessment card for a student’s individual final project at the level of basic general education
• Instructional materials for the student and self-assessment card
• Project diary
• Consultation plan with a teacher or tutor

4. Listen to yourself

Listen to yourself. What do you want to do for your own development? Master new technologies and gain new knowledge, or you want to improve existing skills, or maybe you want to use your talent to create something new or original.

5. A project starts with an idea

What to do if there are a lot of ideas? Evaluate all your ideas and think about how your activities will benefit you and others. Come to a compromise between “interesting and useful.” What to do if you have no ideas at all? Consult with your teacher, parents, classmates, but remember that imposed work will not bring any benefit. If you decide to implement someone else’s idea, then try to bring your own, original one.

TYPES OF INDIVIDUAL PROJECTS

Research creative works (projects) performed as a result of analysis of observations, collection of material, information, experiments, etc., using a scientifically correct

techniques. Accurate result research work unknown in advance, although general trends follow from known laws and rules. An important element of educational research is hypothesis - an assumption that needs to be proven or disproved during the research process. The criterion for the quality of research work is the logical harmony of structural elements:

• goal setting
• selection of solution methods
• conducting experimental and control experiments
• analysis of results and substantiation of conclusions

Information projects is a type of project designed to teach students how to obtain and analyze information. Students study and use various methods of obtaining information (literature, library collections, media, databases, including electronic ones, methods of questioning and interviewing), processing it (analysis, generalization, comparison with known facts, reasoned conclusions) and presentation (report, publication, posting on the Internet or local networks, teleconference). The criterion for the quality of abstract works is:

• completeness collecting information,
• objectivity of presentation of material.

A typical disadvantage of abstract works is their overload with information that is of little significance in revealing the topic at hand.

Design creative work or projects are associated with planning, achieving and describing a certain result (building an installation, identifying the source of pollution, etc.). In the process of working on the project, the original program is corrected, necessary to increase the efficiency of achieving the goal.

The quality criterion for design work is:

• relevance
• practical significance
• research elements

One of the varieties of design work is work with a social and socio-ecological orientation, the result of which is the formation of public opinion regarding social or environmental problems. Examples: “Comprehensive beach cleanup and restoration project”

A practice-oriented project also involves a real result of the work, but unlike the first two, it is of an applied nature (for example, designing an exhibition of rocks for a geography classroom). The type of educational project is determined by the dominant activity and the planned result. For example, a project to study a local area can be of a research nature, or it can be practice-oriented: prepare an educational lecture on the topic “Mountains (or plains) of the Earth.” The preparation of such a project, in addition to the actual substantive content, will include issues of analyzing the audience, features of addressing it, etc.

Experimental creative works (projects) are written on the basis of performing an experiment illustrating the laws and patterns known to science. The specific result of the experiment,

usually depends on the initial conditions. Experimental work may include a stage of design, analysis technical diagrams, interpretation of the experimental result. Experimental work is often creative development laboratory work. Good experimental work usually contains elements of research.

Gaming-participants take on certain roles determined by the nature and content of the project in order to attract the public to solving the problem of the project.

6. What is the product

The result of working on a project can be a finished object or information ( tutorial, WEB site, research results), and an original presentation of your idea (layout, model, drawing, business plan).

Types of project activity products:

7. Involve parents

An individual project is a responsible and significant event at this stage of education and in your life. Don't be shy about raising your parents' concerns about this. Do not refuse their help and the help of other people. Your loved ones and friends will support you and help you see advantages or disadvantages that you yourself did not see. They say that working together unites!

8. How to evaluate your work

Read yours “Project Diary”. Remember the difficulties and how you overcame them. Answer the questions in this questionnaire.

“What did you learn or improve while working on the project?” Mark it with a "+" sign!

• Plan your activities, allocate time
• Organize your workspace
• Finish everything to the end
• Obtain information and select necessary for work
• Highlight the main, essential
• Design the project correctly
• Achieve your goals despite mistakes and disappointments
• Listen to different opinions
• Prove your point
• Create a presentation
• Other

A set of methodological materials for the development of an individual educational project at the level of basic general education

Explanatory note

I. Introduction.

A set of assessment materials for assessing the meta-subject planned results of mastering the basic educational program of basic general education of the municipal budgetary educational institution "Secondary comprehensive school No. 125 with in-depth study of mathematics" in Snezhinsk Chelyabinsk region in the form of a final individual project developed on the basis of the Law “On Education in Russian Federation"(Federal Law No. 273), Federal State Educational Standard of Basic General Education, Model Basic Educational Program of Basic General Education, Basic Educational Program of Basic General Education of MBOU Secondary School No. 125, Development Program of MBOU Secondary School No. 125 until 2017 and the School Charter.

When developing the complex, instructive and methodological materials from regional monitoring for assessing the quality of general education and diagnostic materials developed as part of the implementation of the model were used educational system school providing modern quality education on the basis of state - public administration implementation of basic educational programs of general education.

“Meta-subject planned results are interdisciplinary concepts and universal educational actions mastered by students (cognitive, regulatory, communicative), the ability to use them in educational, cognitive and social practice, independence of planning and implementation educational activities in organizing educational cooperation with the supervisor, teachers and peers, building an individual educational trajectory"1.

Achieving meta-subject results by students is based on teaching general techniques, techniques, schemes, mental patterns

works that lie above objects, but at the same time are reproduced when working with any object material.

Project activities and the final individual project allow students, through the conscious and active appropriation of new social experience“to develop the key competencies of the individual, strive for self-development and self-improvement”2.

An objective assessment of students’ activities provides an opportunity for further development of their creative abilities and intellectual potential.

II. The purpose of creating the complex.

The status of MBOU Secondary School No. 125, the features of the school’s educational system, which ensures modern quality of education based on the mechanisms of state and public management, are determined target creation of a complex: development of measuring materials for the final assessment of meta-subject planned results of students mastering the basic educational program of basic general education in the form of an individual educational project and methodological recommendations for subjects of state and public administration participating in the assessment process in accordance with the requirements of the Federal State Educational Standard LLC.

