| № |
Step |
Objectives and activity content |
Methods |
| 1 |
Problematization |
The aim is to problematize the participants’ ideas about the student as a subject of building their individual educational trajectory. The contradiction between the “cultural request” emanating from the child and being the source of manifestations of his creative activity, and the desire of the teacher to translate into the consciousness of the student ready-made schemes of action leading to the achievement of predetermined results is overcome. |
The method of the role analysis of a social situation of development of pupils is applied and on its basis the psychological portrait of the designing subject of an individual educational trajectory is made. |
| 2 |
Goal-setting |
Determination of short-term and long-term goals of educational advancement of students in the context of their development of new opportunities in solving a certain range of creative tasks that meet the identified features of the social situation of child development. |
The problem is solved by the method of simulation of subject-subject dialogue of the teacher and the child (taking into account age features). |
| 3 |
Conceptualization |
The goal is to build in the minds of participants a holistic picture of the stage of progress of the student on the individual educational trajectory, leading to the achievement of the goal. It is necessary to determine the required educational and information resources, basic characteristics of students ' activities and requirements for psychological and pedagogical conditions of its implementation. |
The methods of brainstorming and role modeling are used, during which the “reference points” of the student's progress along the individual educational trajectory at the implemented stage are determined and described. |
| 4 |
Selection of socio-cultural practices to be creatively mastered |
The purpose of this step is to identify such practices, mastering which students can most effectively achieve those individual educational results that have been identified and characterized at the stage of goal-setting. It is necessary to develop and master ways of describing these practices in the form of cases containing a description of problem situations and creative tasks to be solved. |
Methods of organization of work with problem cases and of their creation technology development are used. |
| 5 |
Building productive communications between teachers and students in the process of solving creative tasks |
The purpose of this step is to determine the range and methods of communication that maximize the effectiveness of the socio-cultural practices development. Teachers need to master the ways of subject-subject interactions with students in the process of joint creative tasks solution |
In the course of education these communications are modeled and reflected in the process of joint problem cases solution. |
| 6 |
Assessment of the achieved results and reflection of new formations of social experience |
The aim is to identify and summarize the content of students individual educational results, achieved through the development of the proposed socio-cultural practices. It is necessary to develop and master ways of their fixation and evaluation in the event-activity format, in which this assessment becomes a component of the subject activity of students themselves. |
This problem is solved by modeling educational events, which are integrated into the content of reflection and evaluation of students individual educational results |
