Differentiated learning in primary school.

Teaching children who differ not only in the level of training, but even in educational opportunities - difficult task in front of us as teachers. It is impossible to solve without a differentiated approach to their training. In any collective or frontal learning, the assimilation of knowledge and skills occurs individually in accordance with:

- with the level of efficiency and pace of students;

- with features of perception, memory, thinking.

Target differentiated approach– adapt the learning environment to the specifics different groups of students.

To ensure a differentiated approach to students when conducting tests, the text of each work is presented in several versions according to the level of complexity. The children in the class have already noticed that the 1st option is easier than the 2nd and 3rd.

The use of a differentiated approach makes it possible to reveal and develop the abilities of students, to fully satisfy the educational needs of each student, to adapt the entire educational process to the characteristics of students, to stimulate the processes of self-knowledge and self-determination of the individual.

Various methods of differentiation can be used in a mathematics lesson, at the stage of consolidating the studied material. They imply differentiation of the content of educational tasks according to the level of creativity, difficulty, volume. Using different ways organization of children's activities and uniform tasks can be differentiated by:

1. the degree of independence of students;

2. the nature of student assistance;

3. the form of learning activities.

by level of creativity . This method implies differences in the nature of the cognitive activity of schoolchildren, which can bereproductive orproductive (creative).

Reproductive tasks include, for example, solving arithmetic problems of familiar types, finding the values ​​of expressions based on learned computational techniques, etc. At the same time, students are required to reproduce knowledge and apply it in a familiar situation, work according to a model, and perform training exercises.

Productive tasks include exercises that differ from the standard ones. Students have to apply knowledge in a changed or new, unfamiliar situation, carry out more complex mental actions, create a new product. In the process of working on productive tasks, students gain experience creative activity.

Mathematics lessons use various types of productive tasks. For example:

search for patterns;

classification of mathematical objects;

transformation of a mathematical object into a new one;

tasks with missing or redundant data;

Performing a task in different ways, finding the most rational way to solve it;

Independent compilation of problems, mathematical expressions, equations, etc.;

non-standard and research tasks.

Differentiated work is organized in various ways. Most often, I offer reproductive tasks to students with a low level of learning, and creative tasks to students with a high and average level of learning. You can offer productive tasks to all students. But at the same time, children with a low level of learning are given tasks with elements of creativity, in which they need to apply tasks in a changed situation, and the rest are given creative tasks to apply knowledge in a new situation.

For example.

The task is given: “There were 5 yellow apples and 2 green apples in a vase. Ate 3 apples. How many apples are left?

Task for the 1st group:

Solve the problem. Consider whether it can be solved in another way.

Task for the 2nd group:

Solve the problem in two ways.

Task for the 3rd group:

Change the problem so that it can be solved in three ways. Solve the problem in three ways.

Differentiation of educational tasksaccording to the level of difficulty. This method involves the following types of complicated tasks for the most prepared students:

complication of mathematical material (one-digit, two-digit numbers);

An increase in the number of actions in an expression or in solving a problem;

Performing a comparison operation in addition to the main task;

use of the reverse task instead of the direct one;

use of conditional symbols instead of numbers or individual digits.

For example. Find the meaning of expressions.

1st group. 2nd group. 3rd group.

28:2+3 28:2+56:8 28:2+(50+6):8

45-7 3 5 9-7 3 (35-30) 9-7 3

The complication of tasks in this case consists not only in an increase in the number of actions, but also in a change in the situation of applying the rules on the order in which arithmetic operations are performed.

1st and 2nd group. Compare the numbers: 3rd group.

54 and 7 63 and 64 KS and N K3 and K4

9 and 26 52 and 32 9 and RS 5N and 3

This task requires students to be able to generalize the method of bitwise comparison of numbers.

Differentiation of tasks by volume educational material. This method of differentiation assumes that students of the 2nd and 3rd groups perform, in addition to the main one, an additional task similar to the main one, of the same type with it.

The need to differentiate tasks by volume is due to the different pace of work of students. Slow children, as well as children with a low level of learning, usually do not have time to complete independent work by the time it is checked in the classroom, they need extra time for this. The rest of the children spend this time on an additional task, which is not mandatory for all students.