III. Structure of the complex.

The set of assessment materials for assessing the meta-subject results of mastering the basic educational program of basic general education consists of the following sections:

Regulations on project activities of students within the framework of the implementation of the main educational program of the main general

education of municipal budgetary general education

institution "Secondary school No. 125

with in-depth study of mathematics";

Assessment card for the student’s individual final project at the level of basic general education;

Instructional materials for the student and self-assessment card;

Methodological materials for the project manager;

Attachments to the director's orders:

Control plan for the Deputy Director for educational work behind the organization project work 9th grade students;

Consultation plan for public experts;

- a list of topics for students’ individual final projects and a list of supervisors.

IV. Contents of the complex.

1. Position on the project activities of students within the framework of the implementation of the main educational program of basic general education of the municipal educational institution “Secondary comprehensive school No. 125 with in-depth study of mathematics” determines all stages of work on the individual final project, while training in project activity skills is carried out at all levels of general education. In accordance with the requirements of the Federal State Educational Standard of LLC and the main educational program of basic general education MBOU Secondary School No. 125, the Regulations contain:

Requirements for organizing work on an individual final project,

Requirements for the content and focus of students’ individual final projects,

Requirements for the design of an individual final project,

Timing and stages of implementation of individual final projects,

Requirements for the protection of an individual final project,

Criteria for evaluating individual final projects.

The Regulations also present ways of presenting intermediate results of students’ project activities: presentations at a school scientific and practical conference, Litvinov’s readings, at an open conference of young researchers from CATU cities.

2. Assessment card for the student’s individual final project at the level of basic general education

The main object of assessment of meta-subject results is the formation of students' cognitive, regulatory and communicative universal educational actions. The main procedure for the final assessment is the student’s defense of an individual final project. The criteria for assessing the level of development of students' meta-subject planned results, developed during the testing of regional monitoring of the quality of general education, became the main criteria in assessing the individual final project at the basic and advanced levels. The mission of the school with in-depth study of mathematics, the objectives of the main educational program of basic general education, the results of internal monitoring of the quality of general education make it possible to present the basic and advanced level of development of meta-subject results. The assessment card identifies the skills and abilities of project activities related to the criteria:

Ability to independently acquire knowledge and solve problems,

Formation of subject knowledge and methods of action,

Formation of regulatory actions,

Formation of communicative actions.

Assessment of the level of development of meta-subject results at the basic and advanced levels is reflected in the number of points awarded during the defense of the project by the head of the individual final project and the expert commission. Of particular importance in this case is the development of personally significant skills and abilities of project activities acquired independently (without the help of a manager) in the process of working on the project, as well as an in-depth study of the problem and the practical orientation of the project.

3.Instructional materials for the student and self-assessment card

To work on an individual final project, students are offered the following instructional materials:

Plan form work on an individual final project: the plan is drawn up by the student independently or with the help of a supervisor after approval of the project topic by order of the director and the appointment of a supervisor and helps organize work on the project throughout the entire academic year. Project topics are posted on the school website and on information boards.

Public speaking is a test for a student, so the complex includes memo“How to prepare a public speech” and evaluation paper, which not only help the student prepare to defend the project, but also preliminarily assess their capabilities and make the necessary adjustments.

Requirements for registration of an individual project, sample project passport and recommendations for computer presentation serve as informative materials and materials for monitoring the presentation of the final product of project activity; they allow you to objectively assess the maturity of the student’s ICT competence.

Self-esteem card individual project and questionnaire“What we managed to learn during the work on the project was developed with the aim of developing the ability of students to objectively evaluate the product of their own work and timely correction of the project. The assessment criteria were selected taking into account the student’s experience of intermediate certification in the form of defending a project in class. Self-esteem develops critical thinking, the ability to think independently and choose the right ways solve problems and learn new ways of doing things.

Questionnaire for students “What did you learn while working on the project?” allows the student to highlight those design skills and abilities that were acquired during independent work on the project and see the prospects for their development.

Terminological dictionary serves as an assistant in writing and presenting an individual final project.

4. Methodological materials for the project manager :

surveillance map over the progress of the individual final project, which was proposed during the testing of regional monitoring of the quality of general education;

Profile - support- a form of pedagogical reflection. It is offered to the project manager in order to analyze his activities during collaboration with the student and filled in after completion of the work;

Rough plan individual consultations help the manager respond in a timely manner to questions that arise during the work on the project and correct the material already developed by the student independently;

Review requirements for an educational project.

The opinion of the project manager, stated in the review, is of great importance for the student and is necessarily taken into account by the experts.

5. Instructional materials and methodological recommendations for public experts.

Public experts who are members of the commission and are representatives of state public administration bodies of Municipal Budgetary Educational Institution Secondary School No. 125 take part in assessing the meta-subject results of students in the form of an individual final project. The following have been developed for them and are included in the complex:

guidelines, which include the necessary concepts and reveal the essence of the criteria for assessing students’ individual final projects, as well as the criteria for assessing the levels of development of project activity skills. According to methodological recommendations consultations are held with public experts, experts study the Regulations on project activities and participate in the assessment of projects during the school scientific and practical conference.

As information material For public experts, materials are offered that reveal the meaning of the concept of “skills and abilities formed in the process of project activities.”

6. Control plan Deputy Director for Academic Affairs for the organization of project activities of 9th grade students - part of internal monitoring and is included in the internal school control plan. The purpose of control is to provide conditions for the successful development of the student’s individual final project and to provide methodological assistance to the head of the educational project.

V. Conclusions and generalizations.

A set of assessment materials for assessing the meta-subject planned results of mastering the basic educational program of basic general education in the form of an individual final project allows you to objectively assess at different levels the degree of development of students’ project activity skills, as well as the ability to manage their activities, including adjusting and defining new tasks in according to the changing situation. The materials of the complex are of an analytical and educational nature, because in the process of assessing the meta-subject planned results of mastering the basic educational program of basic general education and in the process of working on an individual final project “learning itself occurs in the process of activity.”

