Ways to differentiate teaching in primary school. Using differentiated technology in elementary school. Explanation of new material
“Use of level differentiation technology in elementary school lessons.”
1. Definition of the concept of differentiation.
2. Definition of the concepts of external and internal differentiation.
3. Stages of organizing internal differentiation
4.Three types of differentiated tasks
5. Differentiation of content.
6. Options for organizing differentiated work in the classroom.
8.Bibliography.
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Topic: “Using technology of level differentiation in lessons in elementary school.”
Puchkova O. V. primary school teacher MBOU Secondary School No. 4, Achinsk
1. Definition of the concept of differentiation.
2. Definition of the concepts of external and internal differentiation.
3. Stages of organizing internal differentiation
4.Three types of differentiated tasks
5. Differentiation of content.
6. Options for organizing differentiated work in the classroom.
7. Conclusions.
8.Bibliography.
The true meaning of pedagogy is that even a person who finds it difficult to do what others can do does not feel inferior, but experiences high human joy, the joy of knowledge, the joy of intellectual work, the joy of creativity.
Sukhomlinsky V.A.
Entering the adult world, children find themselves in different conditions, occupy different jobs, and can choose their area of activity, types of entertainment, circle of friends and family as they wish. We often say: “How terrible it would be if everyone were the same.” Different children have different characters, different interests, health characteristics and peculiarities of perception of the world.
One of the main directions of modern learning is individualization, where the basis is a differentiated approach to learning. What is differentiation, differentiated learning and what is the purpose of this pedagogy? technology pursues?
Differentiation translated from the Latin “difference” means division, stratification of a whole into parts. Differentiated learning is a form of organizing the educational process in which a teacher, working with a group of students, takes into account their characteristics. Differentiation of learning (differentiated approach to learning) is the creation of a variety of learning conditions for different classes and groups in order to take into account their characteristics. And the goal of differentiation is to train everyone at the level of their capabilities, abilities, and characteristics.
There are concepts of internal and external differentiation.
External differentiation.Creation of special types of schools and classes in which students with certain individual characteristics are enrolled.
Internal differentiation.Organization of the educational process within the class according to groups of students who differ in the same stable individual characteristics.
Stages of organizing internal differentiation:
1. The criteria according to which groups are created are determined
students.
2. Carrying out diagnostics based on selected criteria.
3. Students are distributed into groups taking into account the diagnostic results.
4. Differentiation methods are determined, tasks are developed for
selected groups of students.
5. A differentiated approach is implemented at various stages of the lesson.
6. Diagnostic monitoring of students’ work results is carried out,
according to which the composition of groups may change.
In any education system, there is a differentiated approach to one degree or another. There are several proprietary pedagogical technologies for differentiation of learning: intra-subject - author Guzik N.P., level-based based on mandatory results - author Firsov V.V., cultural education based on the interests of children - author Zakatova I.V. But all these technologies pursue one goal, this is the further development of the child’s individuality, his potential capabilities, the development cognitive interests and personal qualities.
How can a teacher make learning optimal for each child in the class, taking into account his or her characteristics? Each teacher can find his own options for work. It is important to note that the composition of groups changes in different lessons or extracurricular activities, since differentiation can be carried out according to different criteria. The advantage of organizing classes this way is the development of independence skills and ample opportunities to provide assistance to those children who need additional attention.
Differentiation of learning and pedagogical support for this process. technology is a system in educational theory and practice.
Scientists, doctors, innovative teachers urge us to more often apply and use everything new in our work.
And for us, teachers, it is important that we want to learn new things, introduce them into the learning process and not be afraid to put modern teaching into practice. technology in our information age. To achieve the set tasks and goals, it is not edifying, forced training, but as Basil the Great said, “Forced training cannot be firm, but what enters with joy and cheerfulness firmly sinks into the souls of those who listen...”.
Primary school is an important stage age development and the formation of the personality of children, it must and certainly must guarantee a high level of education. Our school educates children with different levels of development, and since a public school is not able to offer each student an individual curriculum, our teachers are looking for teaching models that can ensure personal development, taking into account individual psychological and intellectual capabilities.
Today, the school is in a tireless search for new, more effective approaches, means and forms of teaching and educating students. The interest in this is quite understandable.
Most of the technologies used in education are focused on a group method of learning with uniform requirements, time expenditure, and volume of material studied without taking into account the characteristics of the individual psychological development of each student, which does not bring significant results in learning. Until recently, the standard school was based on the statement of Zh.Zh. Rousseau, as if people are the same from birth and pure, like boards, then it was not the laws of nature that forced her to do this, but ideology. As a result, school is disliked (and often hated) not only by “lazy” children, but also by quite hardworking children.
I believe that the success of the learning process depends on many factors, among which an important role is played by teaching according to the child’s abilities and capabilities, i.e. differentiated learning.
Currently, one of the leading trends in the development of our elementary school is its differentiated education.
The experience of recent years shows that the most effective form of individualization of educationalThe process that provides the most favorable conditions for the child (when selecting the appropriate level, complexity of educational material, compliance with the didactic principles of accessibility, feasibility) is differentiated education.
Goals of differentiated instruction:organize the educational process based on taking into account individual characteristics of the individual, i.e. at the level of his capabilities and abilities.
Main task:see the student’s individuality and preserve it, help the child believe in himself, and ensure his maximum development.
I'll stop at intraclass differentiation.
Since the class is made up of children of different levels of development, the need for a differentiated approach to multi-level teaching inevitably arises.
I believe that an important aspect in the development of personality is the implementation of an individual and differentiated approach to students in the pedagogical process, since it is this that involves the early identification of children’s inclinations and abilities, the creation of conditions for personal development. Intraclass differentiation in elementary school has existed for a long time and is the main way to individualize learning, so teaching children who are different not only in their level of preparation, but even in their learning capabilities is perhaps the most difficult task facing a primary school teacher. And it is impossible to solve it without an individual approach to learning.
Level differentiation allows you to work both with individual students and with groups, preserving the children's team in which personal development occurs. Its characteristic features are: openness of requirements, giving students the opportunity to choose how to learn the material and move from one level to another. The teacher’s work system using this technology includes various stages:
- Identification of backlogs in knowledge and equipment;
- Eliminating their gaps;
- Eliminating the causes of academic failure;
- Formation of interest and motivation to study;
- Differentiation (by degree of difficulty) of educational tasks and assessments of student performance
Internal differentiation involves a conditional division of the class:
- by level of mental development (level of achievement);
- by personal psychological types (type of thinking, character accentuation, temperament, etc.).
The main goal of my use of level differentiation technology is to train everyone at the level of their capabilities and abilities, which gives each student the opportunity to obtain the maximum knowledge according to their abilities and realize their personal potential. This technology allows you to make the learning process more effective.
Children have always begun, and will continue to begin, studying the school curriculum with different initial prerequisites. In quantitative terms, it looks like this: the majority of students (about 65%) enter school with approximately the same level of mental development, which is what is accepted as the norm; 15% exceed this level to a greater or lesser extent, and 20% of children, on the contrary, do not reach it.
As practice shows, normal children (having normal indicators for all levels of development) are found only in books. Almost every child has one or another (even minor) deviations, which in the future can lead to a lag in educational activities.
It should be noted that the level of students’ readiness for school (the educational process) is not the same and decreases every year. For some, it meets the conditions for the success of their further education, for others it barely reaches the acceptable limit.
The data obtained from all tests allows us to build an individual profile of the child’s readiness for school, on the basis of which his level of development is determined.
When organizing multi-level education, I take into account the intellectual abilities of children and at the end of the 4th grade they reach the level of the age norm, this indicates the positive impact of multi-level education on the development of the child.
Carrying out a differentiated approach, I am guided by the following requirements:
- creating an atmosphere conducive to students;
- actively communicate with students to ensure that the learning process is motivated; so that the child learns according to his capabilities and abilities; so that he has an idea of what is expected of him;
- Students of various levels are invited to master a program appropriate to their capabilities (each “take” as much as he can).
For multi-level training I use:
- Information cards, including, along with the task for the student, elements of dosed assistance
- Alternative tasks for voluntary completion
- Tasks whose contents were found by the student
- Tasks that help in mastering rational methods of activity
Multi-level differentiation of training is widely usedat different stages of the educational process:learning new material; differentiated homework; taking into account knowledge in the lesson; ongoing testing of mastery of the material covered; independent and control work; organization of work on errors; consolidation lessons.
Differentiation of the content of educational tasks:
by level of creativity,
according to difficulty level,
by volume,
according to the degree of independence,
by the nature of assistance to students
Differentiation methods can be combined with each other, and tasks are offered to choose from. The technology of differentiated learning involves the voluntary choice by each student of the level of tasks.
3 Organization of level work in the lesson
Goal: create psychological comfort and train everyone at the level
opportunities and abilities.
Level differentiation provides:
Availability of a basic, compulsory level of general educational training.
The basic level is the basis for differentiation and individualization of requirements for students.
The Basic Level must be completed by all students.
The results system must be open (the child must know what is required of him).
Along with the basics, there is the possibility of advanced training, determined by the depth of mastery of the content academic subject. This is ensured by a level of training that raises the level of the minimum standard.
Differentiated tasks are an important means of teaching and education, aimed at developing the mental and creative activity of students, their interest in studying the subject.
1. Identify three types of differentiated tasks “A”, “B”, “C” of varying degrees of complexity.
2. I correctly divide the children into 3 groups of variable composition. A student who yesterday worked in a group of level 1 (task “C”), tomorrow can work in a group of level 2 (task “B”) if he has mastered the basics.
Three types of differentiated tasks
Slide captions:
Technology of differentiated learning Performed by primary school teacher MBOU “Secondary School No. 4” Puchkova Olga Vladimirovna
epigraph The true meaning of pedagogy is that even a person who finds it difficult to do what others can do does not feel inferior, but experiences high human joy, the joy of knowledge, the joy of intellectual work, the joy of creativity Sukhomlinsky V.A.
The purpose of differentiation is to train everyone at the level of their capabilities; adaptation (adaptation) of teaching to the characteristics of different groups of students.
Objectives: 1. The main objective: to see the student’s individuality and preserve it, to help the child believe in himself, to ensure his maximum development. 2. Training each student at the level of his capabilities and abilities. 3. Constant monitoring of learning results.
How to make the learning process more flexible, more tailored to each student? It is no secret that adjusting students' knowledge to formal, identical requirements inhibits the mental development of schoolchildren and reduces their educational activity. When focusing on the “average school student” in the learning process, children, as a rule, are overloaded with academic work and at the same time intellectually underloaded. How to make the learning process more flexible, more tailored to each student? The answer to this question is given by the new teaching technology “Level differentiation ”, allowing for more active use of the potential capabilities of students.
Today, the school is in a tireless search for new, more effective approaches, means and forms of teaching and educating students. Level differentiation presupposes such forms of teaching that make it possible to provide as much knowledge for a particular student as he can accommodate. School is an important stage in the age-related development and personality formation of children; it must and certainly must guarantee a high level of education. Our school educates children with different levels of development, and since a public school is not able to offer each student an individual curriculum, our teachers are looking for teaching models that can ensure personal development, taking into account individual psychological and intellectual capabilities.
Differentiated learning. Most of the technologies used in education are focused on a group method of learning with uniform requirements, time expenditure, and volume of material studied without taking into account the characteristics of the individual psychological development of each student, which does not bring significant results in learning. The success of the learning process depends on many factors, among which an important role is played by teaching according to the child’s abilities and capabilities, i.e. differentiated learning.
Differentiation translated from Latin means division, stratification of a whole into different parts. Differentiated learning is: a form of organizing the educational process in which the teacher works with a group of students, compiled taking into account whether they have any common qualities that are significant for the educational process
Differentiated education Differentiated education creates conditions for the maximum development of children with different levels of abilities: for the rehabilitation of those who are lagging behind and for the advanced training of those who are able to learn ahead of schedule. The most effective form of individualization of the educational process, which provides the most favorable conditions for the child (when selecting the appropriate level of complexity of educational material, observing the didactic principles of accessibility and feasibility), is differentiated instruction.
Methodological basis Formation of a support that provides all students, regardless of their abilities, with mastery of a basic system of knowledge and skills. Identification and open presentation to all participants of the educational process of the level of compulsory training of the “student must” type. Introduction of an increased level of requirements of the “student wants and can” type. Explicit, and not artificially formal recognition of the child’s right to choose the level of mastery of material and reporting Compliance of the content, control and assessment of knowledge with the level approach
Types of differentiation External differentiation. Creation of special types of schools and classes in which students with certain individual characteristics are enrolled. Internal differentiation. Organization of the educational process within the class according to groups of students who differ in the same stable individual characteristics.
Stages of organizing internal differentiation: 1. The criteria in accordance with which groups of students are created are determined. 2. Carrying out diagnostics based on selected criteria. 3. Students are distributed into groups taking into account the diagnostic results. 4. Methods of differentiation are determined, tasks are developed for selected groups of students. 5. A differentiated approach is implemented at various stages of the lesson. 6. Diagnostic monitoring of student performance results is carried out, according to which the composition of groups may change.
Differentiation of the content of educational tasks: by level of creativity, by level of difficulty, by volume, by degree of independence, by the nature of assistance to students
Level differentiation ZERO level of activity Psychological - pedagogical characteristics of students are passive, have difficulty getting involved in work, expect the usual pressure from the teacher, have no interest, do not know how to work independently, do not try to look for their own solution; slowly get involved in work, their activity increases gradually
Directions of work Do not offer them tasks that require a quick transition from one type of activity to another Spend moments of psychological relief Create a special emotional atmosphere for the lesson Address such children only by name Praise, approval, kind, affectionate tone
Level differentiation RELATIVE-ACTIVE level Psychological and pedagogical characteristics of students interest appears only in connection with an interesting topic, lesson content or unusual teaching methods willingly begin new types of work, but if difficulties arise, they also easily lose interest in learning hastily
Directions of work Their attention can be “kept” by questions that the students themselves ask at the end of the lesson on its topic. Willingly use the answer plan, table, reference signal, algorithm. Emotional support is very important for them. An emotional-intellectual atmosphere should accompany the entire lesson
Level differentiation EXECUTIVE-ACTIVE level Psychological and pedagogical characteristics of students systematically perform homework, are willing to participate in educational activities, offer original solutions, work mainly independently, begin to get bored if the material is simple or the teacher is busy with weak students, gradually get used to limiting themselves to the educational task and no longer want or are out of the habit of looking for non-standard solutions
Directions of work Encourage independence in learning Stimulate with problematic, partially search and heuristic situations in the lesson Create role-playing situations (the role of an expert observer, sage, knowledge keeper, etc.) Forms of control for them should differ from the usual reproduction of knowledge
Level differentiation CREATIVE level Psychological and pedagogical characteristics of students like to solve problematic, search, non-standard problems strive for self-expression through various types of creativity
Areas of work Creating conditions for personal self-realization, the opportunity to express one’s attitude to the world Special techniques that stimulate creative activity cooperative learning brainstorming group discussion method of inventing
Positive aspects of differentiated and individualized approaches No struggling students in the class; Full-time employment for all students, independently moving from level to level; Formation of personal qualities: independence, hard work, self-confidence, creativity; Increasing cognitive interest and motivation to learn; Development of students' abilities.
Difficulties in implementing differentiated and individual approaches A lot of preparatory work before the lesson; Processing of material content, Didactic support; Preparing students for this form of work; Pedagogical monitoring.