As additional tasks, you can offer creative or more difficult tasks, as well as tasks that are not related in content to the main one. Additional tasks can be ingenuity, non-standard tasks, exercises of a game nature.

For example: the main task: "Find the values ​​of expressions."

15-7 14-9 16-9

13-8 12-6 11-8

Additional task: "Find the sum of the answers in each column."

Job differentiationby degree of independence students. With this method of differentiation, no differences in learning tasks for different groups of students are expected. All children perform the same exercises, but some do it under the guidance of a teacher, while others do it on their own.

Usually the work is organized as follows. At the indicative stage, students get acquainted with the task, find out its meaning and design rules. After that, some children (most often the 3rd group) begin to independently complete the task. The rest, with the help of the teacher, analyze the solution method or the proposed sample, frontally perform part of the exercise. As a rule, this is enough for the 2nd group of children to start working independently. Pupils of the 1st group perform all tasks under the guidance of a teacher. The verification stage is carried out frontally. Students themselves determine at what stage they should begin to independently complete the task. If necessary, they can at any time return to work under the guidance of a teacher.

Job differentiationin terms of helping students. This method, in contrast to differentiation according to the degree of independence, does not provide for the organization of frontal work under the guidance of a teacher. All students start working on their own right away. But for those students who have difficulty completing the task, dosed assistance is provided.

The most common types of assistance are:

assistance in the form of auxiliary tasks, preparatory exercises;

help in the form of "tips" (helper cards, consultation cards).

I will dwell in more detail on the features of working with helper cards.

For students3rd group requested to complete the taskon one's own, and students of the 1st and 2nd groups arehelp at various levels . Helper cards can be the same for everyone, or they are selected individually. A student can receive several cards with an increase in the level of help when completing one task, or he can work with one card. It is important to bear in mind that from lesson to lesson the degree of assistance to the student decreases. As a result, he must learn to perform tasks on his own, without any help whatsoever.

Various types of assistance can be used on cards:

sample of the task: showing a sample of reasoning and design;

reference materials: rules, formulas; tables of units of length, etc.;

Algorithms, memos, plans, instructions;

visual supports, illustrations, models;

additional specification of the task;

Auxiliary questions, direct or indirect instructions for completing the task;

a plan for solving the problem;

The beginning of a solution or a partially completed solution.

For example.Task. “Uncle Fedor went with his dad to Prostokvashino for 5 days. Uncle Fyodor brought 15 sandwiches as a gift to Matroskin, and dad 13 sandwiches. How many sandwiches did Matroskin eat if after 2 days he had 9 sandwiches left?

I will show how independent work is carried out on this task with extra data using dosed, gradually increasing help.

Job differentiationin the form of educational activities . When organizing work with mathematical material, children who need speech actions are invited to pronounce the operations performed, for example, whisper to themselves how to calculate; explain to a desk mate how to reason when working on a word problem. When working on computational techniques, some children need an illustration in a textbook or on a blackboard, while others need to perform operations with counting sticks.

Differentiation methods can be combined with each other, and tasks can be offered to students to choose from.

Hometasks in the classroom can also be differentiated. A single homework does not contribute to the advancement of younger students. Availability homework strengthens the child's faith in himself, puts him in a situation of success, maintains cognitive interest and contributes to the mastery of certain skills.

In the context of the implementation of differentiated learning, homework is an organic continuation of class work and performs a targeted function.First group of tasks – traditional assignments, in particular, working with text, illustrations, preparing a retelling of the text, answering questions after the text. These assignments must be completed by all students.Second part assignments - obligatory for a group of "strong" students. They are given specific additional tasks, the implementation of which is mandatory. For example, prepare a short message on a given topic, find answers to additional questions, think over additional evidence.The third group of tasks - tasks for those who want to complete them, for students who have a special interest in studying the subject.

All these techniques make it possible to approach students in a differentiated way, to turn students from objects into subjects, and, in general, to intensify the cognitive activity of students.

Differentiated learning- form of organization of the educational process.