This personal-activity approach to the development of assessment materials provides the opportunity for cooperation between students, managers, and project consultants. The complex ensures participation in assessment procedures of all subjects of state and public school management. The complex ensures compliance with the requirements of the Federal State Educational Standard of general education in terms of the system for assessing meta-subject planned results of students mastering the basic educational program of basic general education and can be used in educational organizations of the region that have specialized classes, as well as with minor changes in secondary schools in the region, because the components of the complex as a whole are universal

Position

on the project activities of students within the framework of the implementation of the main educational program of basic general education of the municipal educational institution "Secondary school No. 125 with in-depth study of mathematics"

1. General Provisions

1.1. These Regulations have been developed on the basis of the Law “On Education in the Russian Federation” (No. 273-FZ), Federal State educational standard basic general education, Approximate basic educational program of basic general education, basic educational program of basic general education, MBOU Secondary School No. 125 and the Charter.

1.2. Project activity is understood as a purposefully organized activity that brings together teachers, students, parents (legal representatives) and social partners.

1.3. Project work is an activity carried out by students within one or more academic subjects (integrated project), helps improve the quality of education, allows you to use the knowledge gained, master various forms and methods practical work.

1.4. Project activity of students is one of the methods of developmental (personally-oriented) training, aimed at developing independent research skills (posing a problem, collecting and processing information, conducting experiments, analyzing the results), helps the development of creative abilities and logical thinking.

1.5. The inclusion of students in project activities is one of the ways to increase the motivation and effectiveness of educational activities at all levels of education, which ensures that students achieve the meta-subject planned results of mastering the basic educational program of basic general education.

1.6. All pedagogical structures of the school and public administration bodies of MBOU Secondary School No. 125 participate in the organization and provision of the project.

1.7.Project is a form of organization joint activities student (students) and leader (teachers, parents, social partners), aimed at achieving the goal and solving a problem that is significant for the student, formalized in the form of a final product.

2. Purpose and objectives of project activities

2.1.Target project activities - creating conditions for cooperation, partnership of participants educational process, joint search for new complex knowledge, mastering the ability to use this knowledge when creating your own intellectual product, in demand by the community; development of creative abilities, logical thinking and social maturation.

2.2.General tasks:

strengthen, improve and creatively develop the existing system of project activities at school;

expand case study areas in project activities;

strengthen the prestige of participation in project activities, cultivate a conscious, responsible attitude towards activities in the project and educational sphere;

expand the boundaries of practical use of students’ design work;

involve social partners in project activities and strengthen various mutually beneficial contacts.

2.3.Learning Objectives:

teach planning your own activities;

develop the skill of collecting and processing information and materials, including on the Internet;

develop the ability to analyze (creativity and critical thinking);

form and develop the ability to prepare a written report on independent work on an individual final project;

develop a positive attitude towards work and an active life position;

to form a system of interdisciplinary integration and a holistic picture of the world.

2.4.Educational tasks:

to cultivate in students an interest in understanding the world, in-depth study of disciplines, identifying the essence of processes and phenomena in all areas of activity;

motivate students to choose a profession, professional and social adaptation;

to form a unified school scientific community with its own traditions.

3. Project as a form of final certification of students at the level of basic general education

3.1.Individual final project is an educational project carried out by 9th grade students within the framework of one or more academic subjects in order to demonstrate their achievements in independent mastery of the content and methods of selected areas of knowledge and/or types of activities and the ability to design and carry out expedient and effective activities (educational, cognitive, design , social, artistic and creative).

3.2.The individual final project must be feasible and appropriate to the age, abilities and capabilities of the student.

3.3.The topic of the individual final project should be interesting for the student and coincide with his zone of proximal development.

3.4. An individual final project may include one aspect of the selected problem, thereby being open to its further study.

3.5.The individual final project must have a practical orientation and be in demand, and be able to be used in one or another area of ​​human activity.
3.6. The individual final project is the main object for assessing the meta-subject results obtained by students during the development of educational programs in academic subjects.
3.7. Completion of an individual final project is mandatory for each student; failure to complete it is equivalent to receiving an unsatisfactory grade in any academic subject.

3.8. The results of completing an individual final project can be considered as an additional basis for enrolling a 9th grade graduate in his chosen field of specialized education at the level of secondary general education.

4. Requirements for organizing work on an individual final project

4.1. General management of the project activities of students at MBOU Secondary School No. 125 at the level of basic general education is carried out by the head of the science and mathematics laboratory and the deputy director for academic work.

4.2. The leaders of students’ project activities are teachers who implement the Federal State Educational Standard for basic general education.

4.3. The manager or consultant of the student’s individual final project can be teaching staff, parents (legal representatives) of students, employees of other organizations related to the project profile (social partners).

4.4. The student is the initiator in choosing a project leader.

4.5. The project manager is appointed by order of the director.

4.6. Project leaders:

Organize the student’s work on an individual final project,

Submit an application to manage the student’s project activities, a work plan for consideration by the school’s methodological council;

Seek advice from specialists at the request of students,

Conduct individual consultations with students experiencing difficulties at different stages of work,

Announce the participation of students in competitions at various levels,

4.7. Students independently choose the subject area in which work on an individual final project will take place.

4.8. Students, together with the leader, choose a topic, determine the result (product) of the work and its genre features, and plan activities.

4.9. Interim examination of the project is carried out by a commission of the methodological council through analysis of the product of project activity.

4.10. The deadlines for defending individual final projects are approved by order of the director.

4.11. Public defense of individual final projects is carried out in accordance with the regulations of elective exams.

5. Requirements for the content and focus of individual final projects

5.1.An individual final project can be

single-subject - related to certain areas of knowledge;

meta-subject - related to a specific area of ​​activity;

by dominant activity:

information (search) is aimed at collecting information about an object, phenomenon, familiarizing project participants with it, analyzing it and summarizing facts;

research - subject to the logic of a small study, has a structure that coincides with the study;

creative - offers the most free approach to presenting the result (performance, script, concert, show, action, etc.);

practice-oriented (applied) - aimed at the social interests of project participants or the customer;

gaming (role-playing) - participants in such projects take on certain roles determined by the nature and content of the project.