Three types of differentiated tasks “C” “B” “A” 1 level of complexity - this is the basic standard. The student masters the basic level. Level 2 - ensures that students master those methods of educational activity that are necessary to solve application problems. Additional information is introduced that deepens the material of level 1, shows the application of concepts Level 3 - provides for fluency in factual material, methods of educational work and mental actions, provides developmental information, deepens the material, its logical justification, which opens up prospects for creative application
Level differentiation The teacher correctly divides the children into 3 groups of variable composition. A student who yesterday worked in a group of level 1 (task “C”), tomorrow can work in a group of level 2 (task “B”) if he has mastered the basics. Level 1 – reproductive, works at the level of knowledge, understanding (task “C”) under the guidance of a teacher (instruction, frontal work, analysis with subsequent recording, instructional cards). Level 2 – constructive, applies acquired knowledge (task “B”). After explanation, the task is completed independently with mandatory verification. Level 3 – creative, deepens knowledge (task “A”). The task is completed independently.
Conclusions DIFFERENTIATED TEACHING Technology Denotes effective attention to each student, his creative individuality in the context of a class-lesson teaching system according to compulsory curricula. Involves a combination of frontal group and individual tasks to improve the quality of learning and development of each student. Cognitive activity and intellectual activity of each student are successfully developed with taking into account his capabilities and abilities.
Russian language lesson in grade 2, level 1 - copy the text by inserting the missing letters. Winter The (winter) winter has arrived. The fluffy (rug) on the (lying) side of the snow lies on the (field) fields and (hill) hills. (Tree) D.. revya (standing) st..yat (quiet) t..ho. In the (forest) l..su all (trail)tr..kicks were swept away. You can (go) through the forest only on skis. Severe frosts hit. (river) The river is frozen. The guys made (more) bigger (rolls) to..current. There's always (fun) fun at the skating rink.
Russian language lesson in 2nd grade, level 2 - copy by inserting the missing letters and selecting test words. Winter Winter has come. The snow lies like a fluffy blanket on the fields and hills. D..review st..yat t..ho. All the steps were swept away in the l..su. You can only go through the forest on skis. Severe frosts hit. R..ka is frozen. The guys did a great job. It's always fun at the skating rink.
Russian language lesson in grade 2, level 3 - copy the text, emphasize unstressed vowels. Choose test words. Winter Winter has come. Snow lies like a fluffy carpet on the fields and hills. The trees are quiet. All the paths in the forest were covered with snow. You can only walk through the forest on skis. Severe frosts hit. The river is frozen. The guys made a big skating rink. It's always fun at the skating rink.
Math lesson in 2nd grade. Level 1 - pose a question and solve a problem. Problem: “Vika had 50 rubles. She bought the album for 15 rubles. Level 2 - Complete the condition, pose a question and solve the problem. Problem: “Vika had 50 rubles. She bought the album for ... rub. Level 3 - pose a question and solve a problem. Compose and solve inverse problems. Problem: “Vika had 50 rubles. She bought the album for 15 rubles.
Math lesson in 2nd grade. Level 1 - draw a broken line of three links 2 cm, 3 cm, 4 cm long. Find the length of the broken line. Level 2 - draw a broken line of three links. The length of the first is 2 cm, the length of each next link is 1 cm longer than the previous one. Find the length of the broken line. Level 3 - draw a broken line of three links. The length of the first link is 2 cm, the length of the second link is 1 cm greater than the first, the length of the third link is equal to the length of the first and second links together. Find the length of the broken line.
Lesson of the surrounding world in 2nd grade, level 1 - among the proposed samples, find granite, coal, limestone, oil. Level 2 - find out from the description what kind of mineral we are talking about and find it among the samples. “This rock is very durable, gray or pink in color. Consists of feldspar, mica and quartz. Level 3 - find out from the description what kind of mineral we are talking about, find it among the samples. Name the properties of this rock and its uses.
Thank you for your attention
Differentiated learning- form of organization of the educational process.
Differentiation- creating a variety of learning conditions (one of the ways of individual approach)
Technology of level differentiation in primary school
“Every child is naturally endowed with abilities
to almost all types of human activity:
to mastering natural and humanitarian knowledge,
to fine arts, music, etc.
It is only important to develop these abilities during the learning process.”
Goncharova L.V., Ph.D. pedagogical sciences
Our modern school educates children with different levels of development, and since a mass school is not able to offer each student an individual curriculum, our teachers are looking for teaching models that can ensure personal development, taking into account individual psychological and intellectual capabilities.
Today, the school is in a tireless search for new, more effective approaches, means and forms of teaching and educating students.
(slide 2)
In a modern primary school, the child’s personality and his activities come first. Therefore, priority technologies include:
Student-centered learning
Health-saving technologies
Information and communication technologies
Level differentiation technology
Gaming technologies
Collective education system
Technology of project activities
Currently, modern educational technologies have been developed to make the educational process more effective. For several years, the problem of knowledge strength has been solved through the technology of level differentiation.
History of technology development
For the first time, world pedagogy thought about the differentiation of teaching in
20s of the last century. At this time, active developments in the field of individualization and differentiation of education began in domestic and foreign pedagogy. In the late 50s early 60s. The question arose about developing a whole system of parameters by which differentiation of learning and within it an individual approach to schoolchildren could be carried out.
(slide 3) Nowadays, TUD training has been developedFirsov Viktor Vasilievich - Candidate of Pedagogical Sciences, Head of the Education for All Center, Moscow.
Conceptual provisions according to V.V. Firsov:
. Motivation, not a statement.
. To warn, not to punish ignorance.
. Recognition of the student's right to choose the level of study.
. The teacher’s previous psychological attitude: “the student is obliged to learn everything that the teacher gives him”; a new psychological attitude for the student, “take as much as you can, but not less than what is required.”
. The student must experience academic success.
(slide 4) Level differentiation - a technology for achieving educational success in the context of the implementation of the Federal State Educational Standard
New educational standards establish requirements for the personal qualities of graduates of educational institutions.
The purpose of training is not so much to “teach” as to “educate” a new member of society who is able to find his place in a rapidly developing society. The personal qualities of the student come first from the earliest period of training.
Federal State Educational Standards Regulations : “Primary education must guarantee the diversity of individual educational trajectories and educational development”
Convention on the Rights of the Child:
“The child has the right to preserve his individuality”
Just as there are no two identical flowers in a meadow, so there are no two schoolchildren who have the same set of abilities, skills, etc. In elementary school, individual differences are especially noticeable.
The average pace of work chosen by the teacher during the lesson turns out to be normal only for a certain part of the students, for others it is too fast, for others it is too slow. The same educational task for some children is a complex, almost insoluble problem, while for others it is an easy question. Some children understand the same text after the first reading, others require repetition, and still others need clarification. In other words, the success of mastering educational material, the pace of mastery of it, the strength and meaningfulness of knowledge, the level of development of the child depend not only on the activities of the teacher, but also on the cognitive capabilities and abilities of students, determined by many factors, including the characteristics of perception, memory, and mental activity physical development.
(Slide 5) As mainprinciples The following pedagogical technologies were selected:
universal talent - there are no untalented people, but only those who are busy with other things
mutual superiority - if someone does something worse than others, then something must turn out better; it is something to look for;
the inevitability of change - no judgment about a person can be considered final.
(Slide 6) Technology aspects (from Latin aspectus - appearance, appearance, glance, point of view) - onefrom the sides of the object under consideration, point of view, how it is seenfrom a certain position.
1. Taking into account the individual (typological and personal) characteristics of students.
2. Grouping students based on individual typological characteristics.
3.Organization of educational activities in groups at different levels to master a single program material.
When switching to multi-level education, one has to face, first of all, the problem of selecting students into groups. In schools, this problem is solved in different ways and not always in the best way.
First of all, when dividing students into levels, it is necessary to take into account the desire of the students themselves to study at one level or another. In order for such a desire to not be at odds with the student’s capabilities, it is necessary to give students a chance to prove themselves, to evaluate their strengths and capabilities.
Therefore, as experience shows, it is better to divide students into levels not immediately based on the results of a test or interview, but after observing, for at least a year, their development, manifestation of cognitive abilities and interests.
Based on the diagnostic results, the class can be divided into
3 main groups : (slide7)
1 group - students with a good level of knowledge (high degree of training), conscious motivation, high rate of knowledge acquisition, high development potential;
2nd group - students who have mastered the material at a basic level, with motivation that does not have a clear definition or is far from mastering the educational material, an average rate of knowledge acquisition, and good development potential;
3 group - students who poorly assimilate the material, with a lack of motivation to learn, with average or low development potential.
Group work provides many opportunities for internal differentiation. The task is givenhomogeneous (Homogeneousgroup— Thisa group in which all members sharehave a lot in common)group (from 2 to 4 people), and not to an individual student . In a small group, the student is in more favorable conditions than when working frontally with the whole class. In a conversation within a small group, he can express his opinion, participate more actively in solving educational problems in accordance with his interests and abilities
When making differentiation, you need to be guided by the followingrequirements
:
(slide 8)
. creating an atmosphere conducive to students;
. active communication with students to ensure that the learning process is motivated; so that the child learns according to his capabilities and abilities; so that he has an idea of what is expected of him;
. Students of various levels are invited to master a program appropriate to their capabilities (each “take” as much as he can).
Forms of work within the technology (slide 9)
For multi-level training use:
Tests and independent work of varying difficulty levels
Tasks for individual work, taking into account
difficulty level chosen by the student
Tasks-schemes, information cards (“helpers”) for independent learning of new things or consolidation of the material covered, including, along with the task for the student, elements of dosed assistance
. Alternative tasks for voluntary completion
. Tasks that help in mastering rational
ways of doing things
Homework - a special type of independent work, because this work is performed without the direct supervision of the teacher. Differentiation of homework helps to eliminate homework overload for students. This means reducing the volume of assignments, increasing the number of days for its preparation, and individual work with students to increase the pace of their mental activity.
Determining the content, volume and nature of tasks depends on the student’s productivity in the lesson. It is advisable to include in all students’ homework assignments that correct deficiencies and gaps in students’ knowledge, skills and abilities that have arisen for one reason or another. Taking into account the causes of errors (an unlearned rule, failure to distinguish between any concepts, poor command of the method of action) allows not only to correct the mistake, but also to prevent the occurrence of similar errors. Before differentiating homework, the following goals are set:
Fill a gap in the knowledge of a student (in this case, the task is individual); prepare students to learn new educational material;
Provide assistance to a group of students in completing homework (the card includes reference material: rule, drawing, diagram, additional questions);
Expand and deepen knowledge, skills and abilities on the topic being studied.
Conclusion
(slide 10) Using level differentiation technology
makes it possible to take into account the cognitive interests of all students, to develop each to the best of his strengths and abilities, without limiting the teacher
in the choice of methods, means and forms of training.
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Features of differentiated teaching for younger schoolchildren in technology lessons
Introduction
Chapter 1. Psychological and pedagogical features of differentiated education in primary school
1.1 General principles of organizing differentiated learning in a modern primary school
1.2 Forms of organizing educational work with children of primary school age during differentiated instruction in technology lessons
1.3 Analysis of the experience of using a differentiated teaching method and its application in technology lessons in primary school
Chapter 2. Experimental study of the use of a differentiated approach when teaching primary schoolchildren in technology lessons
2.1 Ascertaining study of the activities of 2nd grade students
2.2 Specifics of differentiating children in technology lessons
Conclusion
References
Application
Introduction
Modern concepts of primary education are based on the priority of the goal of educating and developing the personality of a junior schoolchild based on the formation of educational activities.
It is necessary to create certain conditions so that each student has the opportunity to fully realize themselves and their individual characteristics.
Each class consists of students with completely different development and levels of preparedness. They have different attitudes to learning and different interests. Most often, the teacher needs to teach based on the average level of development and training of children. This always leads to the fact that “strong” students are unnaturally restrained in their development, losing interest in learning, and “weak” ones are forced to exist as laggards. Students classified as “average” are also different, having different interests and inclinations, with different characteristics of perception, thinking and memory. Therefore, it is necessary to ensure that each student works to the fullest of his abilities. It is worth noting that the child needs to feel self-confidence and a sense of joy from the learning process.
To do this, the educational process should be built based on the principle of an individual approach.
One of the ways of an individual approach is differentiation of training. Since one or another individual characteristic is most often characteristic of several students, an individual approach can be carried out to a group of schoolchildren who differ in the same characteristics. In pedagogy, this approach is called differentiated. It in no way excludes individual work with individual students.
The foundations of a differentiated approach were laid in the works of: I.S. Yakimanskaya, P.P. Blonsky, B.M. Teplova, I.I. Rezvitsky.
The founders of the concept of “differentiated approach” in teaching are K. Rogers, V. Fraklja, A. Maslow, R. May, V. Fraklja. This concept first appeared abroad at the beginning of the 20th century.
Currently, a number of scientists like E.V. Bondarevskaya, N.N. Alekseev, D.A. Belukhin, I.D. Demakova, A.M. Kushnir and many others are researching and developing concepts, models, and technologies for a differentiated approach to teaching.
The relevance of differentiation of the educational process is due to:
1. The provisions of the Federal State Educational Standard of NEO: “Primary education must guarantee the diversity of individual educational trajectories and educational development.”
2. Convention on the Rights of the Child: “The child has the right to preserve his or her individuality.”
Each period is characterized by characteristic features, its own changes in the development and behavior of the child.
Reasonably organized education should adapt to age characteristics. With age, the growing personality’s relationship to learning, to himself, and to the reality around him changes. A person’s needs, interests, and beliefs change, as well as his outlook on life, his relationship to the entire world around him and to himself. Ignoring or denying the natural stages of development will in any case lead to a false statement, as well as to the opportunity to learn any social experience, any knowledge, skills and abilities at any age, when selecting and applying the appropriate methodology.
Based on this, it was formed research problem: what are the features of differentiated learning for younger schoolchildren in technology lessons?
The solution to this problem is also purpose of the study.
Object of study: activities of junior schoolchildren in technology lessons.
Subject of research: the process of organizing differentiated education for younger schoolchildren in technology lessons.
Research objectives:
consider the problem of periodization of mental development;
consider the approaches of famous psychologists to periodization and methods of its construction;
superimpose the child’s condition at given periods of his development on his performance in technology lessons;
consider all possible options for dividing children into groups according to any psychological characteristics for work in technology lessons in a modern school;
analyze whether the method of dividing children into groups during technology lessons in elementary school will work.
The following methods were used to solve problems:
- Theoretical: analysis of psychological and pedagogical literature;
Empirical (practical):
Testing children for mental disorders
Work with students (conversation, observation, comparison, testing);
Collective and individual work of students;
Analysis of the results of students’ creative work
Experimentalbase was the Municipal Autonomous Educational Institution "Secondary School No. 2".
This work consists of an introduction, two chapters, a conclusion and an appendix. The first chapter is devoted to the theoretical foundations of differentiated instruction. The second chapter will examine the application of differentiated instruction in practice and present an analysis of the work done.
Chapter 1. Psychological and pedagogical features of differentiated education in primary school
1.1 General principles of organizing differentiated instruction in a modern primary school
One of the important tasks of a modern primary school is to create certain conditions for all children to receive an education (regardless of individual characteristics). The child should be comfortable at the time of training. This is why differentiated learning exists.
Children of the same age category differ from each other in physical and spiritual development, in typological characteristics of higher nervous activity, interests, abilities, etc. A teacher at school will try to take the average bar in order to teach the entire class as a whole. But such training will not be effective and efficient. It turns out that “Strong” students are artificially restrained in their development, thereby losing interest in learning (which does not require mental effort from them), and “weak” students are doomed to chronic lag and their interest in learning also fades away (which requires much more mental effort from them).
To avoid such situations, it is worth building the educational process based on the principle of an individual approach.
