The humanistic paradigm initiates the emergence of personality-oriented education, one of the aspects of which is variability, which in turn leads to the possibility of students choosing an individual educational trajectory. What is it individual educational trajectory?

This term has several meanings that are similar in meaning: individual development trajectory, personalized learning, targeted training model, individual educational route. Let us briefly describe each of these concepts.

V.P. Bespalko defines personalized learning as “a pedagogical system with a correctly stated didactic task and pedagogical technology capable of solving it,” and adjustments to the pedagogical task are determined by the personality characteristics of the students.

ABOUT. Mochalova believes that one of the areas of personality-oriented learning is personalized training programs that take into account the capabilities and individual characteristics of students. She proposes to determine individually oriented matrices for student development. Their construction occurs in several stages, by superimposing matrices that determine the ideal capabilities of students and a matrix built on the basis of the results of a psychological and pedagogical examination.

The targeted training model is characterized by T.G. Ivoshina as “a learning strategy that solves the problem of individualizing learning.” The author notes that “individualization requires the development of a system of tasks that would correspond to the pace of entry into the subject content, the level of its mastery by each student, as well as forms of presentation of educational material that are adequate to the cognitive capabilities of the child. The combination of these indicators constitutes an individual cognitive strategy.

The term “individual development trajectory” was introduced by I.S. Yakimanskaya, who believes that the individual development trajectory is built in two different directions: the child’s adaptability to the requirements of adults and creativity, which allows him to seek and find a way out of the current situation, overcome it, build a new one for himself, relying on existing ones in the individual experience of knowledge, methods, actions. The ability to determine the trajectory of individual development of I.S. Yakimanskaya connects it with the formation of a mechanism of self-organization and self-realization of the individual within the framework of personality-oriented learning.

E.I. Kazakova, A.P. Tryapitsyna, E.I. Sundukov in her research connects the concept of “individual educational route” with the concept of “educational program”, which allows students to master a certain level of education. I.V. Galskova notes the ability of students to consciously choose an individual learning route with the implementation of various options for developmental education: person-centered learning, project-based learning, modular, humanistic school.

All of the above concepts are united by the orientation of the content, forms, and methods of teaching on the personal characteristics of students, which, depending on the specifics of the concepts, may be different. The individual educational trajectory they propose also depends on the characteristics of the students.

B.S. Gershunsky connects the individual educational trajectory with the interests, capabilities, and abilities of the individual, but at the same time notes that “no attention has yet been paid to personality-oriented standards that make it possible to differentiate education in accordance with the interests, abilities and educational needs of the individual.”

A well-known developer of the theory and practice of technologization of the pedagogical process V.V. Guzeev, considering the concept of “educational technology” at the present stage, recognizes the probabilistic nature of the educational process. “Each student deserves his own path through the learning material that meets his goals, needs and interests.”

O.A. Abdullina and A.A. Pligin, the development of individual educational trajectories is associated with the type of thinking and the way of perceiving educational information. According to A.A. Pligin, the teacher must know who his student is: a visual learner, an auditory learner or a kinesthetic learner. This information is necessary to create individual educational trajectories for students.

Unlike previous authors, N.N. Surtaeva gives a clear definition of what an individual educational trajectory is: “This is a certain sequence of elements of each student’s educational activity, corresponding to his abilities, capabilities, motivation, interests, carried out with the coordinating, organizing, consulting activities of the teacher in conjunction with parents.”

By individual educational trajectory we mean the creation of special social and pedagogical conditions for the possibility of choosing ways, forms and methods of personal development that allow supporting the various educational interests of adolescents. This determines the personal path to realizing personal potential in the educational environment as a channel of socialization.

I.S. Shcherbakova believes that the choice of an individual educational trajectory is determined by the individual typological characteristics of a teenager’s personality:

• a) cognitive interests;
• b) “success” of educational activities;
• c) “professional dreams”;
• d) life plans;
• d) readiness to implement them.

G.V. Kupriyanova believes that an individual educational trajectory is determined by a complex of factors:

• characteristics, interests and needs of the student himself and his parents in achieving the necessary educational result;
• professionalism of the teaching staff;
• the ability of the educational institution to satisfy the educational needs of the student;
• capabilities of the material and technical base of the educational institution.

The logical structure of designing an individual educational trajectory, according to G.V. Kupriyanova, includes the following stages:

• setting an educational goal for individual development that reflects his interests, capabilities, and needs;
• introspection, reflection (awareness and correlation of individual needs with external requirements);
• choosing a way to achieve the goal;
• specifying the goal (selection of activities);
• preparation of a route sheet.

The effectiveness of developing an individual educational trajectory is determined by a number of factors:

• awareness by all participants in the pedagogical process of the need and significance of an individual educational trajectory as one of the ways of self-determination and self-realization;
• providing psychological and pedagogical support and information support for the process of developing an individual educational trajectory for a teenager;
• active inclusion of adolescents in activities to create an individual educational trajectory;
• organization of reflection as the basis for correcting an individual educational trajectory.

The need to design an individual educational trajectory is dictated by the following considerations:

• 1) entire pedagogical systems have emerged that consider individual educational trajectories as the main pedagogical tool;
• 2) the material and technical capabilities of providing individual education have expanded;
• 3) an individual trajectory is the main condition for social and pedagogical support for each student.

When considering the scientific design of an individual trajectory, we mean the integral features of the scientific method, and not just a “set of rules” that is proposed to be introduced into the practice of socio-pedagogical support for each teenager in the educational process.

V.V. Ilyin identifies seven groups of such rules:

• objectivity - mediation by reliable knowledge;
• universal significance - the intersubjectivity of actions, in contrast to personalized unique acts that remain the preserve of non-science;
• reproducibility - invariance of actions for any subject in an identically similar situation;
• expediency - meaningfulness, rational controllability of the implementation of both individual steps and systems of operations as a whole;
• determinism - predetermined, foreseen, genetic connectedness of principles, sequences, chains of intellectual movement in objectivity;
• necessity - the guarantee of results when standards are observed, as opposed to the unscientific feature of their accidental, unintentional achievement;
• efficiency - planned social assimilation, implementation, consumption of both the process itself and its result, which is unusual for a non-scientific way of cognition based on situational, hermetic recipes.

Within the framework of this terminology, two primary tasks of scientific design of individual trajectories can be formulated as conditions for social and pedagogical support of each teenager, which correspond to this concept of the method:

• 1) the task of mediating socio-pedagogical programs and projects with reliable knowledge;
• 2) the task of ensuring the reproducibility of the results of socio-pedagogical programs and projects based on the development of models of “invariance of actions for any subject in an identically similar situation.”

