Themes oud. Program for the formation of universal educational activities. Practical activities of students

26.10.2021

Universal learning activities (UUD)

Provide the student's ability to self-development and self-improvement

through the conscious and active appropriation of new social experiences

Functions of the universal learning activities "Learning in communication":

1. Regulation of educational activities

adoption and setting of educational goals and objectives,

search and effective application of the necessary means and methods for the implementation of educational goals and objectives,

control, evaluation and correction of the process and results of educational activities

2. Creation of conditions for self-development and self-realization of the individual

readiness for continuous education based on the ability to learn ,

formation of civic identity and tolerance of life in a multicultural society,

development of high social and professional mobility

3. Ensuring the success of training

successful acquisition of knowledge, skills and abilities;

formation of a holistic picture of the world;

formation of competencies in any subject area of knowledge

Types of universal learning activities

Personal

Regulatory

general cognitive

Communicative

UUD name

document, program

Student actions

GEF

Approximate OOP

Program "Formation of UUD"

cognitive

general education;

Brain teaser;

Problem posing and solving

Reflective reading;

State the problem and argue its relevance;

Independently conduct research, test hypotheses;

Organize research to test hypotheses;

Argument.

general education,

logical learning activities,

setting and solving the problem.

Make hypotheses:

Prove or disprove the proposed hypothesis;

Conduct an experiment, study

Generalize subject concepts;

Compare, analyze;

Establish causal relationships;

Structure the text, highlight the main, secondary;

Uses various information resources.

Communicative

Planning of educational cooperation;

Asking questions;

Construction of speech statements;

Leadership and coordination of actions with a partner.

Take into account different opinions and strive to coordinate different positions in cooperation;

Formulate your own opinion and position, argue and coordinate it with the positions of partners in cooperation in developing a common solution in joint activities;

Planning learning collaboration with teacher and peers

Raising questions, proactive cooperation in the search and collection of information;

Conflict resolution, decision making and its implementation;

Managing the partner's behavior - control, correction, evaluation of his actions;

The ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication;

Expresses his own opinion and position, establishes and compares different points of view, argues his own opinion, organizes, exercises mutual control, mutual assistance.

Carries out control, correction, evaluation of the actions of the partner, uses adequate language means, displays the content of the actions performed in speech, fully conveys information to the partners.

Regulatory

goal setting;

Planning;

Forecasting;

The control;

Correction;

Goal-setting, setting new goals, transformation of a practical task;

Independently analyze the conditions for achieving the goal;

Set target priorities;

Be able to independently manage your time and manage it;

Adequately self-assess the correctness of the action

Goal-setting as setting a learning task based on the correlation of what is already known and learned by students, and what is still unknown;

Planning - determining the sequence of intermediate goals, taking into account the final result;

Forecasting - anticipation of the result and the level of assimilation of knowledge,

The control

Correction - making the necessary additions and adjustments

Evaluation - the selection and awareness by students of what has already been learned and what still needs to be learned,

Self-regulation

Plan, reflect;

Focus on the situation;

predict the result;

Designate a target;

Make decisions;

Correct;

Carry out self-control;

Evaluate their activities.

Personal

Meaning formation;

Moral and aesthetic assessment;

Self-knowledge and self-determination;

formation:

the foundations of the civic identity of the individual(including cognitive, emotional-value and behavioral components);

foundations of social competencies(including value-semantic attitudes and moral norms, experience of social and interpersonal relations, legal awareness);

Willingness and ability to transition to, including readiness to choose the direction of specialized education.

Personal, professional, life self-determination;

Sense formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, moral and ethical orientation, including the evaluation of the content being assimilated, providing a personal moral choice. UUD: formation... planned results for program formation UUD. For formation personal universal educational...

Explanatory note The interdisciplinary program for the formation of universal educational activities at the stage of primary general education (hereinafter referred to as the program for the formation of uud) specifies the requirements of the fgos noo for personal and meta-subject results of mastering the main educational program of primary general education,

Explanatory note

... programs and serves as the basis for the development of exemplary programs subjects, courses, disciplines. Program formation UUD... and the nature of the types of universal actions. Program formation UUD for primary general education: establishes ...