The principle of differentiation of teaching is a provision according to which the pedagogical process is structured as differentiated, namely the widespread use of various forms, methods of teaching and organization of educational activities based on the results psychological-pedagogical diagnostics of educational capabilities, inclinations, abilities of students.
One of the main types of differentiation is individual education of the child. The technology of differentiated learning consists of a set of organizational solutions, tools and methods. Which cover one of the most important areas of the educational process.
The basis for implementing differentiated learning is the formation of groups. These groups are based on the developmental characteristics of children.
Individual differences also appear in the types of thinking: in some children, practically effective thinking predominates (solves a problem in the process of practical activity), in others, visual-figurative thinking predominates (involves a visual representation of the situation without real practical actions), and in others, verbal-logical thinking (use concepts, logical constructions). But in real life, all these types of thinking are closely interconnected, and the learning process should be aimed at developing each of them.
Most often, differentiated instruction is necessary for children who do not perceive information the first time. They require a special approach and special teaching methods. The main feature when working with such children is not passive adaptation to mental weaknesses, but the principle of active influence on the mental development of schoolchildren in order to shape them as much as possible, actively countering the idea that they have about their own inability or inferiority.
Also, differentiated learning is important for children who have a high level of mental development. Studying with children with developmental delays will lead to difficulties.
Differentiation in the educational process can be divided into types:
by level of creativity (Determine the child’s creative approach to a particular task)
work based on a model, work to reproduce knowledge
by difficulty level
by volume of work performed and degree of independence
by the nature of mutual assistance to comrades
When dividing students into groups, it is necessary to choose what type of division this division will take.
Currently, teachers are trying to resort to differentiated instruction less and less often. It is believed that every child has the right to receive knowledge on an equal basis with everyone else (even if the child has serious developmental disabilities). Of course, every child should receive knowledge, but in this case, the knowledge gained will not be of high quality, since all children are different and their performance is accordingly different.
One of the American psychologists gives a figurative comparison of all children with a flock of birds flying south in the fall: in the middle there is a solid cloud of birds, in front and behind the solid mass thins out, the same goes for schoolchildren. Ahead are those who are achieving, behind are those who are lagging behind and those who are not achieving.
Currently, there are 5 models of differentiation in global educational practice:
selective stream (three streams - lightweight, basic, advanced. Classes within streams are homogeneous, transition from stream to stream is possible only at the end of the academic year);
selective-level (within classes there are groups of facilitated learning, basic and advanced; transition is possible two or three times a year);
mixed abilities (classes are small and homogeneous. Children begin studying the topic together, then testing is carried out and the class is divided into two streams);
integrative (mixed ability groups);
innovative (within a class or group);
These models include three options for differentiating student learning:
1. Formation of homogeneous classes from the initial stage of schooling based on the diagnosis of dynamic personality characteristics and the level of mastery of general educational skills.
2. Intraclass differentiation at the secondary level, carried out through the selection of groups for separate training at different levels (basic and variable), enrollment in groups is made on a voluntary basis according to the levels of cognitive interest of students.
3. Profile training in primary school and high school, organized on the basis of psychological diagnostics, expert assessment, recommendations of teachers and parents, and self-determination of schoolchildren.
There are two main forms of organizing differentiated learning: internal and external differentiation.
External differentiation of education is the main form of differentiated education for students, which involves the creation of relatively stable groups and specialized classes in which the content of education and the educational requirements for students differ. Stable groups of specialized classes of students are created on the basis of certain criteria, namely: cognitive interests, general and special abilities that are achieved in training, results and performance, projected professional activities, etc.
Working in such classes, a characteristic feature is the transfer of the center of gravity from teaching to learning (as independent study and assimilation of information, mastery of educational skills). In this case, the teacher is no longer the only or even the main
source of information. First of all, he is the organizer of students’ independent work and their consultant.
Groups are created taking into account: interests, inclinations; abilities; achieved results; projected profession.
"External differentiation"
Table 1
Internal differentiation of instruction is a form of differentiated instruction that is carried out by dividing all students into certain groups within the class. The purpose of organizing educational work when using various teaching methods, at different levels of mastering program material, is internal differentiation. This form differentiation gives us different variations in the pace of studying educational program material, the choice of educational tasks and different types of pedagogical activities in the lessons, while determining the nature and extent of assistance from the teacher.
Internal differentiated instruction is most often organized in large groups of students or in the whole class. Study groups are selected according to certain criteria and characteristics depending on the goals and objectives of the lesson. The main feature of internal differentiation of student learning is its focus not only on students with learning difficulties, but also on gifted children.
1. Model of heterogeneous classes. A student studies in the same heterogeneous class in all subjects.
2. Integrated model. Children with different abilities are placed in the same group, the emphasis is on individuality, individual development and independent learning.
"Level differentiation- organization of education in which schoolchildren, studying according to one program, have the right and opportunity to master it at various planned levels: at compulsory (basic, standard education) and advanced
The process of child development, first of all, must be considered as a stage-by-stage process. The most essential thing for child psychology is to clarify the transition from one stage (or period) to another. At the same time, those general provisions with which we have already become acquainted will be concretized.
What is childhood age, period? Are there objective signs, criteria for these periods? Some authors consider this process in time coordinates, dividing time into intervals without distinguishing stages.
A certain age in a child’s life, or the corresponding period of his development, is a relatively closed period, the significance of which is determined, first of all, by its place and functional significance on the general curve of child development. Each age, or period, is characterized by the following indicators:
A certain social situation of development or that specific form of relationship into which a child enters with adults in a given period;
The main or leading type of activity (there are several various types activities that characterize certain periods of child development);
The main mental neoplasms (in each period they exist from individual mental processes to personality traits).
The above indicators have complex relationships. Thus, new formations that arise during this period change the social situation of child development: the child begins to demand a different system of relations with adults, looks at the world differently and, with the help of adults, changes the system of relations with them. In other words, having arisen in a certain social situation, new formations come into conflict with it and naturally destroy it.”
Table 2
Criteria and indicators of differentiated learning
According to the theory of differentiated learning, the differentiated organization of students' educational activities creates favorable conditions for the interaction and mutual enrichment of its various, sometimes opposing directions to a qualitatively new level, raising the process of integration of the content of the educational process, within which differentiation itself is possible.
It is known that currently there are many points of view on the process of child development as a whole. Some scientists believe that this process is continuous, while others consider this process to be discrete.
Supporters of continuous development believe - “That the process goes on without stopping, without accelerating or slowing down. There are no boundaries separating one stage from another. According to adherents of discrete development, it proceeds unevenly, sometimes accelerates, sometimes slows down, and has a main, leading development factor. That is why it is necessary to distinguish stages and stages of development that will be qualitatively different from each other. It is believed that children move through all stages of development sequentially, without skipping a single stage or getting ahead of themselves.”
Nowadays, preference is given to a discrete position in the development of children.
There are two known approaches to the periodization of development: spontaneous and normative. Proponents of the spontaneous approach believe that the development process takes shape under the influence of many random factors and circumstances. They happen in the life of every child. The ideal development process is considered normative, taking into account all influencing factors with the correct organization of training and education.
According to L.S. Vygotsky, all periodizations can be divided into three groups.
The first group includes periodizations built on the basis of external criteria associated with the development process. This includes periodization created according to the biogenetic principle of periodization by K. Bühler (author of the theory of three stages of development). He believed that a child begins to realize something after preschool age.
The French psychologist R. Zazzo built his periodization in such a way that the systems of education and training coincide with the stages of childhood:
0-3 years - early childhood;
3-5 years - preschool childhood;
6-12 years - primary school education;
12-16 years old - secondary school education;
17 years and older - higher and university education.
Many scientists proposed to highlight some feature when constructing periodization, for example, P.P. Blonsky proposed building a periodization based on the change of teeth: toothless childhood, deciduous childhood, and the period of permanent teeth.
The second group includes periodizations based on one internal criterion, chosen arbitrarily.
3. Freud built a periodization taking into account puberty. He identified the following stages: oral, anal, phallic, latent, genital, corresponding to asexual, neutral, bisexual and sexual childhood.
American psychologist L. Kohlberg (1927-1987) placed the main emphasis on moral development. He identified three levels:
1. fear of punishment (up to 7 years): fear of the right of force, fear of being deceived and not receiving enough benefits.
2. shame in front of people around (13 years old): in front of comrades, immediate environment; shame of public condemnation, negative assessment of large social groups.
3. conscience (after 16 years): the desire to conform to one’s moral principles, one’s own system of moral values.
In his periodization, E. Erikson identified eight stages:
1) trust - distrust (1 year);
2) achieving balance: independence and indecisiveness (2-4 years);
3) enterprise and guilt (4-6 years);
4) skill and inferiority (6-11 years);
5) personality identification and role confusion (12-15 years old - girls and 13-16 years old - boys);
6) intimacy and loneliness (the beginning of maturity and family life);
7) universal humanity and self-absorption (mature age);
8) integrity and hopelessness.
At each stage something new is formed. It is necessary for social life, preparation for the next stage of life is underway.
J. Piaget included intellectual development in the basis of his periodization. He identified four stages:
1) sensorimotor stage (from birth to 18-24 months);
2) preoperative stage (from 1.5-2 to 7 years);
3) stage of specific operations (from 7 to 12 years);
4) stage of formal operations (from 12 to 17 years).
The third group includes periods of development based on essential criteria and characteristics. This group includes:
Periodization L.S. Slobodchikova
1st stage - revitalization (from birth to 1 year); 2nd stage - animation (from 1 year to 5-6 years); 3rd stage - personalization (from 6 to 18 years);
Stage 4 - individualization (from 17 to 42 years old).
Periodization by A. Disterweg:
Stage 1 - dominance of sensation: Stage 2 - dominance of memory;
Stage 3 - dominance of reason.
The problem of identifying the main age periodization still remains relevant. None of the proposed periodizations has been confirmed in specific results of studying human mental development.
L.S. Vygotsky, working on the problem of periodization, wrote: “Only internal changes in development itself, only fractures and turns in its
current can provide a reliable basis for determining the main eras in the construction of a child’s personality.” He proposed that when creating periodizations, use an analysis of the social situation of the child’s development and mental neoplasms, and also take into account the transitional critical periods of development from birth to adolescence.
This problem was of interest not only to L.S. Vygotsky, but also A.N. Leontyev. In his article he wrote: “Towards the theory of development of the child’s psyche” he introduced the concept of “leading type of activity.” A.N. Leontyev revealed that with age the child’s place in the system of social relations changes. He explained that this is accompanied by the child’s activity, which is decisive in his development.
Ideas L.S. Vygotsky and A.N. Leontyev served as the basis for the creation of D.B. Elkonin age periodization of child development.
Now this periodization is generally accepted in developmental psychology.
Elkonin proceeded from the following provisions:
Age-related development is a general change in personality, the formation of a new plan of reflection, a change in activity and life position, the establishment of special relationships with others, the formation of new motives of behavior and value systems;
Development is a dialectical process, determined by internal contradictions, purposeful, uneven, with critical periods;
The nature of childhood should be considered in its concrete historical understanding;
Periodization is based on the patterns of development of activity and a growing person.
All human mental activity is considered as a process of continuous change of activity.
1.2 Forms of organizing educational work with children of primary school age during differentiated learning in technology lessons
The technology of differentiated learning is presented as a set of organizational solutions, means and methods of differentiated learning. It covers only a certain part of the educational process. It is necessary to take into account the features of differentiated learning technology:
1. The procedural two-way nature of the interconnected activities of the teacher and the student
2. Availability of a set of methods and techniques
3. Design and organization
4. Availability of comfortable conditions
In order to determine the student’s level of development, he is given a task that lasts 8 minutes. If a student has completed the task within a given period of allotted time, it means that he is in the zone of actual development. Students who cannot cope with a given task within a certain time are in the zone of proximal development.
The main form of organization of learning in a modern school is the lesson, which is characterized by a variety of ways to organize educational activities. The following forms of educational work in the classroom are distinguished:
frontal;
group;
individual
With frontal teaching, the teacher fully controls the educational activities of the entire class. One task is given to the whole class. The teacher exerts a direct ideological and emotional influence on students, organizes their cooperation, and sets a uniform pace of work for them.
But this form of educational organization does not take into account the individual differences of students. The pace of the lesson may seem high for weak students, and low for strong students. For this reason, weak students will leave the lesson without having mastered the educational material, and strong students will not learn anything new from the lesson.
When working with a group form of training, we note that K.D. Ushinsky, when considering the issues of organizing the educational process in schools, advised dividing the class into groups in order to give all children tasks in accordance with their preparation. He wrote: “This division of the class into groups, of which one is stronger than the other, is not only not harmful, but even useful if the teacher knows how, while working with one group himself, to give the other two useful independent exercises.”
The task is given to the group, not to the individual student. In a small group, the student is in more favorable conditions than when working frontally with the whole class, given the opportunity to act in accordance with his individuality. In a conversation within a small group, a child can express his opinion and participate more actively in solving educational problems in accordance with his interests and abilities.
The third and main form of educational work in the lesson is individual. It is an organization of learning in which each student works independently. This is how the child shows initiative and interest. The pace of work depends on the learning capabilities and preparedness of the student. Differentiation of learning here can be achieved through individualized independent work. It consists in the fact that students are given different tasks, which vary depending on the characteristics of the students. The teacher offers tasks of the appropriate type to each group of students. Having assigned different types of tasks to the groups, the students’ independent work is monitored. He must keep in mind and be prepared for the fact that lagging students timidly take on the task. So they don't have complete
For a technology lesson, the possibility of its composition may vary across all three forms. The first two forms can most often be found in the activities of a technology teacher.
Frontal work in technology lessons (Fig. 1) is convenient for: modeling, appliqué, etc. With this type of work, the children will be faced with one task (despite the fact that the task will be the same, the children’s work will be completely different, each work is a reflection of the child’s inner world.)
Rice. 1. “Front work”
Group work is also very common in technology classes. This form of work is relevant because it develops thinking and imagination more strongly than other forms (since children are not placed in strict limits when completing a task). Working in a group, children work together on one idea. After completing the task, children present their work, tell a story or describe what they did.
Rice. 2. Group work - “Application on a free topic”
It is rare to see individual assignments completed in technology lessons. This type work is possible in the case when the child managed to complete the work assigned to him by the teacher ahead of time. Then the teacher can give him an individual task.
For example, in the film “Adventure Electronics”, the teacher gave an individual task to Seryozha - to draw a portrait of a classmate (and the whole class had a different task). The reason for this assignment was that this boy had a talent for drawing portraits. Thus, the teacher wanted the boy’s talent not to go to waste.
If differentiated instruction relates to an individual student, then it becomes individual. Its practical implementation begins with finding out who needs it. First of all, it is for children who are not ready for school. The differences between children starting school are very significant. From complete ignorance and inability to already formed knowledge and skills in certain areas. The teacher will carefully look at the behavior of students, test them in order to determine the level of capabilities, as well as choose a way to work with each of them. They also need advice from their children’s parents.
Rice. 3. “Portrait of Kukushkina”
The technology lesson is subject to the general laws, principles and rules of didactics. It is a specific lesson. This lesson allows us to talk about its features, as well as some fundamental differences from other lessons (at the initial stage of training).
In a technology lesson, children are involved in two types of activities at the same time: work and study. Each of these types of activities has its own motivation and purpose, its own patterns, special structure and organization. In the lesson, all these types of activities are closely interconnected. They form a complex set of educational and labor actions and operations, while mutually influencing each other.