The main provisions of the concept of the next stage of reform of the education system involve a transition to a diversity of educational content and educational programs that create the prerequisites for the real choice of individual educational trajectories in accordance with the needs and capabilities of the individual. Personality queries “Dictionary of the Russian language” S.I. Ozhegova connects with the needs and interests of the individual, which, along with motives, goals, etc., are components of the motivational sphere and can be designated by one word - motivation. Learning opportunities are defined as the ability to learn, and requests are defined as motivation, including needs, motives, and goals. Considering all this, S.A. Vdovina gives the following definition of individual educational trajectories: “the manifestation of the style of educational activity of each student, depending on his motivation, learning ability and carried out in collaboration with the teacher.”

“Cooperation, dialogue, partnership in the relationship between the student and the teacher,” notes N.Yu. Postalyuk, “allows us to transform the student from a passive subject of pedagogical influence into a creative personality capable of setting the direction of his own development.” The teacher must help the student understand his strength and weakness: intellectual, moral - this is what O.S. believes. Gazman, who defines individualization in education as “a system of means that promotes a growing person’s awareness of his differences from others... to choose his own meaning in life and life path.” This requires pedagogical support, “the subject of which is the process of jointly determining with the child his own interests, goals, capabilities...”.

So, the humanistic educational paradigm forms relationships according to the type of “subject-subject” relationships, when the additional education teacher and the student are in a state of cooperation and co-creation, interaction. The possibility of realizing such relationships is achieved through the formation of individual educational trajectories. The term “individual educational trajectory” itself, despite the insufficient interpretation of its content, is firmly established in modern pedagogical literature.

We understand individual educational trajectories as a manifestation of the style of educational activity of each teenager, depending on his motivation, learning ability and carried out in collaboration with the teacher.

According to the studied methodological and pedagogical literature, the value of the individual educational trajectory of adolescents is that it allows, on the basis of operationally regulated self-esteem, an active desire to improve one’s own knowledge and skills, to replenish knowledge when designing one’s educational activities in order to develop methods and techniques for independent work in various forms of educational and cognitive activity. At the same time, it is very important that each teenager has a personally oriented task of designing an individual educational trajectory, which helps to increase his personal growth and the successful functioning of the socialization channel.

Thus, an individual educational trajectory is a purposefully designed differentiated educational program that provides each individual with the position of a subject of choice, development and implementation of an educational program when the teacher provides socio-pedagogical support for his self-determination and self-realization in one direction or another of the functioning of the socialization channel.

Municipal educational institution

"Secondary school No. 19"

Severodvinsk

Article on the topic

“Creation of individual educational trajectories”

Prepared

mathematic teacher

Prelova Larisa Viktorovna

Severodvinsk

2014

We cannot teach a person anything. We can only help him discover this in himself.

Galileo Galilei

In a modern school, the main task is to create the conditions necessary for the most complete creative self-realization of the student’s personality, including by meeting the students’ needs for self-education and receiving additional education.Today, there is an active search for teaching models and technologies that would allow each student to have their own learning trajectory. One of the main ideas of updating education is that it should become individualized, functional and effective. One of the ways to implement the task of individualizing the educational process is the development and implementation of individual educational routes for students.

As a mathematics teacher, I have been working for several years to create individual educational trajectories for students who show talent in the field of mathematics.As a teacher, what is closest to me is the concept of an individual educational trajectory, givenA.V. Khutorsky, who understands this process as an individual path for each student to realize personal potential in education. The personal potential of a student is understood as the totality of his organizational, cognitive, creative and other abilities.The value of an individual educational route, in my opinion, is that it allows a talented child, on the basis of quickly regulated self-esteem and an active desire for improvement, to achieve high results in the area of ​​interest to him.

The teacher plays the role of an assistant, a partner in a common cause and a consultant. He performs the difficult task of creating optimal conditions for the child’s self-realization in the educational environment as a free individual. Thus, the teacher’s activities are aimed, first of all, at creating conditions for children to meaningfully choose an individual educational strategy, providing individual assistance to each child in planning their activities, and providing advice on the use of certain information sources.

An individual educational trajectory includes a combination of academic and extracurricular activities.

The main conditions for carrying out educational activities using an individual educational route, in my opinion, are as follows:

availability of diagnostic materials to determine the student’s abilities;

the ability for students to choose the difficulty level;

the feasibility of combining various forms of organizing educational activities;

organization of differentiated assistance from the teacher;

learning should become predominantly an active independent activity of students;

creating psychological comfort for the student, taking into account his individual characteristics.

There is currently no universal recipe for creating an individual educational route. It is impossible to determine this route for the entire period of schooling at once.I consider the most optimal way to draw up an educational route for 1 academic year.An individual educational route should reflect the process of change in the child’s development and learning. With its help, timely correction of the pedagogical process occurs.

In my work, I defined the IOT structure, which includes the following components:

- target(setting goals for obtaining education, taking into account the motives and needs of the student);
- meaningful(justification of the structure and selection of subject content, their systematization and grouping, establishment of intersubject and intrasubject connections);
- technological(definition of used pedagogical technologies, methods, techniques);
- diagnostic(definition of diagnostic support system).

In order for the structure of the IOM to be clear not only to the teacher, but also to the student, it is possible to present it in the form of a table with questions:

Component

The most convenient way to work, in my opinion, is to present IOT in the form of modules, where each of them has an end product (result):

1 module: psychological and pedagogical monitoring of student development as the basis for developing an individual development route

When developing this module, various diagnostic methods are used:

observation of students’ daily work, checking homework completion, observation of homework in class, tests and independent work, creative work. In addition to those listed, tests can be used to determine the ability to study specific subjects. At the initial stage I use in my work mthe Amthauer technique, which is one of the most famous intelligence tests (its shortened version was developed by A. N. Voronin and S. D. Biryukov).

2 module: type of individual program, determined by the type of identified abilities of the child

The goal of this program is to improve the forms of organization of the educational process of teaching a gifted child, deepen his knowledge, develop the skills of independent analytical activity and the foundations of design thinking. It should be noted that an individual program must perform four main functions:

Targeted (specifies the goals and objectives of training, taking into account individual needs),

Regulatory(fixes the student’s workload, establishes the order of completing the curriculum and choosing an educational route),

Informational (informs about the totality of the student’s educational activities over a certain time),

Organizational (determines the types of educational activities of the student, intermediate and final control).