The program for the formation of universal educational activities for students at the stage of primary general education Explanatory note (2)

Program

Process. Theoretical and methodological basis of design programs formation UUD in general, they are system-activity and ... way, quality and efficiency of implementation programs formation UUD

The program for the formation of universal educational activities for students at the stage of primary general education of general education

Program

Prevention of school difficulties. Target programs formation UUD regulation of the processes of mastering meta-subject skills ... sociological surveys). Quality and efficiency of implementation programs formation UUD largely dependent on awareness...

Sections: elementary School

At present, the main task of education is to educate a person who can learn independently. This is important due to the high rate of renewal of scientific knowledge and technology, when a person constantly has to learn and relearn. The standards of the second generation put forward “the development of students on the basis of their mastery of universal educational activities” as the goal and main result of education. In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience. The universal nature of educational actions is manifested in the fact that they are of a supra-subject, meta-subject nature, i.e. each subject, depending on its content and ways of organizing the educational activities of students, has opportunities for the formation of universal educational activities.

In other words, universal learning activities (hereinafter - UUD) should provide students not only with the successful assimilation of knowledge, the formation of skills, abilities, competencies in any subject area, but also the opportunity to independently carry out learning activities, set learning goals, seek and use the necessary means and methods. their achievements, monitor and evaluate the process and results of activities.

In accordance with the Federal State Educational Standard, the main educational program includes four types of UUD: personal, communicative, regulatory and cognitive.

Personal actions reflect the system of value orientations of the younger student, his attitude to various aspects of the world around him.

Regulatory actions provide students with the ability to organize their educational and cognitive activities.

cognitive actions provide the ability to cognize the world around: readiness to carry out directed search, processing and use of information.

Communicative actions provide the ability to carry out productive communication in joint activities, showing tolerance in communication, observing the rules of verbal and non-verbal behavior, taking into account the specific situation.

The formation of UUD in the educational process is determined by three complementary provisions:

the formation of UUD as a goal determines the content and organization of the educational process;

the formation of UUD takes place in the context of the assimilation of various subject disciplines and extracurricular activities;

UUD can be formed on the basis of the use of technologies, methods and techniques for organizing educational activities that are adequate to the age of students.

The task of the teacher is to learn how to organize the educational process in such a way that the mastering of the basic concepts by students occurs simultaneously with the accumulation of experience of actions that ensure the development of the ability to independently seek, find and assimilate knowledge, i.e. the competence to “teach to learn”. The selection of the content of educational subjects, the definition of forms and methods of teaching - all this should take into account the goals of the formation of specific types of UUD.

Each academic subject, depending on the subject content, has certain opportunities for the formation of UUD. Consider priorities subject content in the formation of UUD.

	Russian language	Literary reading	Mathematics	The world		Technology
Personal.	vital self-determination		meaning formation	moral and ethical orientation		creative self-realization
Regulatory.	goal-setting, planning, forecasting, control, correction, evaluation, algorithmization of actions (mathematics, Russian language, the world around us, technology, physical education, etc.)
cognitive general education.	modeling (translation of spoken language into written language)	semantic reading, arbitrary and conscious oral and written statements	modeling, the formation of a common technique for solving problems, choosing the most effective ways to solve problems	wide range of information sources	Modeling and Displaying a Transformation Object in the form of models
Cognitive logical.	Formulation of personal, linguistic, moral problems. Independent creation of ways to solve problems of a search and creative nature		Analysis, synthesis, comparison, grouping, cause-and-effect relationships, logical reasoning, evidence, practical actions		Formation of an internal plan based on phased development subject-transformative actions
Communicative.	Using the means of language and speech to receive and transmit information, participation in joint productive activities and productive dialogue; self-expression: monologues of various types.

So, the connection of universal educational actions with the content of educational subjects is determined by the following statements:

UUD is an integral system in which it is possible to single out interrelated and interdependent types of actions:
- communicative - providing social competence,
- cognitive - general educational, logical, related to problem solving,
- regulatory - ensuring the organization of their own activities,
- personal - determining motivational orientation.

The formation of UUD is a purposeful, systemic process that is implemented through all subject areas and extracurricular activities.

The UUD specified by the standard determine the emphasis in the selection of content, planning and organization of the educational process, taking into account the age-psychological characteristics of students.

The scheme of work on the formation of specific UUD of each type is indicated in thematic planning, technological maps.

Ways to take into account the level of their formation - in the requirements for the results of mastering the curriculum for each subject and in the mandatory programs of extracurricular activities.

The pedagogical support of this process is carried out with the help of the Portfolio, which is a procedural way of assessing the achievements of students in the development of universal educational activities.