At different stages of a technology lesson, one or another type of activity can play a dominant role. Constantly switching from one type of activity to another, the student must follow the course of his work in the lesson, its logic, consistently moving towards the goal. This is quite a difficult task for a younger student. The activity in which children are involved in a technology lesson integrates the properties and qualities of two rather different types of activity and can rightfully be called a complex educational and labor activity.
The duality of the purpose of the lesson is the main feature of the technology lesson. The work of children in the classroom is not the same work that adults do. The teacher includes children in the labor process during the lesson, that is, this is an educational and labor process. Each type of activity in such a process is aimed at its final result, this is the goal of the activity. For labor activity, this is a specific product of labor: the product that children are engaged in making, or some kind of service. Obtaining this product is the ultimate goal of their work in this lesson.
When implementing differentiated instruction, the teacher will:
have a clear idea of for what purpose, in what lessons and how specifically he will use it;
to study children’s readiness for educational activities and for the perception of specific educational material;
anticipate difficulties that may arise while mastering new material and performing differentiated tasks;
use individual and group assignments in the lesson system;
constantly analyze the effectiveness of individual and differentiated training;
have a clear idea of how to continue the work started in the next lessons;
use differentiated learning not sporadically, but systematically, i.e. practice it throughout your studies.
In technology lessons, the atmosphere of psychological relief is also of great importance. To create such an environment, leisurely work and calm, measured activity of children help. Children should feel comfortable in class. Of course, it is very difficult for a teacher to focus the attention of all children. This is why differentiated teaching exists, thanks to which the teacher can pay more attention to the children, they will be comfortable, and they will show interest in learning.
1.3 Analysis of experience in using a differentiated teaching method and its application in technology lessons in primary school
Not in all schools, teachers in technology lessons use the method of differentiated teaching. Many people believe that in elementary school children should not be divided into groups when teaching. The easiest way is to give all the children one task and just monitor that everything goes as it should. This method will not always be justified. Children with different levels of development will learn information in completely different ways. It is enough for some to see it once and they will immediately be able to reproduce everything identical to the example shown. For others, it will be possible to explain it several times, but in the end they will not understand the task.
Teachers who believe that children in elementary school technology lessons should not be divided into groups based on the specific characteristics of the children will face numerous problems. By the end of the lesson, the result will not be what you would like to see. Only a few will cope with the task set by the teacher. Some will not have time to complete the work on time, others will not understand the task and will do what they see fit. But the teacher will expect good results from more than half of the class. Because he tried, explained, clearly showed everything, but did not see any results.
Also, we must not forget about safety precautions during technology lessons. Often, when planning original tasks for children, you may need items that, if used incorrectly in your work, can harm the child’s health. There are a lot of children in modern classrooms. How to keep track of so many children? All children are different: some sit quietly and wait for the teacher to “give the command - now we do it ourselves,” while others cannot sit still (as a result, they can overhear how to do the work). Thus, they can be injured while performing this or that work.
It can be concluded that a qualified organization of a differentiated approach to teaching technology requires a huge amount of time when planning and implementing the educational process. It is important for the teacher to familiarize himself with the existing best practices in the compilation and use of various objects (manuals) for differentiated work with students.
How to differentiate learning in technology lessons? To do this you need:
clarify and specify by what criteria, abilities, knowledge, skills differentiation of learning in the lesson will be carried out;
develop or use ready-made tasks (for a technology lesson) that allow you to differentiate students according to your chosen criterion;
use differentiated tasks taking into account the results of preliminary diagnostics of students;
if individual students clearly cannot cope with a differentiated task or it turns out to be too simple and easy for them, transfer the student to a stronger or, conversely, weaker group (if there is such a possibility and a sufficient number of technology teachers);
if the student successfully completes certain goals of tasks of a lower level of complexity, transfer the student to another group;
create, systematize and continuously improve a “bank of differentiated tasks” according to a selected criterion, ability, skill, using task cards, slides, computer programs (depending on the topic of the lesson).
In a technology lesson, it is quite difficult to implement differentiated groups of students. The variety of tasks that can be given to children is not that great. Moreover, technology lessons are often traumatic (children have to work with: scissors, small parts (beads), etc.).
Knowing the characteristics of each child in the class, the teacher must come up with different options for presenting the same topic (the same task).
For example: the topic of the lesson is “Modeling the solar system from plasticine.” You can mold absolutely anything from plasticine, even the integral satellite of planet Earth - the Moon. When constructing a lesson on this topic, you can divide the children depending on their level of development. Children who are very developed and like to work actively in class can be given a more complex task - to make the entire solar system. For children who are less active in lessons, you can offer a choice of one subject from the solar system, and then from all the subjects, also make a solar system. At the same time, we will touch on all areas of differentiated learning. In fact, everyone has the same theme - but the methods of its implementation are different.
This work can also be carried out in the form of group work. The topic for all children will be the same - “Planets of the solar system”, the task for all is the same - to make a model of any planet in the solar system. At the same time, weak children and strong children will have equal positions.
Fig 4. “Planets, sun and moon made of plasticine”
When carefully preparing for a technology lesson, you need to pay attention to the uniqueness of the class, its psychology, and the potential capabilities of each student. It is worth trying to find and implement techniques that will give students a sense of independence, creative and active participation in the learning process. A decisive and important role is played by the differentiation of tasks according to the degree of assistance to the student by the teacher and the degree of independence of students in completing tasks. This is especially important for weak students.
The main tasks of the teacher are: bringing students to an average level, as well as teaching them methods of mental activity. Strong students need tasks of increased difficulty (work of a creative nature). This will allow them to fully realize and develop their learning capabilities. To work with strong students in technology lessons, you can use the following forms and techniques:
1. Keep students in “working shape,” that is, increase the amount of work according to their capabilities, which ensures students are busy in class.
2. Increase the amount of work through additional tasks:
apply tasks of increased difficulty:
independent selection of additional tasks by students; creative tasks: complete the work according to the sample.
The problem of managing the learning process in technology lessons is especially acute when working with weak students. Such schoolchildren do not know how to apply their knowledge in practice and do not possess the techniques necessary for educational activities.
Some forms and methods of working with weak students:
development of visual memory;
check whether the task was completed correctly;
completing optional tasks
completing tasks with a sample;
Differentiated instruction is necessary in technology lessons for the best performance of children and for the development of the abilities of each child (regardless of developmental delays or other disabilities).
Scientists, doctors, innovative teachers urge teachers to more often apply and use everything new in their work. For teachers, it is important that they want to learn new things, introduce it into the teaching process and not be afraid to put modern pedagogical technologies into practice in our information age.
psychological differentiated learning technology
Chapter 2. Experimental study of the use of a differentiated approach when teaching primary schoolchildren in technology lessons
2.1 Ascertaining study of the activities of 2nd grade students in technology lessons
There are many options for testing children to determine the level of training and development, and to study the child’s personality. Let's consider the “non-existent animal” technique.
The purpose of the methodology: to identify hidden, veiled sides of students’ personalities, the degree of aggressiveness, and the level of development of creative abilities.
Description of the technique:
“Projective methodology for personality research; proposed by M.Z. Drukarevich.
The subject needs to invent and draw a non-existent animal, come up with a non-existent nickname for it. Today there is no specific system for evaluating drawings. This test, like many others, is aimed at diagnosing personal characteristics and developing creative abilities.
This technique is one of the most popular drawing techniques today. Now it is widely used in examining children.”
Instructions:
“The subject is asked to invent and draw a non-existent animal that has never been seen or existed anywhere before (you cannot use various characters from fairy tales and cartoons).
You need to come up with a nickname for your animal. It must be individual (previously such nicknames should not exist).”
Instructions for group testing (advanced version)
“A task is proposed to reveal creative abilities and imagination.
Within 30 minutes you need to come up with and draw a non-existent animal. It is important not to use image clues previously invented by other people for visual material.
The invented animal must be called non-existent, so that this nickname matches the drawn animal according to some parameter (in appearance, in some specific detail, etc.). The nickname must consist of one word. At the same time, its parts should not reflect words already existing in the Russian language.
It is necessary to write a description of it (about 10-15 sentences). It is advisable to reflect the following points in the description: the size of the animal; where he lives; with whom does he live? what does it eat; his fears; reflect the external qualities that show his habits; etc. The list of these questions is a guide only. You need to show your imagination. At the top of the sheet you need to put a conditional number, today's date. Below is a painting. This part of the study can also be carried out orally (personal communication with each child, by asking them questions).”
Processing and interpretation
“The position of the drawing on the sheet:
The drawing should be located in the center of the sheet.
The sheet of paper should be white.
Use a medium soft pencil;
You cannot draw with a pen or felt-tip pen.
The position of the picture - closer to the top edge of the sheet (the closer, the more pronounced) means high self-esteem. This is dissatisfaction with their position in society, non-recognition of their personality from the outside
The position of the picture at the bottom of the sheet is an indicator of self-doubt, low self-esteem, depression, indecisiveness, and disinterest in one’s position in society. Lack of self-affirmation.
The central semantic (main) part of the figure: (the head or a part replacing it)
The head is turned to the right - a stable tendency towards activity. Everything that is thought out, planned, carried out or begins to be carried out (even if not completed). The subject actively proceeds to the implementation of his plans and inclinations.
The head is turned to the left - a tendency towards reflection and various thoughts. Such a person has only a small part of his plans in the process of implementation. Also fear of active action and indecision, fear of the collective (society).
The “full face” position means that the head is directed towards the person drawing. This is a characteristic feature of egocentrism. Also on the head there may be details that correspond to the sense organs (ears, mouth, eyes). “Ears” – interest in information, dependent on the opinions of others.
There are other indicators and their combinations. They determine whether the subject is doing anything to gain a positive assessment. Or he cares exclusively about the assessment of others, which would correspond to emotional reactions (joy, pride, resentment, grief), without changing his further behavior.
A slightly open mouth in combination with the tongue in the absence of drawing the edging of the lips is interpreted as greater speech activity (talkativeness). If it is combined with the drawing of the lips, then it is interpreted as sensuality. It's also possible that it's all together. Open mouth without apprehension or fear. A mouth with teeth - verbal aggression, most often defensive (snarls, bullies, is rude in response to being addressed inappropriately). Children and adolescents are characterized by a pattern of a drawn, rounded mouth (fearfulness, anxiety).
Particular importance is attached to the eyes. This is a symbol of fear and is emphasized by the sharp drawing of the iris. It is worth paying attention to the presence or absence of eyelashes. Eyelashes are hysterical and demonstrative behavior. Their presence also means an interest in admiring others for their external beauty and manner of dressing and attaches great importance to this.
An increased (relative to the figure as a whole) size of the head indicates that the subject values the rational principle (possibly erudition) in himself and those around him. Additional details may also be located on the head: horns - protection, aggression. Determine by combination with other signs - claws, bristles, needles - the nature of this aggression: spontaneous or defensive-response. Feathers are a tendency towards self-decoration and self-justification, towards demonstrativeness. Mane, fur, a semblance of hairstyle - sensuality, emphasizing one’s gender and sometimes orientation towards one’s sexual role.”
Load-bearing, supporting part of the figure:
“It includes (legs, paws, sometimes a pedestal). The solidity of this part is considered in relation to the size of the entire figure and shape:
a) thoroughness, thoughtfulness, rationality of decision-making, paths to conclusions, formation of judgment, reliance on essential provisions and significant information;
b) superficiality of judgments, frivolity in conclusions and unfoundedness of judgments, sometimes impulsive decision-making (especially in the absence or almost absence of legs).
Pay attention to the nature of the connection of the legs with the body: accurately, carefully or carelessly, weakly connected or not connected at all - this is the nature of control over reasoning, conclusions, decisions. Uniformity and one-directionality of the shape of the paws, any elements of the supporting part - conformity of judgments and attitudes in decision making, their standardness, banality. The diversity in the form and position of these details is the originality of attitudes and judgments, independence and non-banality; sometimes even creativity (corresponding to the unusual form) or dissent (closer to pathology).”
Parts that rise above the level of the figure:
“Wings, extra legs, tentacles, shell details, feathers, bows like curls, flower-functional details - the energy of covering different areas of human activity, self-confidence, “self-propagation” with indelicate and indiscriminate oppression of others, or curiosity, desire to participate in as many affairs of others as possible, to gain one’s place in the sun, passion for one’s activities, courage of enterprises (according to the meaning of the Symbol Details - wings or tentacles, etc.). Decorating details - demonstrativeness, a tendency to attract the attention of others, mannerisms (for example, a horse or its non-existent likeness in a plume of peacock feathers).”
“They express their attitude to personal actions, decisions, conclusions, to their verbal products - judging by whether these tails are turned to the right (on the sheet) or to the left. Tails turned to the right mean attitude towards your actions and behavior. Tails turned to the left mean an attitude towards your thoughts and decisions; to missed opportunities, as well as to one’s own indecision. The positive or negative coloring of this relationship is expressed by the direction of the tails. If the tail is directed upwards, then it is confident, positive, cheerful; and if the tail is depicted with a falling downward movement, then dissatisfaction with oneself, doubt about one’s own rightness, regret about what was done or said, repentance, etc. You should pay attention to tails consisting of several, sometimes repeating, links, especially bushy tails, especially long and sometimes branched.”
Figure contours:
“Analyzed by the presence or absence of protrusions (shields, shells, spines), drawing and darkening of the contour line. This is protection from others, aggressive - if it is done in sharp corners; with fear and anxiety - if there is a darkening, “smudging” of the contour line; with fear, suspicion - if shields, “screens” are put up, the line is doubled.
The direction of such protection is according to the spatial location: the upper contour of the figure is against superiors, against persons who have the opportunity to impose a ban, restriction, or exercise coercion, i.e. against elders, parents, teachers, bosses, managers; lower contour - protection against ridicule, non-recognition, lack of authority among lower subordinates, juniors, fear of condemnation; lateral contours - undifferentiated caution and readiness for self-defense of any order and in different situations; the same thing - elements of “protection” located not along the contour, but inside the contour, on the animal’s body itself. On the right - more in the process of activity (real), on the left - more defense of one’s opinions, beliefs, tastes.”
Total energy:
“The number of depicted details is assessed - is it only the necessary amount in order to give an idea of an invented non-existent animal (head, body, tail, limbs or body, wings, etc.): with a sketched outline (without shading and additional lines and parts) - or there is a bright image, as well as designs that are complicated by additional details. Accordingly, the more components and elements (in addition to the most necessary), the higher the energy. In the opposite case - saving energy, asthenicity of the body, chronic somatic disease (the same is confirmed by the nature of the line - a weak cobweb-like line, “moving a pencil on paper” without pressing on it). The reverse nature of the lines
Fat with pressure is not polar: it is not energy, but anxiety. You should pay attention to the sharply pressed lines, visible even on the back of the sheet (convulsive, high tone of the muscles of the drawing hand) - sharp anxiety. Pay attention also to what detail, what symbol is made in this way (i.e. what the alarm is attached to).”
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Technology of differentiated learning in primary school.