Differentiation- creating a variety of conditions for learning (one of the ways of an individual approach)

Technology level differentiation in primary school

“Every child is naturally endowed with the ability

to almost all types of human activity:

to the mastery of natural and humanitarian knowledge,

to fine arts, music, etc.

It is important only in the learning process to develop these abilities.

Goncharova L. V., Ph.D. pedagogical sciences

Our modern school teaches children with different levels of development, and since the mass school is not able to offer each student an individual curriculum, our teachers are looking for teaching models that can ensure the development of the individual, taking into account individual psychological and intellectual capabilities.
Today, the school is in a relentless search for new, more effective approaches, means and forms of teaching and educating students.
(slide 2) In a modern elementary school, the personality of the child and his activities come first. Therefore, among the priority technologies are:

Learner-centered learning

Health saving technologies

Information and Communication Technologies

Technology of level differentiation

Gaming technologies

collective system learning

Technology project activities

Currently, modern educational technologies have been developed to make the educational process more efficient. For several years, the problem of the strength of knowledge has been solved through the technology of level differentiation.

History of technology development

For the first time, world pedagogy thought about the differentiation of education 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 50's early 60's. the question arose of developing a whole system of parameters according to which differentiation of learning can be carried out and, within it, an individual approach to schoolchildren.

(slide 3) In our time, TUD training has been developedFirsov Viktor Vasilievich - Candidate of Pedagogical Sciences, Head of the Center "Education for All", Moscow.

Conceptual provisions according to V.V. Firsov:

. Motivation, not statement.

. Warn, not punish ignorance.

. Recognition of the student's right to choose the level of education.

. The former psychological attitude of the teacher: “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 no less than the 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 goal of education is not so much to "teach", but to "educate" a new member of society, able to find their place in a rapidly developing society. Come out in first place personal qualities learner from an early age.

Regulation of the Federal State Educational Standard : « Elementary education should guarantee a variety of individual educational trajectories and educational development»

Convention on the Rights of the Child:

"Children have the right to preserve their individuality"

As there are no two identical flowers in the meadow, so there are no two schoolchildren with the same set of abilities, skills, etc. In elementary school, individual differences are especially noticeable.

The average pace of work chosen by the teacher in 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 learning 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 need repetition, and others need clarification. In other words, the success of mastering the educational material, the pace of mastering it, the strength of the meaningfulness of knowledge, the level of development of the child depend not only on the activity of the teacher, but also on the cognitive abilities and abilities of students, due to many factors, including the characteristics of perception, memory, and mental activity. physical development.

(Slide 5) As the mainprinciples The following pedagogical technologies were chosen:

universal talent - there are no untalented people, but there are people who are not busy with their own business

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 lat. aspectus - appearance, appearance, look, point of view) - onefrom the sides of the object in question, point of view, the way it is seenfrom a certain position.

1. Accounting for individual (typological and personal) characteristics of students.

2. Grouping students on the basis of individual typological features.

3.Organization of educational activities in groups at different levels to master a single program material.

In the transition 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 to ensure that such a desire does not diverge from the student's capabilities, it is necessary to give students a chance to prove themselves, to assess their strengths and capabilities.

Therefore, as experience shows, it is better to divide students by levels not immediately according to the results of testing or interviews, but after observing, at least during a year, their development, manifestation cognitive abilities and interests.

According to the results of diagnosing, the class can be divided into

3 main groups : (slide 7)

1 group - students with a good level of knowledge (high degree of learning), conscious motivation, high rate of knowledge acquisition, high development potential;

2 group - students who have mastered the material on basic level, with a motivation that does not have a clear definition or is far from the assimilation of educational material, the average rate of assimilation of knowledge, good potential development;

3 group - students who poorly master the material, with a lack of motivation for learning, with an average or low development potential.

Group work presents many opportunities for internal differentiation. The task is givenhomogeneous (homogeneousGroup— Thisa group in which all members have betweenhave a lot in common)group (from 2 to 4 people) and not an individual student . In a small group, the student is in more favorable conditions than in frontal work with the whole class. In a conversation within a small group, he can express his opinion, actively participate in the decision learning objectives according to your interests and abilities

Differentiation should be guided by the followingrequirements : (slide 8)
. creating an environment conducive to students;
. active communication with students, so that the learning process is motivated; so that the child learns according to his abilities and abilities; to have an idea of ​​what is expected of him;
. students of various levels are invited to learn the program corresponding to their capabilities (each "take" as much as he can).