The results of mastering UUD are formulated for each class and are a guideline in organizing monitoring of their achievement.

In each school, each teacher, the content of UUD should vary depending on various conditions: on the age of students and their individual characteristics, on the class, on the pedagogical style and priority pedagogical approaches of the teacher, subject specifics, etc.

Consider the activities of students at each stage lesson and select those UUDs that can be formed with the right organization learning process.

1. Goal setting.

The teacher leads students to understand the topic, purpose and objectives of the lesson and formulate them. It is important for students to realize at this stage the boundaries of their knowledge and ignorance. This activity contributes to the formation of cognitive, regulatory (goal-setting), communicative (objective communication) and personal (motivation) UUD.

2. Planning.

Students plan ways to achieve the intended goal, and the teacher assists them in this, advises. At the same time, students develop regulatory UUD (planning).

3. Practical activities of students.

Students carry out learning activities according to the planned plan. Here you can use group work or individual work. The teacher advises students. At the same time, cognitive, regulatory, communicative UUDs develop.

4. Control.

Students exercise control themselves (it can be self-control, mutual control). The teacher also acts as a consultant.

UUD are formed: regulatory (control, self-control), communicative.

5. Correction of activity.

Students formulate difficulties and carry out their own correction. The task of the teacher is to provide the necessary assistance.

UUD are formed: regulatory, communicative.

6. Assessment of students.

Students evaluate activities based on their results (self-assessment, mutual assessment). The teacher advises.

UUD are formed: regulatory (assessment, self-assessment), communicative.

7. The result of the lesson.

Reflection is underway. In this activity, UUD are formed: regulatory (self-regulation), communicative, personal.

8. Homework.

It is useful to offer students tasks to choose from (taking into account individual capabilities). At the same time, cognitive, regulatory and communicative UUDs are formed.

Of course, the UUDs are presented here in a generalized form. But it is precisely this kind of work that helps to see at what stage of the lesson what meta-subject results can be formed if the activities of students are properly organized.

And now let's consider more specifically what methods, techniques, teaching aids, forms of organization of students' activities can be used when conducting a lesson aimed at forming not only subject, but also meta-subject results.

1. Goal setting. Conducting problematic dialogue.
2. Planning. Work with the lesson map.
3. Practical activities of students.

a) Group, pair, individual forms of organizing the activities of students.
b) Work on solving design problems.
c) Conducting role-playing games.
d) Work with the textbook. It is necessary to make maximum use of the possibilities of the main learning tool - the textbook, because all textbooks have been examined for compliance with the requirements of the Federal State Educational Standard of the IEO and allow us to achieve the necessary results.
e) Application of dictionaries, reference books, encyclopedias, ICT-technologies.

4. Control.

a) Application of the method of unmarked learning (“magic rulers” - author G.A. Tsukerman).
b) Self-control and mutual control by in advance certain criteria.

5. Correction of activity.

a) Mutual aid organization;
b) the use of various memos.

6. Assessment of students.

a) Application of the method of non-grading learning - author G.A. Zuckerman;
b) self-control and mutual control of oral and written answers according to criteria defined in advance.

7. The result of the lesson. Conducting reflection using:

a) Reception "palm" (the higher the activity in the lesson, the higher the position of the pencil on the palm);
b) emoticons;
c) colored circles in feedback sheets, etc.

8. Homework.

a) The use of creative tasks, practical-significant tasks;
b) the use of differentiated tasks.

Of course, these are not the only possibilities for constructing a lesson aimed at the formation of UUD. The new standard, having defined the requirements for educational results, requires the teacher to build a lesson in a new way. However, if the methods of work used by the teacher before can work for new results, they certainly need to be applied in the new educational environment.

So, the success of education in primary school largely depends on the formation of universal educational activities. The development of UUD ensures the formation of psychological neoplasms and abilities of the student, which, in turn, determine the conditions for the high success of educational activities and the development of academic disciplines. If in elementary school students develop universal learning activities to the full extent, then it will not be difficult for them to study in the main part of the school.

To control the mastery of UUD students, it is important to diagnose them (twice a year). The criteria for assessing the formation of universal learning activities should take into account two components:

compliance with age-psychological regulatory requirements;

compliance of properties of universal actions with predetermined requirements.

Age-psychological standards are formed for each type of UUD, taking into account a certain stage of their development. The properties of actions to be assessed include: the level of performance of the action, completeness, consciousness, generality, criticality and mastery.