Primary school is an important stage in the age-related development and personality formation of children; it must and certainly must guarantee a high level of education. What needs to be done to give high-quality knowledge to students, how to use time rationally, how to increase students’ interest, how to teach them to work independently? After all, it is necessary that each student work to his full potential, feel self-confident, consciously and firmly assimilate the program material, and advance in development. Many years of practice have convinced us that a teacher at the initial stage of education must provide good knowledge that will become the foundation for further education. Therefore, the task of achieving the highest possible performance by each student can be solved only on the basis of studying the individual abilities of students using a differentiated approach. “Primary school of the 21st century” provides excellent opportunities for the implementation of differentiated education for younger schoolchildren. All teaching aids contain material that allows the teacher to take into account the individual pace and success of each student’s learning, and the level of his overall development. The understanding that “even if I don’t know how, but I will learn” is the basic principle of students’ activities. The purpose of differentiation is to train everyone at the level of their capabilities, abilities, and adapt training to the characteristics of different groups of students. Individualization and differentiation of learning includes: creating an atmosphere of mutual respect in the teacher-student, student-teacher relationship, scientific approach, orientation of learning towards the freedom of the child and his self-determination, psychological comfort in the lesson, systematic teaching, stimulation of creative and cognitive activity, taking into account the process training not only mental abilities, but also the emotional sphere of children. The organization of the educational process with individualization and differentiation in training includes several stages. Determining the criteria by which several groups of students are determined for differentiated work. Carrying out diagnostics (conversations, observations, tests), multi-level testing work. Distribution of children into groups taking into account diagnostics. Selecting differentiation methods, developing multi-level tasks for created groups. Implementation of an individual and differentiated approach to schoolchildren at various stages of the lesson. Diagnostic monitoring of the results of students’ work, according to which the composition of groups and the nature of differentiated tasks can change. Differentiation of learning is widely used by us at different stages of the educational process: learning new material; differentiated homework; taking into account knowledge in the lesson; ongoing testing of mastery of the material covered; independent and control work; organization of work on errors; consolidation lessons. We use in the lessons: information cards, which, along with the task for the student, include elements of dosed assistance; alternative tasks for voluntary completion; tasks that help in mastering rational methods of activity; tasks, the content of which was found by the student. In our practice, we often use consultation lessons. They allow you to work individually with each student. For such lessons, multi-level cards with tasks for “3” are prepared; to "4"; to "5". Students complete assignments and check the answers. If the answers are the same, then they do not need consultation. If a student does not understand something, he asks the teacher for advice. Works are assessed taking into account the advice received. The positive results of such consultation lessons are obvious: not only do gaps in students’ knowledge disappear, but they also promote students’ mental activity. We also use help cards. They are either the same for all children in the group, or are selected individually. A student can receive several cards with increasing levels of assistance. From lesson to lesson, the degree of assistance to the student decreases. Various types of help can be used on the cards: a sample of completing a task, showing a solution method, a sample of reasoning; algorithms, memos; illustrations, summary, solution plan. Differentiation methods can be combined with each other, and tasks can be offered as a choice. Differentiation is used at various stages of the learning process. We pay special attention to group work. For example, mutual dictations in Russian language and mathematics lessons where students play the roles of teacher and student. When studying the multiplication table: the product of numbers 2 and 8; 6 increase 7 times; minuend 28, subtrahend 9. Find the difference; reduce the sum of numbers 32 and 18 by 5 times. In literary reading lessons we offer the following tasks. “Ask a friend”, “Make a crossword puzzle”, “Get to know the hero”. The group form of work creates conditions for the formation of key individual competencies already in elementary school, such as communication, information, and the ability to work in a team. The transitional stage to group work is working in pairs. When working in pairs, each student must explain. Which answer option did he choose and why? Thus, working in pairs (later - fours) puts the child in the conditions of the need for active speech activity, develops the ability to listen and hear. In the course of such work, the child learns to evaluate the results of his activities himself. In group work, you cannot expect quick results; everything is mastered gradually through practice. You should not move on to more complex work until the simplest forms of communication have been worked out. It takes time, practice, and analysis of mistakes. This requires patience and hard work from the teacher. Features of group work: The class is divided into groups, taking into account the individual characteristics of the children, to solve specific educational problems. Each group receives its own specific task. The task is designed and completed in such a way as to evaluate the contribution of each group member. The composition of the groups is changing. The process of group work is strictly regulated in time. All of the above only once again confirms the importance of the group form of work in the classroom in elementary school as the basis for organizing dialogue learning. Since such an organization creates comfortable conditions for student communication, it allows for dialogue to be built between students, as well as between students and the teacher, which activates feedback. Promotes the development of cognitive independence, increasing the level of self-esteem, and developing the child’s creative abilities. Creative independent work, which requires a high level of student independence, is of great interest to students. In the process of completing them, students discover new aspects of the knowledge they already have and learn to apply this knowledge in new unexpected situations. These are tasks, for example, to find a second, third, way to solve a problem or its element. For example, in reading lessons, different students are offered different types of retelling: some can retell “close to the text,” others can tell based on pictures, but there are also children for whom retelling is not easy at all. In this case, slide illustrations are used. In addition to the picture, they contain text with some missing words. The child, after reading the text and analyzing it, looks at the illustration, remembers the content, and is assisted by the text signed below. However, some (important) words are missing from the text. The student must remember them himself and insert them into his story. After such work, many children already move on to retelling based on pictures, but the next goal is retelling “close to the text.” Creative work of a developmental nature can be homework on compiling reports on certain topics, preparing for Olympiads, composing games, fairy tales, performances. We can develop creative abilities in any subject. During lessons, it is possible to use game techniques that set the level of difficulty of the task. For example, when creating a choice situation. In front of you are ships that are caught in a storm. You need to save them, to do this, complete the task written next to the ship. Choose which ship you will save. The most difficult thing to save is a large ship, a medium one is easier, a small one is even easier. But even if you save a small ship, there will still be benefits. Each student chooses one option. If he makes a mistake with his choice, he has the right to take another option. The main goal of using level differentiation technology is to train everyone at the level of their capabilities and abilities, which gives each student the opportunity to obtain the maximum knowledge according to their abilities and realize their personal potential. This technology allows you to make the learning process more effective. When implementing a differentiated approach, the teacher should be guided by the following requirements: − creating an atmosphere favorable for students; − actively communicate with students so that the learning process is motivated; − so that the child learns according to his capabilities and abilities; − to have an idea of what is expected of him; − students are invited to master the program according to their capabilities (everyone “takes” as much as he can). A differentiated approach to teaching schoolchildren is the most important principle of training and education. It means effective attention to each student, his creative individuality in the context of a class-lesson education system according to compulsory curricula, and involves a reasonable combination of frontal, group, individual and creative classes to improve the quality of learning and development of each student. And let us remember that “teaching techniques are a teacher’s everyday tool. Without work, a tool rusts... But with work, it improves.” (A. Gin).
INTRODUCTION
As an analysis of teaching practice in modern secondary schools shows, in recent years there has been a clear transition to humanistic ways of teaching and raising children. But still, in the educational process of a mass school, contradictions remain between frontal forms of teaching and purely individual methods of educational and cognitive activity of each student, between the need for differentiation of education and the uniformity of content and teaching technologies, between the prevailing explanatory and illustrative method of teaching and the activity-based nature of teaching.
Pedagogical technology should be understood as such a structure of a teacher’s activity in which all the actions included in it are presented in a certain integrity and sequence, and implementation involves achieving the required result and has a probabilistic predictable nature.
A school with level differentiation operates by dividing student flows into mobile and relatively homogeneous groups, each of which masters program material in various educational areas at the following levels: 1 - minimum (state standard), 2 - basic, 3 - variable (creative) .
In the system of multi-level training, the personality structure proposed by K.K. was chosen as the base one. Platonov
A differentiated approach organizationally consists of a combination of individual, group and frontal work. It is suitable at all stages of learning, as well as at all stages of acquiring knowledge and skills. This is also an essential provision of the differentiated teaching methodology. To achieve the correct differentiated approach to learning, it is necessary to correctly select differentiated tasks. They should be simple, concise and accurate.
Currently, modern educational technologies have been developed to make the educational process more effective. For several years, we have been solving the problem of knowledge strength through the technology of level differentiation
The goal is to study and introduce the technology of multi-level and differentiated teaching of the Russian language in primary school into the educational process, focused on improving the quality of education of schoolchildren and identifying the pedagogical conditions for its effective functioning and development.
The base of the study was the Svobodninskaya secondary school in the Yesilsky district of the Akmola region.
The object of the study was the process of development of cognitive abilities of students in the second to fourth grades as a result of the use of multi-level and differentiated training in the educational process.
The subject of the research is the development, study and implementation of multi-level and differentiated teaching, aimed at improving the quality of education in Russian language lessons in primary school.
Research hypothesis. If:
each student is given time corresponding to his personal abilities and capabilities, then it is possible to ensure a guaranteed condition for the basic core of the school curriculum;
organize learning activities, building the learning process “from the student”, ensure the intensity of the student’s independent activity, connect it with emotional experiences, collective search based on observation, comparison, grouping, independent formulation of conclusions, then a positive impact on the development of children in the field of thinking will be visible, observation and practical action;
organize the educational process in such a way that the student independently acquires knowledge through reflection, reasoning, and argument, then interest and motivation in educational and cognitive activities will increase.
In order for the intended activity to be successful and effective, it is necessary to solve a number of problems:
- study psychological and pedagogical literature in order to organize the educational process taking into account the psychophysiological characteristics of children;
- describe the teacher’s activities from the perspective of:
- practical orientation;
- improving methods and techniques related to the introduction of new technologies.
- identify innovative processes that influence the effectiveness of educational and cognitive activities;
- analyze the effectiveness of research activities;
- develop practical recommendations on the application of individual forms and methods of work.
Research methods.
- Study and review of literature on this topic.
- Testing new technologies.
- Observing student activities.
- Analysis of results.
- Reflection.
- Development of recommendations.
Stages of experimental research: preparatory, ascertaining, summing up and analysis of the results of the pedagogical experiment.
The relevance of this topic lies in the fact that today it is impossible to work without the concept of “educational technology”, since this system is one of the areas of pedagogical science, designed to provide one of the tasks - increasing the efficiency of the educational process. After all, educational technology is a system in which a pre-planned process is consistently implemented, guaranteeing a high result.
The scientific novelty of this study lies in the fact that teaching is moving to humanistic methods and foundations, restructuring the relationship between teachers and students. Allows you to raise a thinking, creative, active, healthy person.
The practical significance lies in the development and implementation of methods, forms and techniques (innovative processes) that influence the effectiveness of the educational process in primary school.
Methodological basis of the research: the research is based on a general dialectical-materialistic methodology that recognizes the categories of multi-level and differentiated pedagogical learning process, which are expressed in the systematicity, independence and differentiation of the whole.
Theoretical basis of the study: based on scientific works Selevko G.K., Karaeva Zh.A., Ksenzovoy G.Yu. and methods of Zak A.Z., Tikhomirova L.F., Luskanova N.G.
Structure thesis: introduction, two chapters, conclusion, list of sources used.
1. Innovative processes in primary school as a condition for the development of education
teaching differentiated Russian language
1.1 Pedagogical technologies: concepts and typology
State program for the development of the spiritual sphere and, above all, the education system, substantiated in the “Concept of Humanitarian Education of the Republic of Kazakhstan” and in the Message of President N.A. Nazarbayev “Kazakhstan; 2030" aims to form a highly intelligent and highly intelligent elite of the nation, whose scientific and creative potential is laid, as a rule, in the process of schooling.
A number of school subjects serve to develop students' creative imagination, analytical skills, independent judgment and much more. The result of any activity is a product. Our product is our students with new knowledge, skills and worldview.
All activities of the teacher are built through the lesson. It is in the classroom that we develop knowledge, skills and abilities. They can be both special and creative, intellectual.
Today, the school must change to meet the requirements of the state and society. Approaches to teaching must change, the content and principles of constructing textbooks, programs, and methodological recommendations must be rethought. New technologies must be introduced, i.e. The teacher no longer becomes an active transmitter of information, but begins to take on the role of organizer of the educational process.
The school understands the difficult but achievable tasks it has to implement and makes every effort to develop programs that contribute to the improvement of UVP. The school can do this.
Teachers from all countries are looking for ways to improve the effectiveness of teaching. In our country, the problem of learning effectiveness is being actively developed on the basis of research into the latest achievements of psychology, computer science and the theory of controlled cognitive activity.
The global trend appears to be that societies are concerned with improving the quality of their education systems. There is a feeling among people that in the coming millennium, young people will be required to have different qualities that are unusual for today’s generation. These new requirements arise primarily from the professional sphere, but their roots certainly lie in the general increase in complexity human life. It is interesting that with rare exceptions these changes in education systems are carried out at the very time when the states carrying them out are being led by life itself to an economical regime for handling public finances.
As an analysis of teaching practice in modern secondary schools shows, in recent years there has been a clear transition to humanistic ways of teaching and raising children. But still, in the educational process of a mass school, contradictions remain between frontal forms of teaching and purely individual methods of educational and cognitive activity of each student, between the need for differentiation of education and the uniformity of content and teaching technologies, between the prevailing explanatory and illustrative method of teaching and the activity-based nature of teaching.
One of the important areas of ways to increase the effectiveness of the educational process in primary school is the development and implementation of new pedagogical technologies, the main feature of which can be considered the degree of adaptability of all elements of the pedagogical system, namely content, methods, means, forms of organization of students’ cognitive activity, forecasts of compliance with learning outcomes requirements of the humanistic school. To ensure a more intensive and targeted transition to the creation of an adaptive learning system, it is advisable to get acquainted with the basic ideas embedded in proven and recognized progressive pedagogical technologies.
Such pedagogical innovations as the technology of “multi-level teaching and differentiated teaching” make it possible to adapt the educational process to the individual characteristics of schoolchildren, different levels of complexity of educational content, and the specific characteristics of each school. When characterizing educational technologies, I would like to dwell on their concepts and typologies.
It is generally accepted that A.S. was at the origins of the technologization of pedagogy. Makarenko, who boldly used the concept of pedagogical technique. And yet, researchers date the massive introduction of pedagogical technologies to the early 60s and associate them with the reform of first American and then European schools.
The technologization of educational and educational processes in modern domestic and foreign pedagogy is associated with the search for didactic approaches that could turn learning into a kind of “production and technological process with a guaranteed result.”
Pedagogical technology should be understood as such a structure of a teacher’s activity in which all the actions included in it are presented in a certain integrity and sequence, and implementation involves achieving the required result and has a probabilistic predictable nature. The teacher is always interested in such prognostication.
The design of pedagogical technology consists of developing a program to influence the plans and activities of participants in the pedagogical process by highlighting stages in the learning process, presented in the form of a special sequence of procedures and operations, the implementation of which corresponds to the set goals and ensures the achievement of the expected results.
There are many definitions of the concept of “pedagogical technology” Here is one of them: “Pedagogical technology is an area of research in theory and practice (within the educational system), which has connections with all parties to the organization of the pedagogical system to achieve specific and potentially reproducible pedagogical results."
The essential features of modern interpretations of the concept of “educational technology” are the following:
*the technology is developed for a specific pedagogical plan, based on value orientations and goals of the author or team, which have a formula for a specific expected result;
*the technological chain of pedagogical actions is built strictly in accordance with the set goal and must guarantee all schoolchildren the achievement and solid assimilation of the level of the state education standard;
* functioning technology provides for the interconnected activities of teachers and students, taking into account the principles of individualization;
*the step-by-step and consistent implementation of elements of pedagogical technology should be reproduced by any teacher, taking into account the teacher’s original handwriting;
*An organic part of pedagogical technology are diagnostic procedures corresponding to a given teaching strategy, containing criteria, indicators and tools for measuring performance results.
Among the main motivating reasons for the emergence and practical use of new psychological and pedagogical technologies, the following can be identified:
- the need for deeper consideration and use of the psychophysiological characteristics of students;
- awareness of the urgent need to replace the ineffective verbal method of knowledge transfer with a systematic and active approach;
*the ability to design the educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning results;
* need reduce negative consequences of the work of an unqualified teacher.
The idea of pedagogical technology as the implementation in practice of a pre-designed educational process presupposes, firstly, its use by specialists with high theoretical training and rich practical experience, and secondly, the free choice of technologies in accordance with the goals, capabilities and conditions of the interrelated activities of the teacher and student.