An integral part of the program is the plan. It is convenient to use the presented grid plan:

date

Appendix 1 presents a plan for the 1st quarter of a 9th grade student

3 module: areas of activity that implement the strategy for the development of children, taking into account the individual learning profile;

These areas include: selection of educational resources necessary to complete a specific educational task; solving an educational problem using special software; searching for information and working with the information received; presentation of the results of completing the assigned educational tasks. When developing this module, it is necessary to take into account the pedagogical technologies used. A feature of the use of pedagogical technologies is the combination of educational and extracurricular activities for the purpose of personal self-realization:

Participation in subject Olympiads;

Participation by students in subject decades;

Participation in the development of educational projects, multimedia products, etc.;

Participation in research conferences;

Certification of student achievements (intermediate and final control).

4 module: portfolio of children and teacher

This module provides visual evidence of the student’s achievement of his goals, a source of pride for the student, as well as an incentive for further work. When creating individual educational routes with students, I do not propose a specific portfolio structure, giving the student the opportunity to independently demonstrate creative abilities and format the results of their work at their own discretion. However, the portfolio should not be just a folder with attached certificates and awards. Analyzing the portfolio, it should be clear whether there is dynamics in development, whether intermediate goals have been achieved, why difficulties arose...

5 module: coordination of the child’s individual development route with social orders and family expectations

When developing this module, it is necessary to work not only with the student to identify his goals and motives, but also with the parents, explaining to them the capabilities of their child, finding out their wishes regarding the future son or daughter. The joint work of the teacher, student and parents should make it possible to determine the prospects for the child’s development.

6 module: monitoring reflecting intermediate and final results of mastering individual educational programs.

This module, of course, takes into account the results obtained during schooling: grades for oral and written answers, tests and tests...

However, not only the results of lesson activities are important, but also the results of the student’s participation in olympiads, competitions, and the results of project and research activities. Special tests also help evaluate the results of work. I use a school mental development test designed to diagnose the mental development of adolescents - students in grades 7-9. The authors of the test are K.M. Gurevich, M.K. Akimova, E.M. Borisova, V.G. Zarkhin, V.T. Kozlova, G.P. Loginova. I carry out this work, as a rule, once every three years together with a school psychologist. The results obtained allow us to see the presence (absence) of the dynamics of a teenager’s mental development not only within the framework of my subject, but also in general.

I will dwell in more detail on the features of creating an individual educational route within the subject of mathematics.

5 – 6 gradesAt this age, the subjects of the field in which the student is most successful are determined. This stage allows you to identify the student’s educational request. Five hours per week are allocated to mathematics in the curriculum to ensure students master the content of educational standards. One hour at our school is allocated for the special course “Visual Geometry”, which includes propaedeutics of the geometry course. The traditionally taught course in grades 5-6 for children with mathematical abilities, within the framework of an individual educational route, I supplement with the following topics:“Combinatorics”, “Even and Odd”, “Weighing”, “Transfusion”, “Euclidean Algorithm”, “Dirichlet’s Principle”, “Logical Problems”, “Percentage Problems”, “Algebraic Fractions”, “Modulus of Number”, “ Counting system, binary counting system."

For primary school students, traditional subject (mathematics) weeks and educational games are held. Subject Olympiads for schoolchildren are an integral part of working with gifted children. Traditionally, school students participate in the following Olympiads: subject Olympiads for grades 1-4, 5-7, 8-11, the International Kangaroo Game, distance mathematical Olympiads. The school began to create a data bank “Gifted Children”, where the success of a child from 1st to 11th grade should be tracked (today the work is carried out in elementary school)

7th - 8th grade, a subject trajectory is being formed, and during these years of study, models of an individual educational route are created. In order to increase the effectiveness of work when conducting all types of classes, it is necessary to adhere to the basic principles of developmental training:
-training with the leading role of theoretical knowledge;
-training at a high level of complexity;
-studying program material at a fast pace.

Along with traditional topics, I include the following in individual educational programs: m method of mathematical induction, proof of inequalities, defining figures on the coordinate plane by equations and inequalities, largest and smallest values ​​of expressions, theorems of Menelaus and Cheva.
One of the conditions that ensures the intellectual development of children both in the educational process and outside of class time is the introduction of a project-based teaching method and the formation of students’ research competencies. Interdisciplinary educational projects of students using ICT occupy a special place in working with students with aptitude for mathematics. At our school, annual scientific and practical conferences “The First Step in Science” have become traditional.
One of the ways to work with gifted children is to use information technology, we are talking about distance learning. The fundamental difference between distance education and traditional types is that it is based on learning, that is, the independent cognitive activity of a gifted child. Distance education allows you to acquire knowledge where and when it is convenient for the student. In our opinion, it is important that the child not only master a certain amount of knowledge, but also learn to independently acquire it, work with information, and master methods of cognitive activity that he could later apply in conditions of continuous self-education. Today my students use the Internet to prepare for Olympiads (sites http://www. zaba; http://www.math.mioo.ru. in the list of educational resources on the Internet of the most frequently used sites).

9th grade, time to adjust the individual educational route. Elective hours, additional hours allocated for studying mathematics and preparing for the final certification, come to the rescue. Adjustments are made to the target component of the individual educational route; this is due to the choice of a major in high school and the choice of a future profession.

Appendix 3 presents the preparation plan for the State Examination

Annex 1Work plan for 9th grade students for the 1st quarter of the 2013-2014 academic year

date

Appendix 2

Individual plan

preparation for participation in a scientific and practical conference

9th grade students

Target: to be among the winners of the scientific and practical conference “The First Step in Science.”

Tasks:

Select a research topic

Compile a bibliography on the chosen topic.

Get acquainted with works on the research topic.

Write a research paper in accordance with the Regulations.

Present the research results at school scientific-practical conference “The first step in science”.

Appendix 3Work plan for a 9th grade student in preparation for the State Examination 2014

date

1

The article discusses the possibility of junior schoolchildren constructing their individual educational trajectories, the importance of independently determining the plan and path of their self-development in certain educational areas. In the aspect of federal state standards (FSES) for primary general education, the existing basic concepts of the individual educational trajectory of junior schoolchildren are analyzed. The Federal State Educational Standard reveals the need to create an individual educational learning path, which is a purposeful educational program that provides the student with the position of a subject of choice, development, and implementation of an educational standard when the teacher provides pedagogical support and self-realization. In this regard, an algorithm for constructing an individual educational learning trajectory was developed, as well as an algorithm for self-analysis when moving on to the next topic. Testing this algorithm for constructing an individual educational trajectory makes it possible to identify its effectiveness in teaching primary schoolchildren.

individual educational trajectory

student-centered education

algorithm

introspection

result (product)

1. Evdokimova Yu.V., Skybina E.I., Dmitrenko Yu.M. Individual educational trajectories of primary school students within the framework of the implementation of the Federal State Educational Standard of Education. belschool40.ru/component/k2/item.