Forms of work within the technology (slide 9)
For multi-level training use:

Control and independent work different levels of complexity

Tasks for individual work, taking into account

difficulty level chosen by the student

Tasks-diagrams, informer cards (“helpers”) for self-learning new or consolidating the material covered, including, along with the task for the student, elements of dosed assistance
. Alternative assignments for voluntary completion
. Tasks that help in mastering rational

ways of doing things

Homework - a special kind of independent work, because this work is done without the direct supervision of the teacher. Differentiation of homework helps to eliminate the overload of students with homework. This means both a reduction in the volume of assignments and an increase in 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 productivity of the student in the lesson. It is advisable to include homework for all students, tasks that correct the shortcomings that have arisen for one reason or another, gaps in the knowledge, skills and abilities of students. Taking into account the causes of errors (an unlearned rule, not distinguishing between any concepts, poor command of the method of action) allows not only to correct the mistake made, 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 for the study of new educational material;

Assist a group of students with homework (the card includes reference material: a rule, a drawing, a diagram, additional questions);

Expand and deepen knowledge, skills and abilities on the topic under study.

Conclusion

(slide 10) Use of technology of level differentiation

makes it possible to take into account the cognitive interests of all students, to develop each to the best of his strength and abilities, without limiting the teacher

in the choice of methods, means and forms of training.

1. Introduction "Pedagogical technologies".

AT modern world As teachers, we must demonstrate technological and information literacy in order to be eligible to teach at school. In the information age, preparing students for life requires their close acquaintance with the methods of transmitting, receiving and processing information.

“Forcible teaching cannot be hard, but what enters with joy and merriment sinks firmly into the souls of those who listen…” Basil the Great. (Appendix 1. Slides 1, 2)

Mass education inevitably requires the use of various ped. technologies. What is technology? (Slide 3)

Technology is a detailed way of carrying out this or that activity within the framework of the chosen method.

A method in didactics is a set of techniques, actions that allow you to implement a specific task in a certain way. (Slide 4)

Thanks to new technologies in modern school new relations are being developed in the “teacher-student” system, where the main content is the abolition of coercion (within reasonable limits). Among the various ped. technologies most commonly used in our school can be identified (Slide 5):

• technology of the teaching method in cooperation (learning in small groups);
• technology of the project method (this process is organized on the basis of joint work, cooperation of students and teachers; allows children to master the ability to independently search, explore);
• modular learning technology (the basis of the educational process of this technology is a lesson, it could be called a lesson-block, emphasizing that the block consists of separate lessons, each of which is a completely logically completed unit).

The essence of the new ped. technology is to go not from the subject to the child, but from the child to subject, go from the possibilities that the child has, teach him taking into account the potential that needs to be developed, improved, enriched. They basically provide for an individual and differentiated approach to teaching and educating students. However, the most modern ped. technology, even if the teacher owns a student-centered method, cannot be fully implemented without creating a certain developing educational environment for the child.

2. "Development of the educational environment."

Many schools do not provide free movement for children, imposing a sedentary lifestyle. Despite the fact that today it seems to most adults that modern children move freely, scientists, doctors talk about a lack of movement in children, which leads to an increase in the number of children with poor posture. They sit motionless at their desks in the classroom, they are most often not allowed to run during breaks. school corridors not to mention the classroom. And movement for a person, especially for a child, is life.