At the same time, there are a number of obstacles on the way to implementing innovative original projects:
=> conservatism of the pedagogical system, largely explained by the fact that teaching staff lack an effective information service that ensures the adaptation of scientific achievements to the conditions of the mass school;
=> developmental systems of primary education do not always ensure its integration with subsequent stages of the child’s school life.
In order to have fewer errors in this process, it is important to distinguish three main groups of educational technologies:
* technologies of explanatory and illustrated teaching, which are based on informing, educating students and organizing their reproductive actions in order to develop their general educational skills;
* personality-oriented learning technologies that create conditions for ensuring students’ own educational activities, taking into account and developing the individual characteristics of schoolchildren;
* technologies of developmental education, the focus of which is a way of teaching that is necessarily challenging and promotes inclusion internal mechanisms of personal development of students, their individual abilities.
The introduction of new pedagogical ideas into school practice and the transition of teachers to more advanced teaching technologies is not an easy or quick process. This is explained by the purely creative nature of pedagogical activity, which cannot be described as a simple production process on an assembly line.
As many years of observations show, in mass pedagogical practice, a new pedagogical idea is usually successfully developed at the theoretical and methodological levels, but the stage of its direct implementation (the process of mastering technology) turns out to be slow for various reasons. Currently, due to the fairly wide dissemination of developmental teaching technologies, another extreme has arisen, when a teacher tries to master new approaches to teaching only at the level of methodology or individual didactic techniques.
It is necessary to have a deep professional understanding of the conclusion that “children cannot be taught using methods and technologies that are mutually exclusive; children cannot be immersed in a semantic field filled with contradictory attitudes and requirements.”
This is precisely the root of the inevitable and irremovable conflicts that arise in schools due to inaccurate, often distorted use of developmental teaching methods in mass practice. Many teachers still think that they can “creatively” (that is, in the way they see fit) use a new technique, someone else’s advanced experience, and the nature of such use depends only on the intentions and desires of the teacher himself. The degree of compatibility of what has been done before with what is to be done is not taken into account.
When starting to study new teaching technologies, you should protect yourself from this serious pedagogical error and understand that it is unacceptable to commit it. The actively used metaphor about the need to use “grains” of innovative experience must be cultivated with the understanding that there must be compatibility between these “grains”. It is important for all teachers who are starting to master the technologies of developmental education to deeply understand this conclusion, which should become the foundation of the edifice of a new pedagogical culture that we are all building.
The problem also lies in the fact that in modern conditions, when a guaranteed pedagogical result is required, the task of teachers becomes much more complicated: there is a need to develop and justify two types of technologies: not only the technology of teachers’ activities, but also the technology of educational and cognitive activities of students.
In this sense, pedagogy, as a science, owes a great debt to students. Having rightly focused their efforts on the development and improvement of psychological and pedagogical technologies of pedagogical activity, scientists and practitioners paid little attention to the creation of fundamentally new technologies for educational and cognitive activity of students. But these are significantly different technologies, although in practice they are implemented in organic unity as two necessary and interconnected lines of a single learning process.
Modern pedagogical science will have to spend considerable effort on developing an innovative theory of independent work of students, sound recommendations for its organization - the use of modern information technology, especially personal computers, information pedagogical systems of the future, taking into account the latest recommendations of valeology (the science of healthy lifestyles and activities), computer science, heuristics, engineering psychology.
Mastering new teaching technologies will require the formation of the teacher’s internal readiness for serious work to transform himself. A system of advanced training that combines the organization of research activities with the implementation of practice-oriented postgraduate training programs, including special trainings, direct work with students in laboratory schools and other active forms of teacher training, provides enormous assistance in this work.
2 Technology of multi-level training
The theoretical justification for this technology is based on the pedagogical paradigm, according to which the differences between the majority of students in terms of learning ability come down, first of all, to the time required for the student to master the educational material.
If each student is given time corresponding to his personal abilities and capabilities, then it is possible to ensure guaranteed mastery of the basic core of the school curriculum (J. Carroll, B. Bloom, Z.I. Kalmykova and etc.)
A school with level differentiation operates by dividing student flows into mobile and relatively homogeneous groups, each of which masters program material in various educational areas at the following levels:
Minimum (state standard),
Basic,
Variable (creative).
The following were chosen as the basic principles of pedagogical technology:
1) universal talent - there are no untalented people, but only people who are busy with other things
- mutual superiority - if someone does something worse than others, then something must turn out better; it is something to look for;
- the inevitability of change - no judgment about a person can be considered final.
In the system of multi-level education, the personality structure proposed by K.K. was chosen as the base one. Platonov. This structure includes the following subsystems:
- individual typological characteristics, manifested in temperament, character, abilities, etc.
- psychological characteristics: thinking, imagination, memory, attention, will, feelings, emotions, etc.
- experience, including knowledge, skills, habits
- the orientation of the individual, expressing his needs, motives, interests, emotional and value experience.
Based on the chosen concept, a system of psychological and pedagogical diagnostics of personality development in education was formed, taking into account the following elements:
- good manners
- cognitive interest
- general educational skills
- fund of actionable knowledge (by level)
- thinking
- memory
- anxiety
- temperament
The school's organizational model includes three options for differentiation of training:
- staffing classes with a homogeneous composition from the initial stage of schooling on the basis of diagnosing the dynamic characteristics of the individual and the level of mastery of general educational skills;
- intraclass differentiation at the secondary level, carried out through the selection of groups for separate training at different levels (basic and variative) in mathematics and the Russian language (enrollment in groups is carried out on a voluntary basis according to the levels of cognitive interest of students; if there is a stable interest, homogeneous groups become classes with in-depth studying individual subjects;
3) specialized training in primary school and high school, organized on the basis of psychodidactic diagnostics, expert assessment, recommendations of teachers and parents, and self-determination of schoolchildren.
This approach attracts teaching teams in which the idea of introducing a new teaching technology with a guaranteed result of mastering basic knowledge by all students and at the same time with opportunities for each student to realize their inclinations and abilities at an advanced level has matured.
Multi-level differentiation of teaching is currently one of the leading factors in school development. This is manifested both in the emergence of new types of educational institutions and in the identification of classes of various levels (classes of intensive development, leveling, etc.)
The problem of multi-level differentiation of learning is extremely complex and requires highly qualified specialists to select students into groups of different levels.
It is necessary to understand well that a multi-level form of training cannot give a positive result on its own. It requires a lot of work on the content and teaching methods.
When switching to multi-level education, one has to face, first of all, the problem of selecting students into groups. In schools, this problem is solved in different ways and not always in the best way.
First of all, when dividing students into levels, it is necessary to take into account the desire of the students themselves to study at one level or another. In order for such a desire to not be at odds with the student’s capabilities, it is necessary to give students a chance to prove themselves, to evaluate their strengths and capabilities.
Therefore, as experience shows, it is better to divide students into levels not immediately based on the results of a test or interview, but after observing, for at least a year, their development, manifestation of cognitive abilities and interests.
For successful work under the program, it is advisable to distinguish at least two groups.
Group 1 “B” are students for whom the main task is to achieve the level of capabilities, i.e. level corresponding to the content of the main program and textbook, i.e. students master only the mandatory level.
Group 2 “A” are students who are able to go beyond the textbook and are able to reach the level of in-depth study of the subject.
In order to organize multi-level work at the same time allotted for this in the lesson, it is necessary to use task cards, which are prepared in advance in three versions. The tasks are offered with varying degrees of difficulty:
Option 1 is the most difficult
- option - less complicated
- option is the easiest
Each student has the right and opportunity to choose the most optimal option for himself. But the experience of teachers in multi-level teaching shows that not all students can choose tasks that correspond to their level of preparation. Therefore, the teacher’s task is to teach students to choose the level that he cannot complete.
Knowledge testing can be carried out by the teacher, student consultants, or self-testing can be organized using a “key”. Work on multi-level training has important educational significance; it supports a sense of independence and responsibility.
Changing school educational programs involves building the learning process so that the student’s personality is formed. Great value Karaev’s technology pays attention to this in the level differentiation of training.
*Based on Karaev's technology laid down the principle of developmental education, democratization and humanization, a rating system of self-assessment based on three levels.The teacher’s focus is on identifying individual
capabilities of each student.
*The student’s activity is assessed according to many personal and behavioral parameters (activity characteristics, intelligence, initiative, responsibility). To do this, it is necessary to draw up a map of student development.
*According to Zh. Karaev’s technology, each student is compared for development not with another student, but with himself. He is involved in the evaluation of his results. “Take as much as you can, but not less than required.” Features of the teaching methodology are:
- methods of independent knowledge acquisition, i.e. research methods;
- problem-based learning methods- these are methods based on a problem situation, active cognitive activity of students, consisting in searching and solving complex issues that require updating knowledge, analysis, the ability to see a phenomenon, a law behind certain facts;
- availability of educational and methodological complexa bank of compulsory level tasks, a system of special teaching materials, highlighting compulsory material in textbooks, compulsory level tasks in problem books.
Required condition level differentiation, systematic, daily work to prevent and eliminate gaps. Student knowledge is assessed using the “addition method”, which is based on the minimum level of general education training and a higher level based on taking into account what has been achieved above the basic level. According to Karaev's technology, the main form of training is group and individual.
The frontal is used primarily for orientation, discussion and correction.
The main goal of group learning is to involve students in working together with a small group of peers. In such a group, the student does not lose his individuality. If necessary, students can turn to each other for help and solve more general problems.
In this situation, each student will learn not only to appreciate his own armor or experience failures, but to see how they affect the overall result.
The individual form of work allows the student to concentrate more deeply on individual tasks and be responsible for the results of their implementation to himself - the teacher.
The main thing in these forms is trust in the student, reliance on the ability to be responsible for oneself.
The requirement of the basic level is that the tasks must be realistically achievable for all students.
Level tasks based on Karaev’s technology are divided into 4 levels.
Level I - student -for evaluation"3". All students, even weak ones, must complete it. It is rated “5” points.
II. level - “algorithmic” - at “4” - with the involvement of previously studied, is estimated at 10 points.
III. the level is “heuristic”, the higher level is “5”. The tasks become more complex, but using what has been previously learned. It is estimated at “15” points and is partially exploratory in nature.
Level IV - “creative”, is given individually for students.
Basically, in lessons you can give tasks of 3 levels and each level can have several tasks.
After completing level 1 tasks, students can independently check the completion of tasks using the “key”. If everything is done correctly, then the student can proceed to the next level, but if he made a mistake, then only after correction by a teacher or consultant can he move to another level, but earns fewer points or may be highlighted with a chip of a different color.
Checking the levels should be carried out immediately during the lesson.
Homework is given at different levels, individual cards or independent level work can be completed at home, but after checking they receive fewer points.
According to Karaev’s technology, topics are divided into blocks and modules. “n” number of hours may be allocated for study, but 3 hours must be allocated for control and correction.
Evaluation occurs in points.
5 points - “3”, 5-9 points - “3+”
10 points - “4”, 10-14 points - “4+”
15 points - “5”, 20 points - “5+” (show evaluation criteria)
It is allowed to put “+” and “-” when evaluating
Table 1. Knowledge card
During the lesson, knowledge is recorded in the “knowledge card” (Table 1)
Moreover, the use of pedagogical technology for teaching level differentiation allows you to build a schedule for continuous monitoring of student development, i.e. monitor knowledge records for each student.
Monitoring the development of all students on the topic, which is compiled by the teacher. With the help of monitoring, you can not only monitor the level of students’ knowledge acquisition, determined by the quality of students’ knowledge, determined by the quality of knowledge, the development of skills, but also, by comparing indicators, see the growth and development of students.
According to Karaev’s technology, during independent level work, assistance is allowed:
Discussion 3-4 students;
working with a textbook;
communication with the teacher;
communication with consultants.
But during thematic control work, each student must complete his work strictly independently. His success may be lower, but this once again suggests that it is necessary to work with this student individually.
With the transition of schools to new generation textbooks, and the introduction of pedagogical technologies of level differentiation, it is necessary for every school head and teacher to know the fundamental principles:
Approach each child with an “optimistic hypothesis”, i.e. rely on the best in him, believe in his capabilities.
Support everything positive in the child, induce an active desire to become better.
Stop comparing your child with other children.
constantly enrich personal experience of children’s participation in various activities.
To give every child the opportunity to feel the joy of growing their strengths, capabilities, and achievements.
1.3 Differentiated learning as an important factor in the development of cognitive abilities of schoolchildren
The main goal of the teacher is to teach each student to independently acquire knowledge, develop skills, and independently perform practical tasks.
It is known that each student acquires knowledge depending on his mental abilities, memory, temperament, and educational skills. Since the level of knowledge and cognitive abilities is not the same for all children, during the lessons the teacher must implement a differentiated teaching approach when working with students.
Differentiation, translated from the Latin “difference”, means division, stratification of the whole into different parts, forms, steps.
Differentiated learning is:
- A form of organizing the educational process in which the teacher works with a group of students, composed taking into account whether they have any common qualities that are significant for the educational process.
- Part of the general didactic system, which provides specialization of the educational process for different groups of students.
Let's take a closer look at the following concepts of differentiated learning:
Differentiated approach to teaching; A differentiated approach is the main way to implement individual learning. Even a novice teacher knows that with any collective or frontal training, the assimilation of knowledge and skills occurs individually, in accordance with the individual abilities of mental activity and personal qualities.
For many years, a differentiated approach to students was aimed mainly at eliminating repetition. The main attention was paid to working with those lagging behind in class and outside of class. Groups first were highlighted openly and even given names emphasizing the level of achievement. It was assumed that competition would play a decisive role and the weak would quickly join the group of strong children. At the same time, the methodology of working with groups boiled down mainly to the fact that the weak were “coached” in performing standard tasks, and the strong were given the opportunity to work as much as possible independently. It was impossible to truly eliminate the causes of academic failure in this way. The weak remained weak. Division into groups, emphasized by the teacher and the children themselves, was harmful to the personal development of students. Both school leaders and teachers quickly realized this.
Later, teachers were required not to tell which group the child belonged to, much less to give the groups names. The division of students and even classes into strong, average and weak has been practiced for a long time and still exists. So, is there something in such differentiation that helps the teacher work? Of course there is.
But school leaders and teachers should be aware that there are other signs for a differentiated approach, which may be more acceptable for teaching schoolchildren.
Every teacher should know that at any age children differ in typological traits (strength, balance, mobility of the nervous system) forming four well-known temperament groups:
"A" - choleric type,
"B" - sanguine type,
"B" - phlegmatic type,
"G" - melancholic type.
Obviously, one and the other group require different pedagogical measures. The motor activity of choleric children needs to be directed towards completing educational tasks, restrained, these children should be made your assistants in class and outside of class, and given more instructions.
A group of melancholic people cannot be blamed. It is necessary to develop their desire for success, to involve them in collective games that require “independence,” activity, and initiative. All activities should be aimed at strengthening their nervous system and preventing fatigue. Different students need different time, different volumes, different forms and types of work to master the program educational material. A differentiated approach is to take this difference into account in one way or another.
A differentiated approach organizationally consists of a combination of individual, group and frontal work. It is suitable at all stages of learning, as well as at all stages of acquiring knowledge and skills. This is also an essential provision of the differentiated teaching methodology.
To achieve the correct differentiated approach to learning, it is necessary to correctly select differentiated tasks. They should be simple, concise and accurate.
The teacher can prepare 2 or 3 versions of tasks for the lesson, which must be prepared for the lesson in advance: written down on the board, table, cards, overhead projector film.