Let us dwell on those positions that we diagnose when studying the level of formation of UUD of younger schoolchildren through the performance of tasks.

To study the formation of cognitive UUD, the following skills are diagnosed:

determine the need and sufficiency of information to solve the problem;

select sources of information necessary to solve the problem;

extract information from texts, tables, diagrams, illustrations;

compare and group facts and phenomena;

determine the causes of phenomena and events;

draw conclusions based on the generalization of knowledge;

present information in the form of tables, charts, diagrams.

To study the formation of regulatory UUD, skills are diagnosed :

independently formulate the purpose of the activity;

draw up an action plan;

act according to plan;

compare actions with the goal, find and correct errors;

check and evaluate the results of the work.

To study the formation of communicative UUD, the following skills are diagnosed:

read information given explicitly;

explain the meaning of words and phrases;

read information given in implicit form;

understand the meaning of the text as a whole (the main idea);

interpret the text (through creative retelling).

To study the formation of personal UUD, the following skills are diagnosed:

evaluate actions from the position of moral values;

explain the assessment of an act from the position of moral values;

determine important rules of conduct for yourself and others;

choose behavior in accordance with generally accepted rules;

to separate the assessment of the act from the assessment of the person himself;

define an act as ambiguous (it cannot be unambiguously assessed as good or bad).

It must be remembered that the student-centered approach to the diagnosis of UUD does not imply a comparison of the student's results with the results of his classmates, and personal results are not evaluated individually, but only in the class as a whole.

The results of diagnostics enable the teacher to determine the effectiveness of the implementation of the educational process, to adjust, if necessary, their own activities and the content of education, to see the possibilities for implementing an individual approach to the development of each student. Repeated diagnostics allows you to track the dynamics of the formation of universal learning activities and influence their further development.

In conclusion, it should be noted that if the formation of UUD is not given due attention, this will lead to acute problems of school education: lack of formation of educational and cognitive motives and low curiosity of a significant part of students, difficulties in arbitrary regulation of educational activities, a low level of general cognitive and logical actions, difficulties in school adaptation , growth of deviant behavior . It is purposeful systematic work on the formation of UUD that is the key condition for increasing the efficiency of the educational process in the new conditions of the development of society.

Bibliography:

Asmolov A.G.. How to design universal learning activities in elementary school / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; ed. A.G. Asmolov. – M.: Enlightenment, 2011.

Buneev R.N. Diagnosis of meta-subject and personal results of primary education / R.N. Buneev, E.V. Buneeva, A.A. Vakhrushev, A.V. Goryachev, D.D. Danilov. – M.. 2011

Galperin P.Ya. Methods of teaching and mental development of the child / P.Ya. Galperin. - M., 1985

Zavyalova O.A. Meta-subject activities in teaching: where should the teacher start? / O.A. Zavyalova. - M., 2012

Melnikova E.L. Problem lesson, or How to discover knowledge with students: A guide for the teacher / E.L. Melnikova E.L. - M., 2006

Mikheeva Yu.V. Lesson. What is the essence of the changes with the introduction of the Federal State Educational Standard of the IEO: (article) / / Nauch.- prakt. zhur. “Academic Bulletin” / Min. arr. MO CKO ASOU. - 2011. - Issue. 1(3). - with. 46–54.

Federal State Educational Standard of Primary General Education. / Ministry of Education and Science of the Russian Federation - M .: Education, 2010.

Designing the main educational program of an educational institution. – Academic book, 2010

Repkina G.V. Assessment of the level of formation of educational activity: to help the primary school teacher / G.V. Repkina, E.V. Stutterer. – Tomsk, 1993.

Tsukerman G.A. Introduction to school life / G.A. Zuckerman, K.N. Polivanova. - M., 1999.

Tsukerman G.A. Evaluation without mark: / G.A. Cukerman http:// exsperiment.lv/rus/biblio/cukerm_ocenka.htm

The monograph contains theoretical and practical materials of experimental work on the creation, substantiation and approbation of an intra-school system of educational, methodological and managerial support for the development of universal educational activities of students. The ideological, content, didactic, methodological and managerial aspects of solving the problem of mastering the meta-subject content of education by students are considered. The creation, theoretical substantiation and testing of the presented materials was carried out within the framework of the network experimental site of the Moscow Pedagogical State University.
The monograph is addressed to the leaders and teachers of schools, students and teachers of pedagogical universities, who are aware of the importance of the purposeful development of students' learning skills.