5.2. Presentation of individual final projects can be carried out in the form:

computer presentation describing the product,

demonstration of a device, model, design (including LEGO), website or page,

script, excursion, poster reports, photo album, model, essay, collection creative works, video, map, piece of music, game, business game, business plan, etc.;

diagrams, algorithms, tables, manuals (including on electronic media), collection of exercises, workshops,

an abstract including the results of the experiment, experiments, solutions, etc.

6. Requirements for the design of an individual final project.

6.1 The individual final project must contain:

product of project activity;

project passport of no more than 4 typewritten pages (A-4 format, font Times New Roman, size 14, spacing - 1, top and bottom margins - 2 cm, right - 3 cm, left -1.5 cm, width alignment, indent -1.25), in which the following are highlighted:

title page containing:

Full name educational organization,

Year of its implementation;

an explanatory note indicating:

The purpose and objectives of the project;

A brief description of the progress of its implementation and the results obtained;

List of literature and material and technical resources;

6.2.The individual final project also includes a brief review from the project manager (review).

6.3. Applications (graphs, diagrams, tables, etc.) are placed in a separate block.

6.4. All pages of the individual final project (except for the title page) are numbered.

6.6.Each section begins with new page, the section heading is located in the center of the page, there is no dot after the heading.

6.4.Printed material is duplicated on disk. The cover of the folder - disc case can have elements of colorful advertising design and contain brief summary.

6.5. To participate in competitions of various levels, the work manager organizes the preparation of the appropriate documentation provided for by the competition format.

7. Timing and stages of implementation of the individual final project

7.1. The time frame for preparing and defending an individual final project is determined by the regulations and approved by order of the director.

7.2. Regulations for working on the project:

8. Summing up the work on the individual final project

8.1. To protect individual final projects during the state final certification of 9th grade students, a special expert commission is being created at MBOU Secondary School No. 125.

8.2. The composition of the commission is determined by the public administration bodies of the school (pedagogical council, Governing Council) and approved by order of the director.

8.3.An individual final project can be presented at the annual school scientific and practical conference, open scientific and practical conferences at various levels.

8.5. If there are outstanding projects, the commission may prepare a special conclusion on the merits of the project, nominating the student for the Constellation scholarship.

9. Requirements for the protection of an individual final project

9.1.Protection of the individual final project is one of the mandatory components of the materials of the system of intra-school monitoring of students’ educational achievements.

9.2. 9th grade students submit their project as an examination paper one week before the defense for review by the commission.

9.3.The defense of the project is carried out within the time limits established for passing elective exams.

9.4. 9th grade students defend their project according to the schedule approved by the director.

9.5. Public defense of the individual final project is carried out orally with the obligatory demonstration of fragments of the project or presentation and should not exceed 10 minutes, the number of slides in the presentation is no more than 16.

9.6.After completing the speech, the student must answer the questions of the commission (if any).

9.7. The public presentation of the student’s individual final project must contain:

justification of the chosen topic, evidence of its relevance,

goals and objectives of the project and the degree of their implementation,

mandatory indication of the degree of independence of the work done,

description of the possibilities of using the product in practice in various fields of activity.;

and also takes into account:

emotional impact on listeners,

correctness of speech, artistry,

the ability to respond to questions, justifying your answer,

project design.

9.8. All demonstration materials for the defense of an individual final project must be recorded in advance on the computer used during the defense.

9.9. Students are given the opportunity to test the recording technique and quality according to a special schedule.

10. Criteria for evaluating individual final projects

10.1. The expert commission evaluates the level of development of the meta-subject planned results of 9th grade students, demonstrated by them during the implementation of the individual final project based on the consideration of the presented product and the review of the supervisor.

10.2.The individual final project is assessed according to the following criteria:

the ability to independently acquire knowledge and solve problems, manifested in the ability to pose a problem and choose adequate ways to solve it, test the decision made, justify and create a model, forecast, layout, object, creative solution;

the formation of subject knowledge and methods of action, manifested in the ability to reveal the content of the work, to competently and reasonably use existing knowledge and methods of action in accordance with the topic under consideration;

the formation of regulatory actions, manifested in the ability to independently plan and manage one’s cognitive activity over time, use resource opportunities to achieve goals, and choose constructive strategies in difficult situations;

well-formed communicative actions, manifested in the ability to clearly state and formalize the work performed, present its results, and answer questions in a reasoned manner.

10.3. When assessing an individual final project, 2 levels of development of project activity skills are distinguished: basic and advanced, the main difference of which is the degree of independence of students during the implementation of the project.

10.4. Evaluation of the student's meta-subject planned results during the defense of the individual final project occurs in accordance with the criteria for evaluating the individual final project by the project manager and members of the expert commission, which are displayed in the assessment card.

10.5. The final grade for each criterion and the final grade for the project as a whole is determined by the number of points assigned by the project manager and members of the expert commission.

10.6. The decision that the individual final project has been completed at an increased level is made provided that:

such an assessment is given by the commission for each of the 3 criteria characterizing the maturity of meta-subject results, and the maturity of subject results can be recorded at the basic level;

none of the mandatory elements of the individual final project provides grounds for a different decision.

10.7. The decision that the individual final project has been completed at a basic level is made provided that:

such a rating is given by the commission for each criterion;

all elements of the project are demonstrated;

questions are answered.

10.8. Assessment of the student’s achievement of meta-subject results in mastering the basic educational program of basic general education in the form of an individual final project is recorded in the column “Project activity” or “Exam” in the class register and the student’s personal file. To document state standard on the level of education - certificate of basic general education- placed in a free line.

10.10. If there are outstanding projects, the commission may prepare a special conclusion on the merits of the project, nominating the student for the Constellation scholarship.