The number of tasks may be different, but sufficient to master the material at a long stage of the lesson
Particular attention should be paid to the strict sequence of tasks. You can offer weak students cards and algorithmic tasks, while strong students can offer tasks to transfer knowledge and skills to a changed or new situation.
Using differentiated tasks, the class is divided into groups. Each student works independently to the best of his mental abilities.
Therefore, when selecting differentiated tasks, the teacher must take into account the quality of the tasks completed.
Currently, modern educational technologies have been developed to make the educational process more effective. For several years, we have been solving the problem of knowledge strength through the technology of level differentiation.
The sequence of actions when organizing differentiated training has been determined:
>determination of the content of educational material;
- development technological map for students;
- block study of material;
- creation of methodological tools for preparing for the test;
- ^ oral test on the topic;
- written test;
- analysis of results.
- By offering students tasks of varying levels of complexity, the teacher changes the content of the educational process, but the goals, forms, and teaching methods remain the same.
- The organization of the educational process can manifest itself in the form of training gifted children and in the form of special group classes for the development of the mental, emotional, and volitional spheres of children’s personality. In conditions of differentiation, the student determines the directions of his own realization based on his existing abilities, inclinations, interests and chooses the educational trajectory that is closest to him. Forms of differentiated learning:
- ** Full Knowledge Assimilation Model
- * Level differentiation
- * Organization of electives, clubs, etc.
After studying the topic at the level of basic content of the material and passing the test, two groups of students are identified: those who have mastered the content - work is organized with them to expand the material studied, and those who have not mastered it - work is carried out with them to eliminate the emerging gaps in knowledge. Intraclass differentiation is widespread in school practice. The most common form of intraclass differentiation is for students to complete tasks of varying levels of difficulty. At In this case, complication can occur due to the use of the material covered, when students need to establish close or distant connections between various fragments of content. The complication of tasks can occur due to the complication of types of work, increasing the level of creative activity necessary to complete the task. For example, at the simplest level it is suggested to read a paragraph in a textbook, retell it, highlighting the main ideas; at a more complex level - read the paragraph, make a plan and questions for it; at the most difficult level - read the paragraph, give an annotation and review of it.
In elementary school, differentiated tasks may look like this: at the lowest level, a group of students prepares an expressive reading of a work; at a higher level - the retelling plan; at the highest - the group works as animators or prepares a dramatization of a passage.
When conducting excursion lessons in elementary school, differentiated tasks can be as follows: for example, when conducting an excursion “Seasonal Changes in Nature”, the first group performs “was-has become” drawings, that is, sketches the observed changes; the second group makes notes of the changes they noticed; the third group prepares reports or writes mini-essays. Teachers use a variety of ways to incorporate differentiated tasks into the classroom. They can be combined into two groups:
first - the teacher can give a task to each student,
second, students can take on the task themselves.
Students must be prepared to independently select tasks
at the first stage, the teacher talks about the complexity of each task, advises which task to choose;
on the second, he talks about the complexity of the task, but the students themselves choose. The teacher corrects their choice.
At the final stage, students themselves determine the difficulty of the task and make their own choices.
Such work contributes to the formation of adequate self-esteem and an appropriate level of aspirations of students. Among differentiated tasks, tasks of various directions are widespread: eliminating gaps in knowledge, and tasks that take into account students’ prior knowledge on the topic. A form of intraclass differentiation is the dosage of teacher help to students, which includes temporary relief of tasks, tasks with written instructions, work with preparatory exercises, work with visual reinforcement with a drawing, drawing.
When completing a task with measured help, the student receives an envelope with the necessary materials, which he can refer to while completing the task. In this case, the amount of dosed assistance is determined by the student himself. Each student receives the right and opportunity to independently determine at what level he will master the educational material. The only condition is that this level must not be lower than the level of compulsory training. The teacher explains the material at a level higher than the minimum.
If a student wishes to study a certain subject at the compulsory level and another at an advanced level, then he should be given this opportunity. Thus, level differentiation takes into account not only the intellectual characteristics of the student, but also his interests. A form of internal differentiation is the group work of students according to the model of complete assimilation of knowledge, which presupposes a clear setting of goals in educational activities: what students should know, what they should be able to do, what values they should develop in the course of their studies. Achievement of goals must be verifiable, that is, there must be verification tools.
When organizing differentiated education, the intellectual abilities, special abilities, interests and future profession of adolescents are taken into account: students prepare reports and abstracts on topics that interest them, make models, layouts, and conduct micro-research.
> Teaching children with weak abilities
In classes with many low-ability students, the standard lesson plan may require clarification. The main approach to working with such children is the so-called supportive education. Its essence lies in the fact that new information is given in small doses in combination with individual tasks and is accompanied by a detailed discussion of each fragment by the students themselves.
In the lesson it looks like this. The teacher makes a short presentation, includes students in the discussion of the educational issue, then continues to work with the content of the new material and again attracts students to independently comprehend and explain what they heard. Then he can give a new portion of material followed by independent work of students. Different types of maintaining activity with such a lesson structure alternate sufficiently, which allows the teacher to constantly manage the cognitive activity of students. In order to make the student feel responsible for his work, it is proposed to give students small tasks more often, the completion of which will allow them to self-assess the results obtained and feel “progress” in their studies.
It is especially important for low-performing students to discover techniques for self-monitoring their own learning. Students with weak abilities are in greater need of creating a situation for success.
> Teaching children with average abilities.The choice of one or another approach to teaching is determined by the average level of the class. However, we know little about effective teaching models in classes with average children's intellectual abilities. It is difficult to teach children in such a class, because teachers deal with a wide range of interests and abilities of children; they often have to change learning goals in the course of work, change the pace, the content of new material, and the level of control tests.
In such a classroom, the teacher must be prepared to use a range of ways to organize and conduct lessons. The material must be selected in accordance with the personal level and individual interests of students. Some students will need to be given one task, others will be offered several to choose from, and some will be captivated by initiative projects. Variable tasks will stimulate the work of students and create conditions for their completion at a pace convenient for children, taking into account their interests and capabilities.
Students of average abilities, more than others, need constant stimulation of educational activities, so the teacher needs to have effective methods of encouragement and use them more often in their work. To a certain extent, praise and blame express the teacher’s attitude towards a particular student. It happens that the teacher forgets to praise a weak student even for the correct answer, but blames a good student for an unsuccessful answer less than an unsuccessful one. This should be avoided in your work with children.
>Working with high achieving and gifted students.
The learning style of such children should not be supportive, but stimulating, activating independent cognitive activity. Presentations can be longer and more in-depth. During discussions, the teacher maintains an intense pace of work, asks questions, including those that require a higher level of independent thinking, and clearly explains errors.
In teaching well-performing children, two strategies stand out: one - in a classroom that is working, the other - when teaching gifted children, “leading beacons”.
>A class that works.
The presentation of new material in such a class is usually very simple and clear. The teacher or he can give a mini-lecture himself, explain the general situation, or organize a discussion based on short articles or stories that the whole class has read.
During the discussion of new material, the teacher asks a question, listens carefully to the answer, explains, corrects and asks additional questions. Students can work frontally or in small groups followed by a general discussion.
> Gifted children are “leading beacons” that organize learning.
Identification of potentially gifted children is a great merit of the teacher. But it should be remembered that teaching these children requires specific methods, which are based on organizing learning. The essence of organizing learning lies in a high level of independence of students, in the multivariance of non-traditional forms of lessons, in strong constant emotional support for students from the teacher. It should be remembered that for capable and gifted schoolchildren, the traditional school “A” is not an encouragement; they receive a lot of them without much difficulty. For these children, it is much more important to solve a difficult problem and get the result they were striving for. So help them with this and do not separate them from work with grades, even if they are deservedly high. When working with gifted children, when children are struggling to solve a difficult learning problem, reduce risk and remove ambiguity. If you want them to literally struggle with problems, make sure that students understand that there is no point on the school scale that can be used to evaluate its solution. Turn on the self-assessment mechanism more often, give students the opportunity to check the correctness of the assignment on their own, and if a mistake is made, give them the opportunity to calmly correct it. If you have difficulty, divide the material into portions. Don't forget to be flexible in your work: if one approach doesn't work, have a fallback option, try a different way of working.
Therefore, as experience shows, it is better to divide students into levels not immediately based on the results of a test or interview, but after observations for at least a year of their development, manifestation of cognitive abilities and interests.
Differentiation of learning is the key to providing every student with an equal, high chance to achieve the heights of culture. The key to maximizing the development of students with a wide range of abilities and interests. Differentiated learning should be flexible and fluid, allowing the teacher to approach each student individually during the teaching process and contribute to the overall activation of the class. Differentiated learning involves the learning activities of students at different levels to master a single program material. It promotes the mental development of students and the formation of independence, teaches them to learn, acquire the experience of creative activity, and promotes the development of thinking. Learning becomes joyful, interesting, exciting, and opens up great opportunities for the formation of internal motivation. The process of mastering knowledge and skills in the conditions of differentiated learning also becomes a process of personality formation.
The need to individualize learning when teaching in primary school is caused by two reasons: firstly, as established in research on modern didactics, this approach ensures the strength of mastering the material, helps in implementing the principles of accessibility, systematicity, and individual approach within the framework of general class work; secondly - and this is specific specifically for children in the 1st grade - children who enter school differ significantly in their level of preparedness.
An educational system that provides all students with the same time, content and educational conditions leads to the creation of inequality between students. The presence of children with different abilities, interests, and planned professions raises the question of creating an adaptive environment for each student - multi-level education.
The introduction of individualization into the pedagogical process makes it possible to apply an individual approach to students, which is of great importance, since in any educational process the teacher has to work with individuals, with students who differ in their needs, inclinations, capabilities, interests, needs and motives, temperamental characteristics, thinking and memory. At the same time, pedagogical conditions are created for the inclusion of each student in activities based on the level of relevance and corresponding to the zone of his proximal development, ensuring that he achieves a level of mastery of educational material in accordance with his cognitive capabilities, abilities, but not below the minimum level.
The problem of forming sustainable interest among students is one of the pressing problems of modern schools. The work of G.I. is devoted to the problem of studying interest in learning (cognitive interest, interest in a subject). Shchukina, A.S. Robotova, L.S. Dyagileva, V.N. Filippova, A.A. Zhurkina, V.A. Gorshkova, I.Ya. Lyapina, B.F. Basharina, V.B. Bondarevsky, M.Zh. Arenova and others.
Interest in a subject is correlated with, or even is an integral component of, cognitive interest, which acts as “a person’s selective focus on knowing objects, phenomena, events of the surrounding world, activating psychological processes, human activity, and his cognitive capabilities.” The main difference between cognitive interest and educational need is its high degree of awareness and subject focus.
The following essential aspects of cognitive interest are distinguished:
1)Its subject is the most significant property of a person: the desire to understand the world around us, “to penetrate into its diversity, to reflect in consciousness... cause-and-effect relationships, patterns...”. Cognitive interest contains an exceptional opportunity to comprehend the essence of scientific truths obtained by humanity, to push the boundaries of knowledge from ignorance towards knowledge.
2)Involvement with the formation of diverse personal relationships, such as a selective attitude towards a particular field of science, activity, communication with partners in knowledge. On the basis of knowledge of the objective world and attitude towards it, a worldview and worldview are formed.
)The ability to encourage a person to constantly search for ways to transform reality.
)The ability to enrich and activate the process not only of cognitive, but also of any other human activity, since the cognitive principle is present in each of them.
Cognitive interest is a valuable integrative personality property, which includes the following mental processes: intellectual, emotional, regulatory, mnemonic. This is not just a set of individual processes, but a special quality that “...provides the spiritual wealth of the individual, helping him to select from the surrounding reality what is personally significant and valuable.”
G.I. Shchukina considers the following successive stages of development of cognitive interest:
Curiosity is an elementary stage caused by external, sometimes unexpected and unusual circumstances that attract a person’s attention. Selective focus disappears as these external causes of curiosity are eliminated, but, on the other hand, entertainment can serve as an initial impetus for identifying interest, a means of attracting interest in the subject, facilitating the transition of interest from the stage of simple orientation to the stage of a more stable cognitive attitude.
Curiosity is a valuable state of personality, characterized by a person’s desire to penetrate beyond what he sees. At this stage of interest development, the emotions of surprise and joy of learning are quite strongly expressed.
Cognitive interest is characterized by cognitive activity, value motivation, in which cognitive motives occupy the main place. They promote the penetration of the individual into social relations and the laws of cognition.
Theoretical interest: learned theoretical questions, in turn, are used as tools of cognition. This stage characterizes a person as a doer, a subject, a creative person.
All these steps are interconnected and represent complex combinations.
B.F. Basharin in his article “The Place and Role of Cognitive Interest in the Student’s Cognitive Activity” relies on the following provisions: a person’s real attitude to the world, reflected in consciousness, and this happens due to interest, acquires a focus on a particular object and subject of activity. S.L. Rubinstein repeatedly emphasized that there are no objectless interests; interest is always aimed at qualitative transformation of external objects and objects.
This idea is also found in the classic of Russian pedagogy P.F. Kaptereva: “Interest is the desire for certain activities. By its very nature it is dynamic, active, lack of activity and interest is a contradiction.”
Thus, many scientists rightly see interest as an internal source of energy that enriches a person’s actions and directs the vector of his activity. On the other hand, there is no doubt, and this has been established by researchers (S.L. Rubinshtein, N.A. Menchinskaya, I.Ya. Lerner), that the main source of cognitive interest is the process of concentrated, in-depth activity aimed at solving a cognitive problem.
“By forming and developing cognitive interest,” emphasizes B.F. Basharin, “it should be borne in mind that the stimulating effect is not so much interest as the activity itself.” On the other hand, activity that is not stimulated by interest fades away. This allows the author to draw the following conclusion: the formation of cognitive activity and cognitive interest occurs simultaneously. Cognitive interest acts as a condition and result of activity, and cognitive activity, in turn, is the source and goal of interest. The emergence and development of interest in the process of activity is reminiscent of the everyday aphorism about the appetite that comes with eating. The path to the formation of cognitive interest, proposed by B.F. Basharin, - intellectual “...activity, understood as the ability, the desire for purposeful, energetic implementation intellectual activity».
Comparing the concepts of “educational need” and “cognitive interest”, we can conclude “... that the relationship between them is very complex. However, you cannot put an equal sign between them. Cognitive interest grows out of the need to know, to navigate reality, but it becomes highly spiritual only at the highest level of its development, which is not achieved by every student, not only by schoolchildren, but also by mature people.”
Thus, cognitive interest stimulates activity, makes it meaningful and successful, and itself is enriched and developed in the process of active, concentrated, in-depth intellectual activity.
We form an interest in mastering subjective elementary pedagogical activity and the question “How to form it?” arises quite logically. The answer to this was given by ancient Greek philosophers: solving a fascinating problem together with a teacher, communication, stimulating questions, independent search for answers by students, clarity or reliance on feelings, as well as positive emotional experiences. For younger students, these are one of the most effective learning tools. Children of primary school age are energetic, inquisitive, want to become more deeply acquainted with a subject that interests them, and enjoy the fact that their good work is appreciated and encouraged. These are the signs of interest that we identified during the analysis of ancient pedagogical thought.
Thus, the forms of organization of educational activities have a very great influence on the formation of students’ interests. Clear statement of cognitive objectives of the lesson, use of a variety of independent work, creative tasks, etc. in the educational process. - all this is a powerful means of developing cognitive interest. Students with such an organization of the educational process experience a number of positive emotions that help maintain and develop their interest in the subject.