At UNIVERSAL LEARNING ACTIONS, GENERAL LEARNING SKILLS AND "OCCAM'S RAZOR".
The reader can get a general idea about the content of the proposed monograph by reading the title and annotation, looking at the table of contents. Nevertheless, we have found it necessary to write a few words addressed to the readers and acting as a lightning rod, so that this work will avoid more severe criticism than it undoubtedly deserves.

We considered it necessary to once again demonstrate the relevance of universal methods for obtaining and applying knowledge and determine the place of this publication in the process of developing and substantiating an intra-school system of educational, methodological and managerial support for the formation and development of educational and cognitive competence of students.

Today, no one doubts that the rights, interests and abilities of the child should become the point of growth of the ideological and organizational foundations of the modern school. The school is, apparently, the only social institution that is obliged and can take upon itself the implementation of the rights of the child to his full personal development. One of the conditions for the realization of this right is that the student has the ability to learn.

CONTENT
UNIVERSAL LEARNING ACTIONS. GENERAL EDUCATIONAL SKILLS AND OCKAM’S RAZOR (instead of greeting)
Lyrical digression.
Toffler E. "Future Shock"
1. UNIVERSAL LEARNING ACTIONS. OR ALL GENERAL EDUCATIONAL SKILLS:
history of determining the priority component of the content of general education
Lyrical digression.
Solovyov V. S. "Letters of different years"
2. CLASSIFICATION OF GENERAL EDUCATIONAL SKILLS OF SCHOOLCHILDREN:
activity component of the meta-subject content of education
Lyrical digression.
Gessen S. I. “Fundamentals of Pedagogy.
Introduction to Applied Philosophy»
3. META-SUBJECT EDUCATIONAL PROGRAM:
project of a holistic intra-school system of educational and methodological support for the formation and development of general educational skills
Lyrical digression.
Ilyenkov E. V. "School should teach to think"
4. QUALITY MANAGEMENT OF GENERAL EDUCATIONAL SKILLS:
definition of key concepts and basic procedures
Lyrical digression.
Florensky P. A. Letter to V. I. Vernadsky
5. TECHNOLOGY OF INTRASCHOOL MANAGEMENT OF THE FORMATION AND DEVELOPMENT OF STUDENTS' GENERAL EDUCATIONAL SKILLS:
management of the creation and implementation of an intra-school system of educational and methodological support for the formation and development of general educational skills
Lyrical digression.
Likhachev D. S. "Reflections"
6. CASE TASKS:
determination of the level of formation of professional competence of teachers in organizing the development of universal educational activities by students
Lyrical digression.
Mamardashvili M. K. "The problem of man in philosophy"
ONCE AGAIN ON THE DEVELOPMENT OF GENERAL EDUCATIONAL SKILLS AS AN ACTIVE COMPONENT OF STUDENTS’ EDUCATIONAL AND COGNITIVE COMPETENCE (instead of saying goodbye)
Lyrical digression.
Bruner J. "The Culture of Education"
BIBLIOGRAPHICAL LIST.

Free download e-book in a convenient format, watch and read:
Download the book Development of universal educational activities, Vorovshchikov S.G., Orlova E.V., 2012 - fileskachat.com, fast and free download.

Meta-subject training session, Resource for mastering universal learning activities by students, Vorovshchikov S.G., Goldberg V.A., Novozhilova M.M., Averina N.P., 2015
Theory and practice of meta-subject education, Search for problem solving, Vorovshchikov S.G., Goldberg V.A., Vinogradova S.S., 2017
The school should teach to think, design, explore, Management aspect, Vorovshchikov S.G., Novozhilova M.M., 2008

Regulatory UUD

1. The ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity (FGOS OOO p. 10). Thus, as planned meta-subject results, it is possible, but not limited to the following, a list of what the student will be able to:

analyze existing and plan future educational outcomes;
identify own problems and determine the main problem;
put forward versions of the solution to the problem, formulate hypotheses, anticipate the final result;
set the goal of the activity based on a specific problem and existing opportunities;
formulate learning objectives as steps to achieve the goal of the activity;
justify targets and priorities with references to values, indicating and justifying the logical sequence of steps.