11. Responsibilities and responsibilities of the parties for violation of established standards

11.1. The head of the student’s individual final project is obliged to:

Ensure constant monitoring of the progress and implementation of the individual final project,

Provide advisory support to the student;

Provide assistance in the design and preparation for defense of an individual final project;

Provide access to information and other resources available at school.

11.2. If the leader fails to fulfill his duties, he may, by decision of the pedagogical council, with the consent of the student and his parents, be replaced by another leader.

11.3. The student is obliged:

comply with the deadlines for completing the individual final project;

comply with the requirements for the design of the project and its protection;

submit a written version of the project defense to the teacher or supervisor for verification 2 weeks before its defense.

11.4. In case of failure to comply with the requirements of these Regulations, the student is considered to have not achieved the meta-subject planned results of mastering the OOP LLC in accordance with the Procedure for conducting state final certification for educational programs of basic general education.

12. Procedure for entry into force local act

12.1. These Regulations are discussed and adopted by the pedagogical council and the Governing Council of MBOU Secondary School No. 125 and approved by order of the director.

12.2. The regulation is published on the website of MBOU Secondary School No. 125 and placed on the information stand within 3 days from the date of approval by the order.

to a computer presentation of an individual project

(level of basic general education)

The computer presentation of the project work should not exceed 15 slides.

The presentation title page includes:

full name of the educational organization;

year of project development

The text of the slides should be informative and contain basic information on all sections of the project, arranged in the order in which each section is presented.

Slides must be titled.

The visibility of the slide can be ensured with the help of animation, color effects, illustrations, graphs, diagrams, tables.

It is convenient to create computer presentations using the Microsoft program Power Point.

ATTENTION! Do not get carried away with excessive inclusion of color and animation effects, because... they distract listeners' attention from the essence of the project.

2. Score sheet for oral public speaking

FI______________________________class___________

Exercise.

Carefully re-read the text of the speech and evaluate it according to these criteria.

3. QUESTIONNAIRE

“What did you learn while working on the project?”

In this form, highlight with a + sign those answers to the question that you did after defending your individual final project in the exam on your own.

Plan your activities, allocate time.

Organize your workspace.

Finish everything to the end.

Obtain information and select what is necessary for work.

Highlight what is important and essential.

Design the project correctly.

Achieve your goals despite mistakes and disappointments.

Listen to different opinions.

Prove your point of view.

Create a presentation with various effects (animation, drawings, videos, interviews).

Other _______________________________________________

4. Rough plan

individual consultations during work on an individual final project for a student of _________ class

__________________________________________________________

5. SURVEILLANCE MAP

for the progress of an individual project

(for project manager)

Organizational

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Project protection

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Criteria for evaluating project activities

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Total score _________________

Increased level (86-100%) - 19 - 22 points

Basic level (63-86%) - 19-15 points

Low level (0-63%) - 0-14 points

Problems that arose during the implementation of the project when observing students:

________________________________________________________________________________________________________________________________________________________

6. REMINDER

for public expert

for assessing the student’s project work

(level of basic general education, grades 5-9)

Dear member of the expert group! You evaluate the student’s individual project at the level of basic general education. We invite you to study the criteria for evaluating design work adopted at MBOU Secondary School No. 125 and take into account very important aspects when assigning points for a project.

Administrative group

School project

• Life...a system of creativity. Our every thought...is a desire to create a new reality...
• L. S. Vygotsky

• What is a school project?
• Project classification
• Project submission forms
• Stages of work on the project
• Project evaluation criteria (using the example of a research project)
• Examples of projects. Project “Who are we?”

• Form of problem-based learning,
• active independent student activities aimed at creating new product. During this activity, students develop new knowledge, skills, and personality traits.

• By execution time
• Short-term (lesson, several lessons)
• Medium-term (from a week to a month outside of school hours)
• Long-term

• By subject area
• One subject at a time
• Interdisciplinary

• According to the predominant activity of students
• Research (example: “Who are we?” or school as a mirror of demographic processes in Russia)
• Creative (example: Moscow News newspaper for 2020)
• Role-playing, gaming (example: choosing the head of your council)
• Practice-oriented (example: compiling a guide to the sights of your area)

• Geographical object layout
• Guide
• Presentation
• Visual material
• Map
• Excursion
• School Museum

• School holiday
• School website, class
• Collection of minerals, rocks
• Newspaper, magazine
• Video
• Lesson for parallel class, junior class
• Practice report, etc.

• Organizational (formulation of topics, goals, objectives, activity planning)
• Technological (collection and analysis of information, development and discussion of ideas, design of work)
• Final (presentation of the work, its analysis and evaluation)

• Goals (what increments should be
• from project participants after its completion)
• Tasks (what exactly the project participants must accomplish)
• Project time
• Mode of working with reporting dates
• Material support for work on the project

• Significance and relevance
• Correctness of methods
• Participants' activity
• Depth of penetration into the problem
• Evidence of conclusions
• Registration of results

• The best project is a socially significant project.
• The local history principle when choosing a topic is leading.

• active independent activity of students aimed at creating a new product. During this activity, students develop new knowledge, skills, and personality traits.
• Attention! Often in school practice the term “design- research activities" It can be interpreted in different ways, depending on the structure of the activity

• purposeful activity of schoolchildren associated with searching for an answer to a question with a previously unknown solution and presupposing the presence of the main stages characteristic of research in the scientific field

• In the structure of activity, the shares of research and design are equivalent

• Design, which forms the core of the activity, is preceded by research (for example: data collection, public opinion polling)

• 1 option

• Option 2

• Option 3

• The research to which most of the time is devoted culminates in a project

• Abstract (from lat. referre report, report) - a summary of any research in the form of a report or in writing
• (Dictionary of foreign words, AST-press, 1999)

• Educational essay – independent work student to study, comprehend and generalize knowledge on a specific topic, problem

• Project 9th grade of school No. 763

• Formation of students’ geographic culture, as well as key competencies:
• informational
• communicative
• and etc.