2. Krylova N.B. Individualization of a child in education: problems and solutions / N.B. Krylova // School technologies. – 2008. – No. 3. Khutorskoy A.V. Development of giftedness in schoolchildren: Methods of productive teaching: A manual for teachers. – M., 2000.

4. Khutorskoy A.V. Methodology of person-centered training. How to teach everyone differently?: A manual for teachers. – M.: Publishing house VLADOS-PRESS, 2005. – 383 p.

5. Federal state educational standard for primary general education. Basic provisions. http://standart.edu.ru/ catalog.aspx?CatalogId=730.

The last decade has become a period of intensive search for new conceptual ideas and development paths for school education. In theory and practice, issues of differentiation and individualization of education have been developed, and in recent years, the leading role has been given to the problem of the quality of education. Particularly important in the context of modernization of school education is the task of ensuring the quality of education, student development, and fully satisfying individual educational requests and needs of students.

Humanization, differentiation and democratization of education have made the education system more flexible, variable and open. As a result, prerequisites arose for students themselves to choose individual educational trajectories that would most fully meet their personal needs and aspirations.

A significant contribution to the development of the problem of forming individual educational trajectories of students in line with the problem-reflective and activity-based approaches is presented in the psychological and pedagogical research of P.S. Vaisman, V.V. Davydova, I.A. Zimnyaya, I.S. Kona, V.D. Shadrikova, I.O. Yakimanskaya, A.B. Khutorskoy and others. Individual educational trajectories of schoolchildren are associated with the implementation of personally significant activities in the works of L.Ya. Dorfman, I.Ya. Lerner and S.B. Vorobyova and others. They believe that an individual educational trajectory is a personal way to realize the personal potential of each student in education.

The trend of individual learning is reflected in the regulatory document - the basic school curriculum, which provides for the allocation of separate hours for the student component. The “student component” is not limited to individual work with the student. But this term allows us to bring the understanding of not only scientists, but also the administration of educational organizations and teachers to the recognition of the role of the student in his own education. We are talking not only about the selection of individual educational content, but also about the possibility for the student to choose his own learning style, his ideological foundations, optimal tempo and rhythm, diagnostics and evaluation of results.

Taking into account individual characteristics and the nature of learning is necessary already in elementary school. Each student is given the opportunity to create his own educational trajectory for mastering all academic disciplines. The task of teaching is to provide an individual zone for the student’s creative development, allowing him to create educational products at each stage, relying on his individual qualities and abilities.

An individual educational trajectory is the result of the realization of a student’s personal potential in education through the implementation of appropriate types of activities. The organization of student-centered education sets the goal for the realization of the following rights and opportunities:

The right to choose or identify individual meaning and goals in each academic subject;

The right to personal interpretations and understanding of fundamental concepts and categories;

The right to draw up individual educational programs;

The right to choose an individual pace of learning, forms and methods of solving educational problems, methods of control, reflection and self-assessment of one’s activities;

Individual selection of subjects studied, creative laboratories and other types of classes from those that are in accordance with the basic curriculum;

Exceeding (advancing or deepening) the mastered content of training courses;

Individual choice of additional topics and creative works on subjects;

The right to an individual picture of the world and individually substantiated positions on each educational field.

The main elements of a student’s individual educational activity are the meaning of the activity (why am I doing this); setting a personal goal (intended result); activity plan; implementation of the plan; reflection (awareness of one’s own activities); grade; adjusting or redefining goals.

The condition for achieving the goals and objectives of student-centered learning is the preservation of the individual characteristics of students, their uniqueness, multi-level and diversity. The following methods are used for this:

Providing a choice of ways to build an individual educational trajectory;

Individual assignments for students in the classroom;

Organization of pair and group work;

Formulation of open tasks for children, which require each student to complete them individually (“My image of winter”, “My mathematics”, etc.);

Inviting students to draw up a lesson plan for themselves, choose the content of their homework, the topic of creative work, and an individual educational program in the subject for the foreseeable period of time.

The main task of student-centered learning is for each student to build an individual trajectory of their education that would correlate with the generally accepted achievements of humanity. A student's education is not limited only to the achievement of his personal goals. After demonstrating the student’s educational products, they are compared with cultural and historical analogues. This stage can give rise to a new learning cycle with appropriate goal setting. During the reflective-evaluative stage of learning, the student’s educational products are identified, relating both to the individual results of his activities and to the studied general cultural achievements, including educational standards.

Organizing training along an individual trajectory requires a special methodology and technology. In modern didactics, it is usually proposed to solve this problem in two opposite ways, each of which is called an individual approach.

The first method is differentiation of learning, according to which it is proposed to approach each student individually, differentiating the material he studies according to the degree of complexity and focus. To do this, students are usually divided into groups (by type: capable, average, slow) or levels (high, average, low).

The second method assumes that each student’s own path of education is built in relation to each educational area he or she studies. In other words, each student is given the opportunity to create his own educational trajectory for mastering all academic disciplines.

The first approach is most common in schools, the second is rare, since it requires not just the individual movement of the student against the background of general, externally set goals, but the simultaneous development and implementation of different models of student learning, each of which is unique in its own way and related to the personal potential of any individual student. The task of teaching is to provide an individual zone of creative development for each student. Based on individual qualities and abilities, the student builds his educational path. The simultaneous implementation of personal models of education is one of the main goals of student-centered education.

The student will be able to advance along an individual trajectory if he is given the following opportunities: choose the optimal forms and pace of learning; apply those teaching methods that best suit his individual characteristics; reflexively understand the results obtained, evaluate and adjust your activities.

When drawing up an individual educational trajectory, the teacher gives the student the opportunity to choose, acting as a consultant, takes into account his individual interests, features of educational activities, methods of working with educational material, features of mastering educational material, types of educational activities. At the same time, in the process of drawing up an individual trajectory, the most important thing for a student is to assess his capabilities, abilities, prospects, interests, and efforts that he expects to make to study this or that material in order to achieve the planned result.