2. The ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive tasks (FGOS OOO p. 10). The student will be able to:

determine the action(s) in accordance with the educational and cognitive task, draw up an algorithm of actions in accordance with the educational and cognitive task;
to substantiate and carry out the choice of the most effective ways of solving educational and cognitive problems;
determine / find, including from the proposed options, the conditions for the implementation of the educational and cognitive task;
build life plans for the short-term future (state targets, set adequate tasks for them and propose actions, indicating and justifying the logical sequence of steps);
choose from those offered and independently seek means / resources to solve the problem / achieve the goal;
draw up a plan for solving the problem (project implementation, research);
identify potential difficulties in solving educational and cognitive tasks and find means to eliminate them;
describe your experience, formalizing it for transfer to other people in the form of a technology for solving practical problems of a certain class;
plan and adjust your individual educational trajectory.

3. The ability to correlate their actions with the planned results, to monitor their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation (FGOS OOO p. 10). The student will be able to:

determine, together with the teacher and peers, the criteria for the planned results and the criteria for evaluating their educational activities;
to systematize (including choosing priority) criteria for planned results and evaluation of their activities;
select tools for evaluating their activities, exercise self-control of their activities within the framework of the proposed conditions and requirements;
evaluate their activities, arguing the reasons for achieving or not achieving the planned result;
find sufficient funds to carry out educational activities in a changing situation and / or in the absence of a planned result;
working according to its plan, make adjustments to current activities based on an analysis of changes in the situation in order to obtain the planned characteristics of the product/result;
establish a relationship between the obtained characteristics of the product and the characteristics of the process of activity, upon completion of the activity, propose a change in the characteristics of the process to obtain improved product characteristics;
compare your actions with the goal and, if necessary, correct errors yourself.

4. The ability to assess the correctness of the implementation of the educational task, one's own ability to solve it (FGOS OOO p. 10). The student will be able to:

determine the criteria for the correctness (correctness) of the educational task;
analyze and justify the use of appropriate tools to complete the learning task;
freely use the developed criteria for assessment and self-assessment, based on the goal and available criteria, distinguishing the result and methods of action;
to evaluate the product of its activity according to predetermined and/or independently determined criteria in accordance with the purpose of the activity;
justify the achievability of the goal in the chosen way based on an assessment of its internal resources and available external resources;
fix and analyze the dynamics of their own educational results.

5. Possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities (FGOS OOO p. 10). The student will be able to:

observe and analyze their educational and cognitive activities and the activities of other students in the process of mutual verification;
correlate the actual and planned results of individual educational activities and draw conclusions;
make decisions in a learning situation and be responsible for it;
independently determine the reasons for their success or failure and find ways out of the situation of failure;
retrospectively determine what actions to solve the learning problem or the parameters of these actions led to the receipt of the existing product of learning activities;
demonstrate methods of regulation of psychophysiological/emotional states to achieve the effect of calming (eliminating emotional tension), the effect of recovery (weakening the manifestations of fatigue), the effect of activation (increasing psychophysiological reactivity).

Cognitive UUD

6. The ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions (FGOS OOO p. 10 ). The student will be able to:

select words subordinate to the keyword, defining its features and properties (sub-ideas);
build a logical chain of a keyword and its subordinate words;
highlight the sign of two or more objects or phenomena and explain their similarity;
combine objects and phenomena into groups according to certain characteristics, compare, classify and generalize facts and phenomena;
distinguish a phenomenon from the general range of other phenomena;
to determine the circumstances that preceded the emergence of a connection between phenomena, to single out from these circumstances the determinants that can be the cause of this phenomenon, to identify the causes and consequences of phenomena;
build reasoning from general patterns to particular phenomena and from particular phenomena to general patterns;
build a reasoning based on a comparison of objects and phenomena, while highlighting common features;
present the information received, interpreting it in the context of the problem being solved;
independently indicate information that needs to be verified, propose and apply a method for verifying the accuracy of information;
verbalize the emotional impression made on him by the source;
explain phenomena, processes, connections and relationships revealed in the course of cognitive and research activities (give an explanation with a change in the form of presentation; explain, detailing or generalizing; explain from a given point of view);
identify and name the causes of an event, phenomenon, including possible causes / most probable causes, possible consequences of a given cause, independently carrying out a cause-and-effect analysis;
draw a conclusion based on a critical analysis of different points of view, confirm the conclusion with one's own argumentation or independently obtained data.