An important condition for the development of interest in the subject is the relationship between students and the teacher, which develops during the learning process. Cultivating cognitive interest in a subject among schoolchildren largely depends on the personality of the teacher. If schoolchildren are not interested in it, if they do not feel the growth of their capabilities, then interest in the subject will fade. It is not easy to captivate schoolchildren with little knowledge and skill in the subject of mathematics, the beauty and power of whose methods they are simply not able to appreciate, since they have not yet learned much. Various attempts are being made to revive the learning process.
A friendly attitude towards students, creating an atmosphere of complete trust and compassion, encourages them to calmly think, find the reason for the mistake, and rejoice at their success and the success of their friend.
The pedagogical optimism of the teacher - faith in the student, in his cognitive powers, the ability to promptly see and support weak, barely noticeable shoots of cognitive interest stimulates the desire to learn and learn.
In order for a child not to be burdened by school from the first years of education, we must take care of the motives that lie in the learning process itself. In other words, so that the child learns because he is interested in learning. Even Jan Amos Komensky called for making the work of a schoolchild a source of mental satisfaction and spiritual joy.
Usually in a class there are selected students who are good, average, and poorly able to master the educational material. Here are children from wealthy and low-income, dysfunctional families; those who want to study and who have nowhere to go, children with poor health. Is it possible under such conditions to ensure that each student works to his full potential in class, so that from lesson to lesson his interest in learning and in the subject grows? Needless to say, this is not always possible.
The teacher must involve children in the common work of learning, giving them a joyful feeling of success, movement forward, and development. You cannot teach a school subject without interest.
Analysis of scientific literature allowed us to determine that the motives and interests of younger schoolchildren:
are not effective enough, since they themselves do not support learning activities for a long time;
unstable, that is, situational (learning can quickly become boring, cause fatigue, and interest fade);
little awareness, which is manifested in the student’s lack of understanding of what and why he likes in a given subject;
weakly generalized, that is, aimed at individual aspects of the teaching, at individual facts or methods of action;
All these features cause a decrease in the level of learning motivation of a primary school student.
If we trace the general dynamics of teaching motives from 1st to 3rd grade, the following emerges. At first, schoolchildren have a predominant interest in the external side of being at school, then an interest arises in the first results of educational work, and only after that in the process, content of learning, and even later - in the methods of acquiring knowledge. This is a qualitative picture of the motives for learning at primary school age. If we trace their quantitative dynamics, we have to state that a positive attitude towards learning decreases somewhat towards the end of primary school.
This tendency towards a “motivational vacuum” at the turn of primary and high school is explained by a number of factors. The decrease in interest in subjects is noticeable in those classes in which the teacher’s focus on communicating ready-made knowledge and memorizing it prevailed, where the student’s activity was of a reproducing, imitative nature. As reasons for the decrease in interest in the teaching of V.A. Sukhomlinsky called teacher abuse a bad grade, reducing the child’s desire to learn and his confidence in his abilities.
That is why, as a means of developing interest in the subject, it is necessary to consider collective forms of learning based on student cooperation.
Educational cooperation, aimed at raising a student capable of teaching, changing himself, and developing interest in the subject, includes not only educational cooperation with an adult, but also educational cooperation with peers.
We believe that group work (permanent and rotating pairs) is one of the most productive forms of organizing children’s educational cooperation, as it allows:
§ give each child emotional and meaningful support, without which timid and weak children develop school anxiety, and the development of character in leaders is distorted;
§ to give each child the opportunity to assert himself, to try his hand at micro-disputes, where there is neither the enormous authority of the teacher nor the overwhelming attention of the entire class;
§ give each child experience in performing those reflexive teaching functions that form the basis of the ability to learn (in 1st grade these are the functions of control and evaluation, later - goal-setting and planning).
§ provide the teacher with additional motivational means to involve children in the content of learning.
Reasonable use of individual forms of work allows you to flexibly structure training sessions, the main goal of which is the development of methods of mental activity, communication skills, teamwork skills, cooperation on the basis of generally accepted norms of behavior and obtaining a system of knowledge. The teacher and student are guided during immersion by the following guidelines: individualization of the pace and methods of teaching, pedagogization of the activities of each participant in the classes, a culture of communication with each other, and the correct dosage of time when studying educational material are brought to the fore.
2.Experimental and pedagogical work of an experimental nature on the use of multi-level and differentiated teaching in Russian language lessons
1 Study of the motives of cognitive interests of educational activities of schoolchildren
In order to practically substantiate the conclusions obtained during the theoretical study of the topic “Multi-level and differentiated learning as a factor in increasing the efficiency of the educational process in primary school,” an experiment was conducted.
Students of grade 2 “A” (this year 4 “A”) and grade 2 “B” (this year 4 “B”) took part in the experiment. The experimental class was 2 "B". The experimental work was carried out during 2010 - 2011, 2011 - 2012, 2012 - 2013 and included the following stages:
1stage - preparatory
- stage - constant
- stage - summing up and analyzing the results of pedagogical research.
At the first stage, the motives of cognitive interests were studied according to the method of L.F. Tikhomirova and the following levels were determined:
1 - level - interest appears only in a general, inherent need, when the content of the object does not matter to the student, as long as it is uncomplicated and accessible.
Level - shows interest in general curiosity
Level - interest is associated with any socially significant activity for the student
4 - level - meaningful attitude to learning activities
A survey was conducted to determine the presence of positive motivation for learning activities. Students were asked to highlight their favorite activities:
- watch TV
- exercise
- do homework
- read books
- go to school
- play with the kids on the street
- solve different problems
- study in a circle
- go to the cinema
- work in class
- paint
- travel out of town
- play board games
- A comparison of the data from processing the questionnaires allows us to conclude that the fourth level predominates in most students. An analysis of students' attitudes towards the Russian language lesson was carried out. The results were assessed using a five-point system and entered into a table. Lessons were conducted using multi-level and differentiated teaching. The analysis is reflected in Figures 1, 2.
- Figure 1 Comparative result
- Figure 2 Comparative result
- Using the technique of A.Z. Zak, conducted diagnostic work to study the level of development of theoretical thinking. This technique contains 22 tasks, they are divided into several groups, depending on what mental operation is being actualized - this is the ability to act in the mind.
- When processing protocols received from subjects, 1 point is awarded for each correct answer. The summation of these points allows us to obtain an assessment of the level of development of theoretical thinking.
- Analyzing the results obtained, we compare them with the table “Normative indicators of students” and determine at what level of development the quality and operation of thinking are.
- As a result of diagnostic work in two third grades, the following data were obtained. Figure 3 and 4 (slice). This shows the distribution of students by level depending on the development of theoretical thinking. As already mentioned, this data is obtained by summing all the scores. The methodology distinguishes 7 levels (1 - very low, 7 - very high). The diagrams show 2 sections, the first was carried out in the 2011-2012 academic year, the second in 2012-2013.
- Analyzing the results of the first section, we can say that the classes are quite heterogeneous in terms of the level of development of theoretical thinking.
- Figure 3 Distribution of students by level of theoretical thinking
- Figure 4 Distribution of students by level of theoretical thinking
- In order to identify the level of students' mastery of methods of performing practical actions, the results of test work were used. The first cut was also made in the 2009-2010 school year, when children were introduced to ways of performing practical activities. The distribution of the obtained data is also divided into 7 levels (1 - very low, 7 - very high). Thus, when checking, the percentage of work completed is calculated and it is determined what level this result corresponds to. The data obtained are presented in Figures 5 and 6 (1 slice). As can be seen from the diagrams, not all children have sufficiently mastered the methods of performing practical actions.
- The success of mastering educational material depends on the development of the student’s theoretical thinking; on the other hand, the child’s progress in the subject material activates cognitive processes and contributes to their development.
- In the course of carrying out various types of activities, the student develops new qualities of mental development - mental new formations. These new formations consist in the manifestation in the child of a new attitude, sometimes position, towards the object being studied. Such relationships act as a student’s cognitive activity.
- Figure 5 Snapshot of practical actions
- Figure 6 Snapshot of practical actions
- “Cognitive activity refers to all types of active attitude towards learning as knowledge; all types of cognitive motives (desire for new knowledge, ways of acquiring it, desire for self-education); goals that realize these cognitive motives, serving their emotions.
- Broad cognitive activity (interest in knowledge, in overcoming difficulties) is formed throughout the course of schooling. Educational and cognitive interests, as deeper ones, require for their formation of special work. Cultivating the motives for self-education requires even more painstaking work.
- The normalization of cognitive motives is facilitated by all means of improving the educational process: improving teaching methods, developing and disseminating methods of problem-based developmental teaching, modernizing the structure of the lesson, expanding the forms of independent work in the lesson, intensifying educational activities in the lesson.
- The use of modern teaching technologies, namely multi-level and differentiated training, improves all types of cognitive motives, especially broad cognitive motives: interest in knowledge, in the content and process of learning; increasing the effectiveness of Russian language lessons.
- Conclusion:
- - in a lesson using multi-level and differentiated teaching, children are interested, attentive, focused, and friendly.
- This can be seen from the results of the analysis of the sections taken.
- increased interest in the Russian language lesson
- Theoretical thinking and the ability to apply knowledge in practice have developed.
- The result of using multi-level and differentiated teaching in the classroom is also:
- - students write interesting essays that use acquired knowledge, and make drawings to accompany their answers.
- They know how to listen and hear, they know how to defend their views and beliefs.
- They take a creative approach to solving a particular problem.
- The effectiveness of Russian language lessons is increasing.
- 2.2 Experience of using technology in practice
- The changes taking place in the education system of the Republic of Kazakhstan place high demands on teachers. It is important for us today to keep up with science, so we have developed our own program of experimental activities, methodological recommendations, multi-level test and differentiated tasks. We built our personal program based on regulatory documents. It contains comparative analysis for three years and outlined the prospects for the new academic year.
- Our experimental work was determined on the topic: “Multi-level and differentiated training as a factor in increasing the efficiency of the educational process in primary school.” In this regard, we have set ourselves a specific goal: using innovative technologies, to create conditions for the development of individual primary education, conducive to successful learning and increasing the efficiency of the educational process in Russian language lessons in primary school. The following tasks have been identified:
- provide pedagogical assistance for the successful adaptation of children;
- to develop skills in educational activities, hard work, and interest in learning;
- create a situation of success to create emotional stability and develop communication skills;
- to improve the quality of students’ knowledge in Russian language lessons through the introduction of multi-level and differentiated teaching.
- The first stage is preparatory. It was a preliminary gathering information about the children with whom we were to work.
- Studied:
- general information;
- motives for educational activities;
- thinking, speech, educational ideas, perception;
- the ability to apply knowledge in practical actions;
- protozoa theoretical knowledge;
- reading, writing, retelling skills.
Subject. Spelling of unstressed vowels in the roots of words being checked accent.
Reproductive level tasks:
1) Select similar root test words for these words. N...chew, n...heavenly, p...left, with...sleep.
2) Write it down, inserting the missing vowels. Write test words in brackets.
There is a l...drinking breeze on the l...sleeping p...lane. W...were...the...days in...the bushes of t..fields.
3) Write it down. Fill in the missing letters. Explain the spelling of unstressed vowels in the roots of words.
Not a grater, not a bird's cry,
Above the grove - the red disk of the moon
And the reaper's song fades away
Among the... black... tires.
Algorithmic level tasks:
1) Make pairs of words that sound the same, but have different meanings and spellings. Put emphasis on words.
L...sa, open...sit, sit...de, sp...shi, accept...
Zap esing (sing) a song
Write down
Zap Andtake (drink) medicine with water
Figure 7 Algorithmic level tasks
) Crossword
1234Figure 8 Algorithmic level tasks
The needle is carried by the dressmaker, not the dressmaker. Cooks, not the cook (bee)
2. A toothy animal gnaws an oak tree with a squeal, (saw)
3. The night sleeps on the ground, and in the morning it runs away, (dew)
4. What makes noise without wind? (river)
3) Dictate vocabulary words to a friend and evaluate his knowledge.
1 option
L...pata, fast.., k...r...ndash, student, fast...
Option 2
Teach...l, x...r...sho, m...rose, p...cash, p..lyana.
Heuristic level tasks:
1)Match these words with words of the same root with the indicated meaning. Blue is the word for the name of the bird (tit)
Snow is a word denoting the name of a bird (bullfinch)
White is a word for part of an egg (white)
Black - a word denoting the name of a berry (blueberry)
Light is a word denoting the name of an insect (firefly)
2)Form words-objects from these words-actions:
1 option
b...sting (running), screaming (screaming), trembling (trembling)
Option 2
tr...schal (crackling), p...schal (squeak), see...trill (look)
- Dunno scattered words. If you collect them, you get a riddle.
Write it down and don’t forget about the answer.
The trickster hisses, takes it lies, bites the clear rope, it’s dangerous.
The rope lies
The cheat hisses,
It's dangerous to take
Will bite - clear, (snake)
Creative tasks.
Essay on the theme “Golden Autumn”
Level independent work No. 1 on the topic: “Sentence and word.”
Must be able to:
-divide the text into sentences and indicate the number of sentences in the text; - compose and write down proposals;
carry out independent work according to plan.
Table 3. Leveled independent work plan
Complete leveled independent work according to plan. 1. Complete the first level, check using the “key”. 2. Remember, you can start completing the second level only after you have completed the first level and checked it. 3.After completing the second level, complete the third level. Check it out. 4.Evaluate your work according to the following criteria. 5. Put a rating on the knowledge card
Level 1. (5 points)
1. Read the text, divide it into sentences, put punctuation marks. Write it down. Use the reminder when completing the task.
What is your name, we are proud of our Motherland, how good the flowers smell
2. Indicate how many sentences you wrote down. Underline the interrogative sentence.
2 level. (10 points)
1. Make sentences from the words in each line. Write it down. Let's go to school, guys.
Joyfully, the school greets students.
2.. Write down sentences of 3-4 words.
Today is the day of knowledge. The guys go to school. The teacher congratulates them on the beginning of the school year.
3 level. (15 points)
1. Read. Find the extra word in the text. Write down sentences and correct mistakes.
Little Aidos was sadly happy. He was given a beautiful prickly briefcase.
2.. Make up sentences about how the school greeted you. What did you find interesting today?
Check the work using the key on p.71
Criteria for assessing knowledge: 30 6. - “5”; 15 - 29 6. - “4”; 5 - 14 6. - “3”.
Level independent work No. 2 on the topic: “Syllables” Must be able to:
Divide words into syllables and write new words from syllables;
write words of one, two and three syllables.
Level 1.
1. Write down the words and divide them into syllables. Underline the vowels. Zucchini, tomatoes, pit, mushroom, cat, edge, life, T-shirt.
2.Write down words that have one syllable.
Yacht, elephant, leaf, wasp, park, street, spruce, food, husky, lamp.
2 level.
1. Read. Write down words of two and three syllables. Divide them into syllables.
Over the mountains, over the fields,
Behind the tall forests
The doctors saved the sparrow
They carried him into the helicopter.
The helicopter turned its propellers,
Disturbed the grass with flowers.
3 level.
1.From each word, take only the first syllables and make words. Write down. Sample: Car, brake - author
Ear, mouth, vase -
Milk, ignoramus, plate -
Cora, lotto, boxer -
2.From each word, take the second syllables and create new words. Write down. Sample: Snake, frame - pit
Button, hammer, owl -
Spit, thorn, flight -
Flour, bark, sofa -
Check level work No. 2 on the “key” on p. 71. Evaluate the work. Criteria for assessing knowledge: 30 6. - “5”; 15 - 29 6. - “4”; 5 - 14 6. - “3”
Level independent work No. 3