We are used to the fact that in our schools the standard arrangement of furniture in the classroom prevails: desks (tables) for students, standing in rows, are oriented towards the blackboard and the table for the teacher. Modern technologies suggest that the teacher becomes the organizer of everything that happens in the classroom, skillfully poses problems for children and teaches them to find solutions on their own through joint discussion, searching for the necessary information in various sources (in reference books, encyclopedias, on the Internet, through experiment, etc.) The teacher, together with the children, acts, studies, explores, reads, draws, gives advice and consults with them, shares experience, plans further actions together with the children. Therefore, for the organization and conduct of a modern lesson, a different environment and arrangement of school furniture is required:

• discuss something conveniently, sitting in a circle or placing desks in a “square” (Slide 7);
• in the case when several children have a common task, it is more convenient for them to sit together (Slide 8);
• the need for independent work with a book, with an individual task on a card, writing an essay, etc. involves a separate workplace, although you can sit in pairs (Slide 9);
• and to build a city, a palace or an unusually large geometric figure on the floor, in order to talk and discuss about what has been created, it is necessary to move tables and chairs to the walls and free up space in the center of the class (Slide 10);
• some children, in accordance with their mood or well-being, can be offered to retire; for this, a “Privacy” corner is created in the class; you can call it whatever you like (Slide 11).

For various changes in space, it is necessary to have easily moved furniture in the classroom. One should not be afraid to rearrange objects in the classroom depending on the tasks set in a particular lesson or extracurricular activities.

The educational environment can be conditionally classified into the one used by the teacher - demonstration and used by students - distributing. (Slide 12) This division is very conditional, each object is used in different areas and in different types of educational activities. There are many great handouts out there, but I have successfully used a variety of handouts: peas, acorns, cones, etc.

The use of school furniture, demonstration material, didactic material, PC, projector and other TCO tools help me achieve my goal in creating an educational environment. The classroom should be a place where children get to know the real things used at different stages of the lessons, extracurricular activities. In my class, “activity centers” have been created with the material located in them: “mathematical” (material for organizing classes and lessons in mathematics) (Slide 13); "language" (materials for written work, rules, exercises) (Slide 14); "literary" (material on the development of speech, fiction for reading) (Slide 15); "creative" (many tools for designing, sculpting, drawing, cutting, etc.) (Slide 16); "environmental" (instruments, equipment for studying the surrounding world, handouts) (Slide 17).

3. "Differentiated learning".

Entering the adult world, children find themselves in different conditions, occupy different jobs, can choose their field of activity, types of entertainment, circle of friends and family at will. We often say, "How terrible it would be if everyone were the same." Different children have different characters, different interests, health characteristics and perception of the world.

One of the main directions of modern education is individualization, where the basis is a differentiated approach to learning. What is differentiation, differentiated learning and what is the purpose of this ped. technology pursues? (Slide 19)

Differentiation in translation from Latin "difference" means division, stratification of the whole into parts. Differentiated learning is a form of organization of the educational process, in which the teacher, working with a group of students, takes into account their characteristics. Learning differentiation(differentiated approach to teaching) is the creation of a variety of learning conditions for different classes, groups in order to take into account their characteristics. BUT purpose of differentiation- training of each at the level of his capabilities, abilities, characteristics.

In any system of education, to one degree or another, there is a differentiated approach. There are several author's pedagogical technologies for differentiating learning: intra-subject - author Guzik N.P., level-based on the basis of mandatory results - author Firsov V.V., cultural and educating in the interests of children - author Zakatova I.V. But all these technologies pursue one task, this is the further development of the individuality of the child, his potential, the development cognitive interests and personal qualities.

How can a teacher make learning optimal for each child in the class, taking into account their characteristics? I, in my class, divided the children (conditionally) into three groups according to performance (Slide 20): first is high, second is medium, third is low. Assigned each group a color (can be a symbol). Each teacher can find their own options for work. It is important to note that the composition of the groups changes in different lessons or extracurricular activities, since differentiation can be carried out according to different criteria. The advantage of such an organization of classes is the development of independence skills and ample opportunities to help those children who need extra attention.

4. "Organization of mathematics lessons with a differentiated approach to teaching."

I have been working on L.G.'s textbooks for a long time. Peterson - mathematics course under the program "School 2100". This course is part of a single continuous course in mathematics, which is designed in accordance with personality-oriented, activity-oriented and culturally oriented principles. (Slide 22) Classes are built on the basis of problem-dialogical technology. The main feature of such lessons is when children “discover” mathematical concepts themselves; the teacher only directs the activity of students; children and teacher sum up together. All work is thought out so that you can apply a differentiated approach at any stage of the lesson.