The possibility of choosing an individual trajectory of a student’s education presupposes that the student, when studying a topic, can, for example, choose one of the following approaches: figurative or logical cognition, in-depth or encyclopedic study, introductory, selective or expanded mastery of the topic. Preservation of the logic of the subject, its structure and substantive foundations will be achieved with the help of a fixed volume of fundamental educational objects and related problems, which, along with an individual learning trajectory, will ensure that students achieve a normative educational level.

Students' educational products differ not only in volume, but also in content. This difference is due to individual abilities and the types of activities corresponding to them. The teacher can and should offer students various types of activities, both emotional-figurative and logical, to master, but if we take into account the priority types of activities individually for each student, children should be allowed to choose these types when studying the same educational objects. In this case, not one general educational trajectory will be provided for all students, differing in the scope of mastering standards, but individual trajectories leading students to the creation of personal educational products that differ in both volume and content. Even with the same knowledge about the objects being studied, the educational products of different students are different, since the types of activities they have learned and the level of their development are different.

The results of progress along the educational trajectory can be checked, focusing on the product created by the student: the acquired knowledge, which is realized in the skills (mental, cognitive, communicative) to operate with them in a standard or creative situation. In addition, constant feedback is needed to allow assessment or timely adjustment of the student’s path along his trajectory. To build with students their individual educational trajectories, to help the student in the research process, a memo “Algorithm for constructing an individual educational learning trajectory” has been developed, which is presented in Fig. 1.

Rice. 1. Memo “Algorithm for constructing an individual educational learning path”

Also, this algorithm for constructing an individual educational learning path can be depicted in the form of a block diagram shown in Fig. 2.

Rice. 2. Flowchart “Algorithm for constructing an individual educational learning path”

Following the points in the memo or flowchart “Algorithm for constructing an individual educational learning path,” students fill out the table according to the form presented in Fig. 3.

Rice. 3. Table for the step-by-step path to implementing an individual educational learning path

It should be noted that when moving from one topic to another, students also perform self-analysis using the algorithm presented in Fig. 4.

Rice. 4. Algorithm for self-analysis of a specific topic studied by the student

The use of this algorithm for constructing individual educational trajectories when working with primary schoolchildren has a positive effect on their level of learning.

Bibliographic link

Mikerova G.Zh., Zhuk A.S. ALGORITHM FOR BUILDING AN INDIVIDUAL EDUCATIONAL LEARNING TRAJECTORY // Modern science-intensive technologies. – 2016. – No. 11-1. – pp. 138-142;
URL: http://top-technologies.ru/ru/article/view?id=36374 (access date: 03/28/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Annotation: The article presents approaches to organizing a child’s individual educational trajectory.

Keywords: individual educational trajectory, development of the education system.

In the modern world, cyberspace has a serious impact on the socialization of children and adults. As Noseem Taleb wrote in his book “The Black Swan,” the more information you give, the more hypotheses arise, and this leads to the fact that information garbage begins to be perceived as information.

This also applies to the education system. Now there are so many channels, so many sources telling us how and what we need to teach children, that it becomes very difficult to figure it all out. Most parents view schooling as an autopilot process. This model of behavior/learning sits deep in their heads and is most likely inherited.

Many of them do not know that this process needs and can be managed. But even those who want to understand education often encounter obstacles associated not with a lack, but with an overabundance of information. The Pitcairn Islands are located in the Pacific Ocean. One of them is the smallest inhabited island, with 56 people living on it. There is no airport on the island, so communication with the mainland is carried out via waterways. The island has 1 satellite phone and 1 wireless Internet access point with a speed of 128 kbps. Residents listen to the radio and watch DVDs. They receive most of the information about life on the mainland from tourists from Australia, New Zealand, and Great Britain who actively visit the island. The education system, in a sense, also resembles an island. By system I mean a set of organizations involved in mass education, which are financed and controlled by the state - from the content of education to the regulatory framework. Organizations that carry out government orders. Why is the education system like an island? Firstly, because it is a closed system. It has very little contact with the rest of the educational world. I separate the concepts of education system and education sector. Those innovations that appear in world education, like rare ships with tourists, penetrate into the system and often these innovations meet more political and business interests than educational interests.

State orders are a tasty morsel, especially when it comes to technology. Secondly, the education system often lacks connections with related areas. She looks up to herself only. We recently conducted a survey among managers of the Moscow education system regarding their interest in the field of marketing in educational institutions. Managers pay the closest attention to promotion and advertising. This is very consistent with the latest trends in the education system. Far fewer managers are interested in creating a sought-after product. It is not right. The whole point is in the product. The packaging is created later. I hope that I’m wrong and there is already a high-quality product and the tasks really lie in its promotion. Meanwhile, every school needs a marketer! Marketing in a market economy and ongoing reforms is the future. Thirdly, teaching teams often stew in their own juice: they communicate with colleagues, relax with colleagues, learn from colleagues from the system, collaborate with those with whom they can, order books from a specific publisher, etc.

Those who have attended professional retraining courses, for example, outside organizations operating under educational authorities, or attended international educational conferences and forums can feel the difference. Don’t think, I’m not scolding the education system, I’m just talking about its features, which often do not allow the effective implementation of new technologies and following global educational trends in terms of content, and not in terms of equipment. This is a clumsy mechanism, a many-kilometer locomotive that is difficult to turn in the other direction overnight.

Having worked both within the system and outside it, I realized that the talent of a teacher and an individual school lies precisely in the ability, thanks to the huge system and its resources, to sometimes work contrary to its requirements, creating additional value. Recently, the number of critics of education has become equal to the number of people declaring the need to modernize this area. However, there are very few people who are trying to do something. And despite ambitions and serious financial support, this does not always lead to the desired result.

Facebook founder Mark Zuckerberg recently invested $100 million into reforming the education system in Newark, New Jersey. After a few years, it became clear that the money had been spent, but there were no results. He faced numerous challenges while trying to change the education system of an entire city. American Salman Khan took a different path. He founded an academy that allows you to study various sciences via the Internet.

The idea of ​​the academy is based on a lesson in reverse, when a student learns new material at his own pace through video lessons, and then, together with the teacher, practices the material using specific examples. Moreover, the teacher acts only as a mentor. During the training process, the student actively interacts with other children, which increases their expertise. First, Khan tested his method online, recording several thousand video lessons on mathematics, then conducted an experiment in schools in the small city of Los Altos, which is located in Silicon Valley. And this experiment turned out to be successful. Salman Khan did not prioritize money, but quality content and sound methodology. But he is in no hurry to spread the ideas to the whole of America or at least the state. Realizing that this will be very difficult to do. Recently, at the Gaidar Forum, the chairman of the board of Sberbank, German Gref, said that it is necessary to change all government systems, especially the education model. Sberbank's charitable foundation "Investment in the Future" supports many educational projects, for example the "Teacher for Russia" project or "Emotional intelligence at school." Sberbank has relied on individual projects, which reduces risks to a minimum.