• Shape the image of Russia
• Develop skills: planning group work,
• distribute responsibilities
• analyze your work,
• correctly evaluate the work of comrades,
• collect, summarize and highlight the main thing,
• conduct a questionnaire, survey, interview, conduct a conversation, conduct a presentation,
• process information on a computer.

• Pedagogical tasks

• Find out why the population census is conducted in the country. What features of the life of the population does it reveal? Why does the state need this information?
• How would information about students be useful to a school?

• Learning Objectives

• Our school conducted a population census for the first time. We surveyed 750 students in grades 5-11. The majority of respondents treated the census takers attentively and seriously. The results of the census turned out to be very interesting. Some students answered questions with humor; there were those who used profanity, which made processing the data difficult. The purpose of our work was to determine the number of students in the school, their gender, nationality, place of birth, what they want to become, hobbies, eye and hair color, whether they smoke, etc. We asked the students questions not included in the questionnaire, and based on their results wrote articles such as “Lunch of a modern schoolchild”, “How to improve school?”, “Who will cure us while we are at school?” etc.

• Place of birth and nationality
• Religion
• Our names
• Appearance
• Our dining room
• Clothes of a modern schoolchild

• Who do you want to become?

• Hobby

• Informals of our school

• Moscow-442
• St. Petersburg-1
• Vladikavkaz-2
• Dushanbe-2
• Mansurka-1
• Volgograd-1
• Novotroitsk-1
• Minsk-1
• Dresden-1
• Yerevan-2
• Penza-1
• Vanadzor-1
• Kamra-1
• Obninsk-1
• Ijevan-1
• Rostov-on-Don-2
• Tula-2
• Kyiv-3

• Zhytomyr-1
• Sochi-1
• Alma-Ata-1
• Desnogorsk-1
• Belozersk-1
• Chirchik-1
• Pushkino-1
• Efremov-1
• Potsdam-1
• Vanino-1
• Tbilisi-1
• Voronezh-1
• Lipetsk-1
• Murmansk-1
• Kirov-1
• Makhachkala-1
• Kaluga-1

• All schoolchildren can be divided into two groups. The first category includes those who eat in the dining room with pleasure. For example, Olga Georgievna’s class is 6 B. They say that breakfasts and lunches are delicious. The food is healthy and nutritious. And Lyudmila Ivanovna thinks school meals are bad.
• Here is the opinion of the school chef Nadezhda Viktorovna: “The school meals are good, although more fruits and vegetables could be given.”
• The second group includes children who do not like school meals or like only certain dishes. They say that hot dishes are not served hot at all. It is simply impossible to peel the porridge and mashed potatoes from the plate. Others think the portions are very small.
• We have a lot of suggestions from school students regarding additions to the school menu: provide buns, pizza, juice, fruit more often. There is also such a non-standard opinion: sell products from Mc.Donalds, or present school meals in the form of ready-made products, as in some schools “express meals”, i.e. exclude cereals, pasta,...
• P.S. There were children who, out of surprise that they were being asked, were speechless, could not find the right words and switched to their native language: they used profanity, for example: “pi-i-i-i”; switched to youth slang (cool, cool, bullshit...). They even suggested introducing alcoholic drinks into the menu (150 g each for courage before the test).

• Monday
• spring rolls;
• sparkling water;
• fruits.
• Tuesday
• cutlet;
• salad;
• fruits.
• Wednesday
• yogurt;
• puff;
• coffee with milk.

• Thursday
• pizza;
• fruits.
• Friday
• sandwich (with cheese, with sausage);
• glazed curd;
• Saturday
• We go hungry because the canteen is closed.

• The following question arose: why do students like or dislike going to school? It turned out that most children like going to school because they can communicate with friends during breaks. Many justify their positive attitude towards studies by the fact that they want to become educated people. Some schoolchildren think that it is fun, interesting and enjoyable to spend their learning time here. But there are also students who believe that they need to go to school to receive a subsidy and good grades.
• Some children simply do not know how they feel about learning at school, others change their attitude during the learning process. Students sometimes don't feel like going to school. Some people don’t like that classes start very early. They complain about boring classes and being very tired at the end of the day. And some are simply tired of studying.
• From early childhood, children need to be instilled with a desire to understand the world around them, then interest in school will appear and absenteeism will disappear. Lessons should be conducted in a different form: in the form of debates, KVNs, competitions - and then it will be more interesting to study, the children will be happy to go to school or gymnasium and try to get good grades.

Student's individual project

Excerpts from the document“Approximate basic educational program of an educational institution. Basic school / [comp. E. S. Savinov]. - M.: Education, 2011,

section 1.3. System for assessing the achievement of planned results

mastering the basic educational program of basic general education p.108-114

Assessment of the achievement of meta-subject results can be carried out during various procedures. The main procedure for the final assessment of the achievement of meta-subject results is protection of the final individual project.

An additional source of data on the achievement of individual meta-subject results can be the results of testing (usually thematic) in all subjects.

During the ongoing, thematic, interim assessment, the achievement of such communicative and regulatory actions can be assessed that are difficult or impractical to check during a standardized final test, for example, the level of development of cooperation or self-organization skills.

Assessment of the achievement of meta-subject results is also carried out within the framework of the intermediate certification system. To assess the dynamics of formation and level of formation of meta-subject results In the system of intra-school monitoring of educational achievements, all of the above data (the ability to cooperate and communicate, solve problems, etc.) are most appropriate to record and analyze in accordance with those developed by the educational institution:

a) a program for forming the planned results of mastering interdisciplinary programs;

b) a system of intermediate certification (in-school monitoring of educational achievements) of students within class and extracurricular activities;

c) a final assessment system for subjects that are not included in the state (final) certification of students;

d) tools for assessing the achievement of planned results within the framework of current and thematic control, intermediate certification (intra-school monitoring of educational achievements), final certification in subjects that are not submitted for state final certification.