7. The ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive tasks (FGOS OOO p. 10). The student will be able to:

designate an object and / or phenomenon with a symbol and a sign;
determine logical connections between objects and / or phenomena, designate these logical connections using signs in the diagram;
create an abstract or real image of an object and/or phenomenon;
build a model/scheme based on the conditions of the problem and/or the method of solving the problem;
create verbal, material and informational models highlighting the essential characteristics of the object to determine how to solve the problem in accordance with the situation;
transform models in order to identify general laws that define this subject area;
transfer complex (multi-aspect) information from a graphical or formalized (symbolic) representation into a textual representation, and vice versa;
build a scheme, an action algorithm, correct or restore a previously unknown algorithm based on existing knowledge about the object to which the algorithm is applied;
build evidence: direct, indirect, by contradiction;
analyze / reflect on the experience of developing and implementing an educational project, research (theoretical, empirical) based on the proposed problem situation, the set goal and / or the specified criteria for evaluating the product / result.

8. Semantic reading (FGOS OOO p. 10). The student will be able to:

find the required information in the text (in accordance with the goals of their activities);
navigate the content of the text, understand the holistic meaning of the text, structure the text;
establish the relationship of the events, phenomena, processes described in the text;
summarize the main idea of the text;
transform the text, "translating" it into another modality, interpret the text (fiction and non-fiction - educational, popular science, informational, non-fiction text);
critically evaluate the content and form of the text.

Communicative UUD

9. Ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and consideration of interests; formulate, argue and defend one's opinion (FGOS OOO p. 10). The student will be able to:

identify possible roles in joint activities;
play a role in joint activities;
take the position of the interlocutor, understanding the position of the other, to distinguish in his speech: opinion (point of view), evidence (arguments), facts; hypotheses, axioms, theories;
identify their actions and the actions of a partner that contributed to or hindered productive communication;
build positive relationships in the process of educational and cognitive activities;
defend one's point of view correctly and reasonably, in a discussion be able to put forward counterarguments, rephrase one's thought (possession of the mechanism of equivalent replacements);
be critical of your opinion, with dignity recognize the fallacy of your opinion (if any) and correct it;
offer an alternative solution in a conflict situation;
highlight a common point of view in the discussion;
agree on the rules and issues for discussion in accordance with the task assigned to the group;
organize educational interaction in a group (define common goals, distribute roles, negotiate with each other, etc.);
within the framework of the dialogue, eliminate gaps in communication due to misunderstanding / rejection on the part of the interlocutor of the task, form or content of the dialogue.

10. The ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs; planning and regulation of their activities; possession of oral and written speech, monologue contextual speech (FGOS LLC p. 10). The student will be able to:

determine the task of communication and, in accordance with it, select speech means;
select and use speech means in the process of communication with other people (dialogue in pairs, in a small group, etc.);
present in oral or written form a detailed plan of their own activities;
observe the norms of public speech and the rules in the monologue and discussion in accordance with the communicative task;
express and justify an opinion (judgment) and request the opinion of a partner within the framework of a dialogue;
make a decision during the dialogue and coordinate it with the interlocutor;
create written "clichéd" and original texts using the necessary speech means;
use verbal means (means of logical connection) to highlight the semantic blocks of your speech;
use non-verbal means or visual materials prepared/selected under the guidance of a teacher;
make an estimated conclusion about the achievement of the goal of communication immediately after the completion of the communicative contact and justify it.

11. Formation and development of competence in the field of the use of information and communication technologies (hereinafter referred to as ICT competencies) (FGOS LLC p. 10). The student will be able to:

purposefully seek and use information resources necessary for solving educational and practical problems using ICT tools;
choose, build and use an adequate information model to convey their thoughts by means of natural and formal languages in accordance with the conditions of communication;
highlight the informational aspect of the problem, operate with data, use a model for solving the problem;
use computer technologies (including the selection of software and hardware tools and services adequate to the task) to solve information and communication educational tasks, including: calculation, writing letters, essays, reports, abstracts, creating presentations, etc.;
use information in an ethical and legal manner;
create information resources of various types and for different audiences, observe information hygiene and information security rules.

Cognitive UUD

12. Formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation (FGOS OOO p. 10). The student will be able to:

determine their attitude to the natural environment;
analyze the influence of environmental factors on the habitat of living organisms;
conduct a causal and probabilistic analysis of environmental situations;
predict changes in the situation when the action of one factor changes to the action of another factor;
disseminate environmental knowledge and participate in practical activities to protect the environment;
express their attitude to nature through drawings, essays, models, design work.