You always need to start changes small, but best of all, from yourself. Talking about the activities of these people, I once again wanted to emphasize that it is difficult to reshape the entire education system overnight and we need to start doing it from the inside, which many have already begun to do. We know many examples of original schools that have become famous throughout Russia. It was not the system that made them famous, nor technology, but brilliant ideas and talented people.

There is also a great desire to make education personalized. Let's see what has changed recently. The introduction of information technologies, MOOC, LMS, BYOD, OER, electronic journals and textbooks - these are all technological changes, the content of education has remained virtually unchanged.

As my supervisor said, don’t forget about elementary truths. And if we look at the law on education, we will see that it implies the realization of the individual abilities of each child. We are all different. By character, by health, by abilities, by values, they have different goals, ideals, dreams. If a personality is multifaceted, then options must exist.

Some want to study in a private school, some in a public school, for some the atmosphere and attitude are important, and for others a high level of knowledge, some plan to study abroad, and some to go to a technical school. Everyone needs their own plan, their own pace. It is naive to believe that the state will come up with an educational model that will satisfy everyone with its content: students, parents, teachers, and future employers.

But what prevents you from starting to form this model yourself. The number of families choosing education outside of school is increasing every year. According to statistics, more and more students around the world are switching to family education, more and more students are choosing external studies, and many have already tried individual educational plans. This is why parents tend to send their children to private schools.

When I worked as a school director, more than 200 children studied in a family form of education. At first I didn’t understand why parents came to this decision. But when I left school and was able to look at this fact from the mainland, through the eyes of a father of two daughters, I realized that many have good reasons. The main ones are related to the needs of children and dissatisfaction with the educational process. Individualization of education is something that has been talked about for many decades, but not everyone implements it in practice. The curriculum sometimes resembles a cluttered closet - everything students need and don't need is there.

And all this is mandatory for all students to study. Parents are gradually getting tired of the unified approach to learning, the effect of technology wears off and they will begin to look for options where an individual approach will actually be used, where the child can learn at his own pace, where he can concentrate on the subjects he needs for further education and professional activities .

Why not offer him these options. Individualization of learning is something we are returning to, or rather, beginning to actually implement. And this can really be considered one of the nearest prospects. Of course, it is very difficult to do this in a class of 25 people, but it is not necessary. While a small proportion of parents are ready for this, I still don’t fully understand what the advantage of an individual approach is. Why not offer this on an alternative basis? Technology will make things easier for us, but it should not become our primary means. It is based on an idea and a methodology. You still need to start with yourself with internal motivation - the parent should think about the characteristics of his child, set educational goals, develop a family educational policy, and begin to manage the learning process. Teachers will have to reconsider their approaches, master new technologies, and become family partners (this process is already gaining momentum in dozens of schools).

Managers will have to change their approaches to motivating teaching staff and realize the need to attract professionals from other areas to the organization. But let's talk about everything in order.

This is a joint project between school and family, in which all participants act as subjects - they change themselves, change their methods and principles and help each other grow. Before running a marathon, athletes study every meter of the distance, find out where the nutrition points are, when the steepest climb will be, how many energy gels to take with them, what sneakers to wear, remember to set up the tracker - a huge number of different little things.

Some people run 42 kilometers in 2 hours, and others in 7. Everyone moves at a pace that is comfortable for them. Studying at school is a much longer process, but it is very much like a marathon. And before you start it, you need to explore the route and determine your pace. Of course, parents must first of all realize that a child is their most important life project and they need to invest time, effort and money in it.

By the way, I believe that these three elements - time, effort and money - make up the formula for quality education. In the West, parents are used to saving money for their children’s education, but we are not. We are like those children from the experiment who are offered one candy now and ten tomorrow. We are choosing one today. And then we urgently look for a university and take out educational loans. But you can think about your child’s future education, even when he doesn’t exist yet, and sign up for the endowment life insurance program.

This will greatly increase the value of education for both parents and children themselves. But parents need to hear about this, they need to be told about it, to direct their thoughts in the right direction. The school can help do this. But for a school to help, you must first choose a school. And this is also very difficult. Moreover, you need to choose not the best one, but the appropriate one, based not on the opinions of neighbors and friends, but on the characteristics, abilities, and health of the child.

A school with an in-depth program will be harmful to a child with mediocre abilities. This can form a C student complex and kill interest in learning forever. Traveling to school, which is located on the other side of the city, can affect the health of a child, especially a first-grader. There are no identical schools with the same level of education. Therefore, you need to choose from. The quality of education depends on the area and on those people who study there and on those who teach there. In general, the human factor is key in education. Just imagine an old district, a working-class one, with five-story buildings all around; there are no plans to build new houses.

The number of school-age children is constantly decreasing. The parents of these children have a certain level of aspirations; often it is more important for them that the child simply be under supervision. But another area - it has just been rebuilt, commercial housing is for sale here, and here parents are more interested in their children’s education. They will shape the school and will indirectly influence the level of education.

The educational journey lasts a very long time. And you need to be prepared for this path, know where to speed up, know where to slow down. Every year, parents must set educational goals and set school checkpoints. Checkpoints are a kind of educational map with the ability to adjust your path and make timely decisions on further education. Checkpoints are key points on the educational path and the activity of their interest will depend on the final results. The journey of 11 years is a very long one. But there are key stages at which you need to be especially careful.

1st grade is adaptation and identification of the child’s characteristics: right-handed, left-handed, right-brained or left-brained, auditory, visual or kinesthetic, what is his temperament, what is his personality type, etc. It is very important. Knowing these introductory information, it is much easier to work with a child and motivate him. You can choose suitable teaching methods and find an approach to any first-grader.

4th grade is the time to choose where to continue education - fifth grade regular school or transfer to a gymnasium class or to a school with in-depth study of individual subjects. The foundation has been laid and if the child has the ability, why not recommend him to another school with a more serious program.

In our country, stars are often deliberately not released and left under any pretext to maintain performance. But teachers do not work to improve the school’s performance or statistics, but to improve the performance of students, for children. Checkpoints help you make the right, informed decisions in a timely manner and give you an understanding of when and what aspects you need to pay special attention to. This again comes to the issues of marketing and analytics. It is necessary to analyze every day.