At the same time, the mandatory components of the system of intra-school monitoring of educational achievements are the following materials:

starting diagnostics;

Current execution educational research and educational projects;

intermediate and final complex works on an interdisciplinary basis, aimed at assessing the formation of cognitive, regulatory and communicative actions when solving educational, cognitive and educational and practical tasks based on working with text;

Current sample execution educational-practical and educational-cognitive tasks to assess the ability and readiness of students to master systematic knowledge, their independent replenishment, transfer and integration; ability to cooperate and communicate, to solve personally and socially significant problems and to translate solutions into practice; ability and willingness to use ICT for learning and development; abilities for self-organization, self-regulation and reflection;

protection of the final individual project.

Features of individual project assessment

An individual final project is an educational project carried out by a student within the framework of one or more academic subjects in order to demonstrate their achievements in independent mastery of the content and methods of selected areas of knowledge and/or types of activities and the ability to design and implement expedient and effective activities (educational, cognitive, design, social, artistic and creative, other).

Completion of an individual final project is mandatory for each student; failure to complete it is equivalent to receiving an unsatisfactory grade in any academic subject.

In accordance with the objectives of the project preparation the educational institution develops a plan and project preparation program for each student, which, at a minimum, should include requirements for the following headings:

Organization of project activities;

Project protection;

Criteria for evaluating project activities.

Requirements for organizing project activities should include provisions that students themselves choose both the project topic and the project leader 1 ; the topic of the project must be approved (the level of approval is determined by the educational institution; the project implementation plan is developed by the student together with the project leader). An educational institution may impose other requirements for the organization of project activities.

In the section about requirements for content and focus of the project It is mandatory to indicate that the result of project activities must have a practical orientation. This section also describes: a) possible types of work and forms of their presentation and b) composition of materials, which must be prepared upon completion of the project to protect it.

For example, result (product) of project activities could be any of next works:

A) paperwork(essay, abstract, analytical materials, review materials, research reports, poster presentation, etc.);

b) artistic creative work(in the field of literature, music, visual arts, screen arts), presented in the form of a prose or poetic work, dramatization, artistic recitation, performance of a musical work, computer animation, etc.;

V) material object, layout, other design product;

G) reporting materials on a social project, which can include both texts and multimedia products.

IN composition of materials, which must be prepared upon completion of the project for its protection, must include:

1) submitted for defense product of project activity, presented in one of the forms described above;

2) prepared by the student brief explanatory note to the project(no more than one typewritten page) indicating for all projects: a) the original concept, purpose and purpose of the project; b) brief description the progress of the project and the results obtained; c) list of sources used. For design projects The explanatory note also includes a description of the features of design solutions for social projects - description of the effects/impact of the project implementation;

3) short review from the manager, containing brief description the student’s work during the project, including: a) initiative and independence; b) responsibility (including the dynamics of attitude towards the work performed); c) performance discipline. If there are appropriate grounds in the work performed, the review may also highlight the novelty of the approach and/or solutions obtained, the relevance and practical significance of the results obtained.

General requirement For all works, it is necessary to comply with the norms and rules of citation and references to various sources. In case of borrowing the text of the work (plagiarism) without indicating references to the source, the project is not allowed to be protected.

In the section about project protection requirements it is indicated that the defense is carried out in the process of specially organized activities of a commission of an educational institution or at a school conference. The latter form is preferable, since it is possible to publicly present the results of work on projects and demonstrate the level of students’ mastery of individual elements of project activity.

The results of the project are assessed based on the results of the commission's review of the presented product with a short explanatory note, the student's presentation and the supervisor's feedback.

Criteria for evaluating project work are developed taking into account the goals and objectives of project activities on at this stage education. It is advisable to evaluate an individual project according to the following criteria:

1.Ability to independently acquire knowledge and solve problems, manifested in the ability to pose a problem and choose adequate ways to solve it, including searching and processing information, formulating conclusions and/or justifying and implementing/testing the decision made, justifying and creating a model, forecast, model, layout, object, creative solution, etc. n. This criterion generally includes an assessment of the formation of cognitive educational actions.

2.Formation of subject knowledge and methods of action, manifested in the ability to reveal the content of the work, competently and reasonably, in accordance with the problem/topic under consideration, use existing knowledge and methods of action.

3.Formation of regulatory actions, manifested in the ability to independently plan and manage one’s cognitive activity over time, use resource capabilities to achieve goals, and choose constructive strategies in difficult situations.

4.Formation of communicative actions, manifested in the ability to clearly present and formalize the work performed, present its results, and answer questions with reason.

The results of the completed project can be described on the basis of an integral (level) approach or on the basis of an analytical approach.

At integral description results of the project, a conclusion about the level of development of project activity skills is made based on an assessment of the entire set of main elements of the project (product and explanatory note, review, presentation) for each of the four criteria mentioned above.

At the same time, in accordance with the adopted assessment system, it is advisable to distinguish two levels of development of project activity skills: base And elevated. The main difference between the selected levels is degree of independence student during the implementation of the project, therefore, identifying and recording during the defense what the student is able to do independently and what only with the help of the project manager is the main task of the assessment activity.

Below is an approximate content description of each of the above criteria 2.

Approximate content description of each criterion

The decision that the project has been completed at an advanced level is made on the condition that: 1) such an assessment is made by the commission for each of the three criteria that characterize the formation of meta-subject skills (the ability to independently acquire knowledge and solve problems, the formation of regulatory actions and the formation of communicative actions). The maturity of subject knowledge and methods of action can be recorded at a basic level; 2) none of the mandatory elements of the project (product, explanatory note, manager’s review or presentation) provides grounds for a different decision.

The decision that the project has been completed at the basic level is made provided that:

1) such an assessment is given by the commission for each of the criteria presented;

2) demonstrated All mandatory elements of the project: a completed product that meets the original plan, a list of sources used, positive feedback from the manager, presentation of the project;

3) questions were answered.

In the case of outstanding projects, the commission can prepare a special conclusion on the merits of the project, which can be presented upon admission to specialized classes.

