Izvleček
V prispevku je predstavljen pogled na vedno aktualno temo v šolskem prostoru – popravljanje napak. Kako načrtovati pouk, ki bo omogočal otrokom samostojnost pri prepoznavanju lastnih napak in jim na ta način pomagal k boljšemu znanju v prihodnje? To je ključno vprašanje, na katerega poskuša prispevek podati nekaj odgovorov oziroma predlogov, ki jih učitelji lahko vključijo v svoje delo z učenci. Avtor izhaja iz lastne prakse, ki jo pri svojem delu v razredu uporablja, in se pri tem opira na znanja, ki temeljijo na formativnem spremljanju ter izhaja iz nekaterih načel, ki jih je moč zaslediti v Montessori pedagogiki. Osrednji primer članka temelji na vaji nareka in predstavitvi namenov učenja, ki izhajajo iz učnih ciljev za slovenščino v prvi triadi osnovne šole. Kasneje so navedeni tudi primeri, ki ponazarjajo, kako lahko otroci sami spremljajo svoje delo in se posledično urijo v njegovem vrednotenju.
Abstract
Including Students in Correction of Errors
The article presents the always current topic in school environment – correction of errors. How to plan lessons in order to enable children to independently recognize their own errors, thus helping them gain better knowledge in the future? That is the key question, to which this article attempts to give a couple of answers or suggestions, which teachers can then incorporate in their work with students. They are based on author’s own practice applied in his classroom with the help of knowledge, based on formative monitoring, and deriving from certain principles from the Montessori pedagogy. The main example is based on a dictation exercise and on the presentation of learning purposes, derived from learning objectives for Slovene lessons in the first three grades of primary schools. Later on, some examples are given of how children can monitor their own work, thus practicing their self-assessment.