The volume of tasks for the lesson is thought out (Slide 23):

• careful study with all children of 2-4 tasks (related to the study of a new topic);
• the rest of the material the teacher develops at his own discretion;
• for those who are weaker, 3-4 key tasks on a new topic and tasks for repetition are mandatory;
• stronger children are offered all the tasks that are included in the lesson and additional (in time).

Training exercises are carried out in parallel with the study of new mathematical concepts, so they do not tire the children, especially since they are usually carried out in a playful way. What is important, the completion of all tasks from the textbook is not mandatory for every child. The volume of tasks in the textbook allows you to take into account the different levels of training of students. Thus, every child with a low level of preparation has the opportunity to “slowly” work out the necessary skill, and more prepared children constantly receive “food for the mind”, which makes mathematics lessons attractive for children.

5. "Level differentiation in solving problems."

Many teachers, including myself, are familiar with the difficulties associated with organizing frontal or independent work on a text task in a lesson (Slide 25):

• some students are able to see different ways of solving;
• others need significant help;
• most of the students are just starting to comprehend the content of the task;
• the other part, albeit a smaller one, already knows how to solve it.

How to organize the work on the task in the lesson so that it corresponds to the abilities of the students? First, I chose the formation of mobile groups, the division into groups is based on the achievement of the level of training of students. Secondly, I use different sets of cards, which are prepared in advance in three versions.

Their peculiarity is as follows, three options for tasks of varying degrees of complexity are offered:

1. No. 1 is difficult.
2. No. 1-A is less difficult.
3. No. 1-B - easy.

The cards contain drawings, drawings, instructions, tips. They are sorted by topic. First, work is carried out with a teacher, where the skill of working with such cards is practiced, and later independently. I note that for ethical reasons, the level offered to the student is not indicated in the card, and the difference in options can be indicated by circles of different colors, or by another symbol, in the upper corner of the card (Slide 26)

A huge help are additional tables, diagrams. (Slide 27, 28) (Appendix 3)

The organization of such work in the classroom is important. Due to the fact that the task options are adapted to the abilities of the students, and the printed form of presenting the task removes the difficulties associated with design, the children feel more confident, and the teacher during this work has the opportunity to provide individual assistance to individual students.

Conclusion: working on a text task in a lesson with the help of task cards, tables, diagrams allows you to organize multi-level work in a lesson, and organically fit into the course of the lesson, it is convenient to organize. It increases the independence of students and allows them to form their ability to solve text problems at an accessible level of complexity.

6. Conclusion.

Differentiation of training and providing this process ped. technology is a system in educational theory and practice.

Scientists, doctors, innovative educators urge us to apply and use everything new in our work more often.

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 pedagogy into practice. technology in our information age. Once again, I would like to return to the beginning of my report, in order to achieve the tasks and goals set, it is not edifying, forced training, but as Basil the Great said, “Forcible training cannot be hard, but what enters with joy and fun, sinks deep into the souls attentive…”. (Slide 30)

Bibliography:

1. Education Center: "Teaching Technologies" website: math.ru
2. "Cognitive independence of students and the development of educational technology". V.V. Guzeev.
3. "Educational environment: from modeling to design". V.A. Yasvin.
4. "Social and educational technologies". G.K. Selevko.
5. Education system"School 2100"; www.school2100.ru
6. Monthly magazine "Primary School Plus Before and After".
7. Math cards. M.I. Moro, N.F. Vapnyar.
8. Math cards. S.I. Volkov.
9. "Superblitz" arithmetic, geometric problems, logic (first, second parts). M.V. Bedenko.

There are two types of learning differentiation: external and internal differentiation.

External differentiation implies relatively stable groups, based on certain features of the development of interests, inclinations, abilities, results achieved, the projected profession, in which the content of education and the educational requirements for students differ.

Groups are created taking into account:

Interests, inclinations;

Abilities;

Results achieved;

Designed profession.

External differentiation can be carried out either within the selective system or within the elective system.

Profile training - to prepare for selective continuation of education;

Specialized training - special professional training for creative activity on the basis of advanced education;

Special vocational training - training of mid-level specialists for social production with the assignment of a profession, qualification.