Thus, the quality of the completed project and the proposed approach to describing its results make it possible to generally assess the ability of students to produce a product that is meaningful for themselves and/or for other people, the presence of creative potential, the ability to complete a task, responsibility and other qualities formed at school.

The mark for completing the project is placed in the “Project activity” or “Exam” column in the class journal and personal file. In a state-issued document on the level of education - a certificate of basic general education - the mark is placed in a free line.

The results of an individual project can be considered as an additional basis for enrolling a graduate of a general education institution in his chosen field of specialized education.

If necessary, selection for admission to specialized classes can be used analytical approach to the description of the results, according to which, for each of the proposed criteria, quantitative indicators are introduced that characterize the completeness of the manifestation of project activity skills. At the same time, as the theory and practice of pedagogical measurements shows, the maximum score for each criterion should not exceed 3 points. With this approach, achieving the basic level (the “satisfactory” mark) corresponds to receiving 4 primary points (one point for each of the four criteria), and achieving advanced levels corresponds to receiving 7-9 primary points (the “good” mark) or 10-12 primary points (mark “excellent”).

A similar approach, accompanied by more detailed description criteria or the introduction of special criteria reflecting certain aspects of project activity (for example, the formation of problem-solving skills, or the ability to work with information, or certain communicative competencies), can be used in the current educational process when teaching skills to carry out project activities. When using detailed or special criteria for each of the selected criteria, separate scales are developed and their criterion description is given.

1 The project manager can be either a teacher of a given educational institution or an employee of another organization or another educational institution, including a higher one.

2 An educational institution can clarify, supplement and/or change the proposed criteria, taking into account the characteristics of the assessment system used in this educational institution, as well as taking into account the subject focus of the projects being implemented.

INDIVIDUAL FINAL PROJECT

AS A MEANS OF IMPLEMENTING GEF

PERFORMED

KLYUVITKINA LYUDMILA VLADIMIROVNA

Final individual project developed according to requirements :

• Federal State Educational Standard for Basic General Education
• Basic educational program of basic general education
• Program for the formation of universal educational activities

• section 1.3. The system for assessing the achievement of the planned results of mastering the basic educational program of basic general education p. 108-114 is written:

Assessment of the achievement of meta-subject results can be carried out during various procedures.

The main procedure for the final assessment of the achievement of meta-subject results is protection of the final individual project .

The final individual project -

educational project carried out by students within one

or several academic subjects

in order to demonstrate

your achievements.

• Completion of the final individual project is mandatory for every student studying according to the Federal State Educational Standard
• Defense of the individual final project is one of the mandatory components of the materials of the system of internal monitoring of educational achievements.

• The individual final project (IIP) must satisfy the following conditions:
• the presence of a socially or personally significant problem;
• the presence of a specific social addressee of the project “customer”;
• independent and individual nature of students’ work;
• The project is interdisciplinary, supradisciplinary, i.e. not limited to one academic discipline.

Goals of the final individual project

• Demonstrate graduates’ ability and readiness to master systematic knowledge, independently replenish it, transfer and integrate it.
• Reveal students' ability to cooperate and communicate.
• To develop the student’s ability to solve personally and socially significant problems and implement the solutions found into practice.
• Assess the learner's ability and readiness to use ICT for learning and development purposes.
• Determine the level of development of the student’s ability to self-organization, self-regulation and reflection.

Objectives of the final individual project

• Planning training (the student must be able to clearly define a goal, describe the steps to achieve it, and concentrate on achieving the goal throughout the entire work).
• Formation of skills in collecting and processing information and materials (be able to select appropriate information and use it correctly).
• Development of the ability to analyze, formation of creativity and critical thinking.
• Formation and development of public speaking skills.
• Formation of a positive attitude towards activities (show initiative, complete work on time in accordance with the established plan)

• Meta-subject and inter-subject projects are welcomed, the leaders of which can be several teachers.
• The work includes not only the collection, systematization and synthesis of information on the proposed problem, but also represents an independent study demonstrating the author’s vision of the problem, its original interpretation or solution.
• The project must have a practical orientation, be in demand and be able to be used in one or another area of ​​human activity

The role of the teacher

• Select types and products of project activities that would be adequate to the age of the project participants;
• Formulate the goals of the upcoming work so that they are accessible, understandable, and, no less important, interesting and meaningful to students;
• Help students find the right sources of information;
• Be a source of information yourself;
• Coordinate the entire process of student activities;
• Encourage students.

Project protection requirements

• Protection is carried out in the process of specially organized public defense of IIP.

• The commission may include teachers, heads of educational institutions, administration of the educational institution .

The more adults encourage independence

and the child's self-confidence,

the higher the degree of personal self-realization in adolescence

and older age.

• The ability to independently acquire knowledge and solve a problem, which is manifested in the ability to pose a problem and choose adequate ways to solve it, including searching and processing information, formulating conclusions and/or justifying and implementing/testing the decision made, justifying and creating a model, forecast, model, layout, object, creative solution, etc. This criterion generally includes an assessment of the formation of cognitive educational actions.
• Formation of subject knowledge and methods of action, manifested in the ability to reveal the content of the work, competently and reasonably, in accordance with the problem/topic under consideration, use existing knowledge and methods of action.

General criteria for evaluating project work

• Formation of regulatory actions, manifested in the ability to independently plan and manage one’s cognitive activity over time, use resource capabilities to achieve goals, and choose constructive strategies in difficult situations.
• Formation of communicative actions, manifested in the ability to clearly state and formalize the work performed, present its results, and answer questions with reason.

The mark for completing the final individual project is placed in the “Project and research activities” column in the class journal and personal file.

In the certificate of basic general education, the mark for the final project is placed in a free line.

The topic of the project and the results of its defense in the form of a certificate (certificate) are necessarily placed in the student’s portfolio

The only way leading to knowledge

– this is an activity.

Bernard Sh OU

A project is always research, search, study of the unknown...

Learn a lot of new things and

learn to do something you couldn’t do before

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