8th grade is career guidance and choice of university and so on. This is a whole system, but it really helps parents and children. Parents should also evaluate their internal resources: financial capabilities, logistics (who will take the child to school, who will pick them up, how leisure time will be organized), whether the child has an individual workplace, plan rest time on weekends and holidays, etc. And all this needs to be done at the start.

The model of an individual educational trajectory can go far beyond the school and concern the university and professional activities. After all, a university is often chosen by parents based on the most primitive criteria - proximity to home, low cost of education, on the recommendation of friends who are already studying there. And this is also a difficult choice. But I won’t write about it today. What can the school do now in this direction? Offer services for building an individual educational trajectory. This is not only an opportunity to increase extra-budgetary revenues, but also a good chance to increase your expertise and raise your authority.

In addition, the recommendations can indicate which clubs the child should attend and remind them that these clubs are available at school. Here again is marketing - product, sales. By the way, about the circles. When the capital's education reforms were just beginning, I remember how one director told his teachers: everyone must, in addition to their main workload, figure out what kind of circle they can lead. Then it turned into a farce. Now the situation has changed, but what prevents us from making it even better?

Why not open areas that will allow you to develop personal effectiveness skills, the so-called soft skills - this includes emotional intelligence, public speaking, time management, leadership courses and teamwork. But teachers don’t need to be forced to urgently write programs. They have enough to do. Go beyond the system, invite outside specialists. You will be able to develop the strengths of students, and not drill biology and chemistry into the future designer until he is blue in the face.

If he needs them, he will study them himself in practice. Conduct seminars and webinars for parents, where you can give practical advice on teaching and upbringing, and on working with the individual characteristics of the child. This is also marketing and parental loyalty. Of course, this requires additional time and preparation, and teachers are already busy.

But this is already a question of effective management. All this will stimulate parents to actively participate in the educational life of the child, increase his interest and their competence. The next level of complexity is teachers and leaders. Teachers bear the greatest responsibility, as always.

I have already said that they work for the sake of the children, that they should become family partners. In a word, the times when the teacher had a higher status than the parent, and often told directives what to do and how to do it, are gone. Domination is replaced by collaborationism. This time. But it’s very difficult to change in one year, so a lot depends on the manager and whether he can provide decent motivation.

Motivation is like enlightenment - it cannot be conveyed, it must be born inside a person, on its own. Many business people are finding that the push concept is changing to a pull concept from prescription to choice. For example, we pull from the Internet what we need, and not what is pushed to us. Another example of replacing an authoritarian style with coaching. Now coaching technologies have begun to be used in education.

Managers order professional coaches who work with teachers, revealing their potential, helping to increase work efficiency, and develop internal motivation. Then the return on work will be much higher. Coaching in education is no longer a new phenomenon and is worth thinking about. Now a few words about technology. Education of the future cannot be imagined without technology. The key to a successful product is the combination of quality content and software.

In the following slides, I will try to talk about technological trends that are helping to individualize education. If we are talking about building an individual educational trajectory, we automatically assume an application that will help parents take the first steps and provide automated calculations. For example, one of the organizations that trains young businessmen launched an interactive goal-setting service a year ago. A wonderful motivational resource.

There is a lot of talk about Lego education, allowing students to choose their own courses and services. This will help relieve students of the need to study all the subjects on the list and focus only on the main thing. Portals such as Univresarium, Coursera and others are working in this direction. I have already talked about the Khan Academy - a brilliant project that arose in the closet of its author, who gave up his career as a financial analyst and took up education.

Moreover, Khan Academy is a free information resource. Khan, with his desire, was able to receive investments from the Bill Gates Foundation and from Google. He literally revolutionized the education system by allowing students to study at their own pace until they mastered the material 100%. No curriculum, no breakdown of subjects by subject. He tests knowledge with tests in which the child must answer 10 questions out of 10. Only this allows him to move on to the next topic.

Its educational platform is being improved, and videos are translated into the most popular languages. The advantage of Khan Academy courses is that they represent a system of knowledge with sequential learning. In 2017, according to expert forecasts, adaptive educational technologies will appear. They will allow you to master knowledge at a comfortable pace, depending on the student’s abilities. The system will be able to remember the learning model and offer it to students with similar parameters. It will be funny to hear in 50 years a student’s phrase “I am learning according to the model of our president.” Find out - try.

Everything that children learn, they must try in practice. Students should receive not theoretical knowledge, but specific skills in order to understand how and where to use knowledge. And here, too, there is no place without technology. It’s not without reason that game-based learning systems like KidZania, Kidburg, Masterslavl, or science festivals are gaining enormous popularity. They give children the opportunity to touch the practical side of science and look at the profession from the inside. This contributes to early career guidance and increased motivation. This lights up the child and largely determines his future educational path.

Instant feedback. When I come to pick up my daughter at kindergarten, I often hear from the teachers that Oleg is great, he gets an A today. Already in kindergarten, children are accustomed to this poor, universal assessment system, which cannot reflect the dynamics and give a qualitative assessment of the child’s activities and successes. Instant feedback, as opposed to numbers, will allow you to better understand mistakes, track dynamics and become more individual. When I worked as a school director, my colleagues and I developed an electronic journal project that allowed a teacher, in a few clicks, to evaluate a student not with a grade, but with a qualitative characteristic. And they even began to implement this project together with MESI, but due to some events they did not complete it.

Nowadays it is called LMS - they allow you to comprehensively manage the learning process. They have long been talking about the so-called God Point - the moment when all the information accumulated by humanity will be online, and the network itself will be available to everyone at any time and anywhere. A certain prototype of Neuronet - an analogue of the Internet in our heads. But in these conditions, the help of an educational consultant and a developer of individual educational trajectories is especially needed. Once again I will return to the words of Nosim Taleb that excess information is not a good thing.

It cannot be contained in one’s head, it cannot be kept at home, it is not needed to the extent that it exists by all residents of our country. And you will need to learn to understand it, including by resorting to the help of specialists who are already beginning to appear. Previously, Russian people didn’t take a taxi to the bakery - but they started. And we’ll also start thinking about an individual program and trajectory, and it’s better to do this earlier in order to gain experience and master information. Sometimes you need to look beyond the boundaries of the system, get off the island on a professional vacation and start thinking one step ahead. Start with yourself.

Mitin Mikhail Ivanovich, independent consultant in the field of education

One of the tasks of a modern school is the development of personality and support of the student’s individuality. Individuality is a person characterized in terms of his socially significant differences from other people; the originality of the psyche and personality of the individual, its uniqueness. Individuality can manifest itself in the traits of temperament, character, specific interests, qualities of perceptual processes and intelligence, needs and abilities of the individual.

Individualization is used to achieve set goals. Individualization means the creation of a system of multi-level training of students, taking into account the individual characteristics of students and avoiding equalization and providing everyone with the opportunity to maximize their potential and abilities.

A form of individualization is an individual educational trajectory or an individual educational route.

An individual educational trajectory is a personal path for the creative realization of the personal potential of each student in education, the meaning, significance, purpose and components of each successive stage of which are comprehended independently or in collaboration with the teacher.

An individual educational route is a temporary sequence of implementation of a student’s educational activities. The individual educational route is changing and depends on the dynamics of emerging educational needs and tasks. The educational route allows you to construct a time sequence, forms, and types of organization of interaction between teachers and students, and a list of types of work, differently than the curriculum.

An individual educational trajectory is a sequence of additional educational subjects (elective courses), free work, extracurricular activities, including additional education, built next to (parallel) with a block of compulsory educational subjects, in which students master educational information in close contact with teachers.

Main characteristics of an individual educational trajectory:

Individual does not mean only “one-on-one” with the teacher. It is important to find such educational material, organize such forms of interaction that will contribute to personal initiative, manifestation, and the formation of individuality.

Educational means contributing to the formation of knowledge, skills, understanding of the world and oneself in this world.

Trajectory is a trace of movement, the accumulation of various educational, social and educational experiences.

In the most general form, there are three types of trajectories that reflect the leading orientation of the student:

The adaptive type trajectory requires the use of education to prepare students for the modern socioeconomic and cultural situation;

The developmental trajectory is characterized by the broad development of opportunities, abilities and the entire creative potential of the person receiving education;

The trajectory of a creative orientation includes not only the development of characteristics and capabilities, but also their purposeful use for transformation, “building” oneself, one’s own education, career, and life.

The main task of the teacher is to create a variable educational environment, offer the student a range of opportunities and help him make a choice.

The educational environment is most often characterized by two indicators: saturation (resource potential) and structure (methods of organization).

When moving forward, the student can choose the content of knowledge, skills, the level of their development, the form of educational work, and the pace of progress.

The child’s educational trajectory is determined by previously acquired knowledge and skills, primarily in the classroom.

Basic elements of creating a trajectory:

Landmarks - determination of the expected final result of the activities of students and teachers as guidelines for the implementation of education. Formulation of goals.

The program is the innovative (creative) essence of individual educational activity, the main components of which are: meaning, goals, objectives, pace, forms and methods of teaching, personal content of education, a system for monitoring and evaluating results.

Educational environment is the natural or artificially created socio-cultural environment of the student, including various types of means and content of education that can ensure his productive activity.

Impulse is the launch of the mechanism of “self-propulsion” of the student and teacher (motivation), associated with comprehension of activity, self-knowledge, value orientations and self-government.

Reflexive comprehension is the formation of an “individual educational history” as the sum of significant “internal increments” necessary for a continuous educational movement.

A portfolio is the sum of a student’s “educational products,” the creation of which is possible through the identification and development of individual potentials and abilities.

Initially, options for individual student advancement are described, including:

1. The student's compulsory training sessions.

2. Elective classes (elective courses) aimed at expanding and deepening knowledge, developing skills, and acquiring practical experience.

3. Independent work.

4. Project activities.

5. Additional education.

6. Participation in extracurricular activities.

Based on an analysis of the available options, the student, together with the teacher and parents, forms an individual curriculum for a quarter, half-year, academic year, including:

1. The purpose of learning (takes into account the interests, capabilities, abilities of the child)

2. Mandatory component (school subjects)

3. Classes of the student’s choice (elective courses)

5. Participation in project activities

6. Participation in research activities

7. Participation in associations of additional education

8. Participation in extracurricular activities

9. Report forms

10. The main elements of a student’s individual educational activity:

Determining the meaning of an activity

Setting a personal goal

Formation of an activity plan

Implementation of the plan

Reflection, performance assessment

Adjustment or reassessment of goals and, accordingly, the route of movement

Formalization of the student’s educational program plan:

The purpose of my education at school

The purpose of my education at this stage

What I do because I'm interested (I choose)

What would I like to do (order)

What I do because it is necessary (I fulfill the norm)

What problems do I see in achieving my goal:

What methods and forms of learning will I use to solve problems?

When forming and implementing individual educational trajectories, the role of teachers changes. The most relevant today is a tutor - a teacher who provides general supervision of students’ independent extracurricular work; individual scientific supervisor; teacher

Tutor support technology presupposes the presence of a tutor, whose main activity is to organize the process of developing the student’s personality, ensuring that the “accompanied” masters the content, means and methods of activity.

This technology involves the joint activity of the accompanying (tutor) and the accompanied to resolve the practice problem and includes the following main stages:

1. Identifying the problem and understanding its causes.

2. Finding ways to solve this problem.

3. Developing a plan to solve the problem.

4. Providing primary care during the implementation of the plan.

If we are talking about supporting the activities of the next period, then the stages are different:

1. Analysis of the current state of activity. Identifying achievements, problems and difficulties.

2. Design of activities for the next period.

3. Designing the necessary and sufficient education of a teacher to carry out this activity.

4. Design and implementation of activities to support the education and activities of schoolchildren.

Tutor support - this is a special type of support for a person’s educational activity in situations of uncertainty of choice and transition through stages of development, during which the student performs educational actions, and the tutor creates the conditions for its implementation and comprehension (E.A. Sukhanova, A.G. Chernyavskaya).

Tutor support involves the provision of pedagogical support to students during the independent development and implementation by each student of an individual educational program (strategy) (Terov A.A.)

The multiplicity of choices of technologies and adequate models of the support system is based on the initial provisions of the targeting of “helpful education”. “Assisting education” as an integral part of public education, objectively necessary for creating conditions for the personal development of a schoolchild, is a specific professional activity of specialists in solving socio-psychological problems in pedagogical systems specially organized for this purpose.

At the same time, the support process is based on organizational-pedagogical, technological and socio-pedagogical factors, and relationships become a system-forming factor of the entire system of pedagogical support, serve as the basis for the integrity of models, stabilizing interactions within the various components of the sociocultural space.