Internal differentiation is the different learning of children in a group (in a class) of students, selected according to random criteria. This form is based on the fullest possible consideration of individual and group features students. It involves the variability of the pace of studying the material, the differentiation of educational tasks, the choice different types activities, determining the nature and degree of dosage of assistance from the teacher. At the same time, it is possible to divide students into groups within the class in order to carry out educational work with them at different levels and by different methods. These groups, as a rule, are mobile, mobile.

A feature of internal differentiation at the present stage is its focus not only on children with learning difficulties, but also on gifted children.

Internal differentiation can be carried out both in the traditional form of taking into account the individual characteristics of students, and in the system of level differentiation based on the planning of learning outcomes.

Thus, it is possible to distinguish characteristics each of these forms of differentiation.

The types of differentiation are determined on the basis of those individual typological characteristics of students that are taken into account in this case. Traditionally, the following types of differentiated training are distinguished: by general and special abilities, but by interests, inclinations, by the projected profession. The division is based on those features, those individual typological characteristics of students that allow them to be divided into groups.

In the works of N. M. Shakhmaev, along with differentiation according to abilities, differentiation according to inability is called. Without singling out this type separately, we believe that understanding the differentiation in terms of general abilities involves taking into account the level of general abilities of students, i.e. the low level of their development will be the basis for differentiation according to inability. (fifteen)

Differentiation can be carried out at various levels. So, for example, Ronald De Groot identified three levels. 1st micro level, when a different approach is carried out to separate groups of children within the class. This level of differentiation is sometimes called internal or intraclass. 2nd mesolevel - the level of the school, when differentiation is carried out within the school between individual classes, profiles, directions. And the 3rd macro level - differentiation between schools, creation of different types of schools. Levels 2 and 3 represent external differentiation.

Differentiation is widely used in almost every school at the present time, this is primarily expressed in the creation of special classes. When studying the available literature, we identified the following intra-school divisions that exist in modern educational institutions.

Advanced classes refer to such a type of differentiation as differentiation according to the general abilities of students. Abilities are not limited to available knowledge, skills, skills, but can explain the ease and speed of their acquisition.

Such classes are created starting from the first grade and after graduation by children.

elementary school - in parallel with the fifth grade. The criteria for selecting children in the 1st grade are readiness for school, the degree of development of school-significant

psychophysiological functions (memory, attention, thinking), the general outlook of the child.

In such classes, an atmosphere of intense intellectual activity is created, training is organized taking into account a high level

intellectual development of all children.

Gymnasium classes and gymnasiums. Gymnasium education is designed for

children with a high level of general intellectual abilities, showing a tendency to mental activity. This is high level education. Thus, the student masters the general methods of intellectual activity.

Differentiation according to the psychophysiological characteristics of children involves not only the adaptation of the educational process to certain mental and physical characteristics of children, but also the development of insufficiently developed psychophysiological functions. Differentiation into such classes is carried out when a child has abnormalities in mental development, hearing-impaired, visually impaired, with disorders of the musculoskeletal system. In such classes, health-improving work is carried out, educational work is carried out in accordance with the capabilities of children, work on the social adaptation of children (the formation of the simplest household skills, accessible professional ones).

Classes of correctional and developmental education are a form of differentiation that takes into account the general intellectual abilities of students and their individual psychophysiological characteristics. These classes are created at the school to teach children who have difficulty in mastering the basic content of education. These classes can be created in both primary and secondary schools.

The basis for selection is the low level of preparation of the child, which

characterized by poor development of speech, narrow outlook, lack of formation of school-significant psychophysiological functions.

Classes with in-depth study of individual subjects and specialized classes

are forms of differentiation according to the interests of students. These are the most widely used forms of differentiation in practice.

On the this moment time, students are often divided according to the level of common special features, where the main thing is taken in the main, the intellectual development of each student, and such a division is called intra-class differentiation.

The most common form of intraclass differentiation is

performance by students of tasks of various levels of complexity. At the same time, complication can occur due to the involvement of the material covered, when students need to establish close or distant connections between different fragments of the content. The complication of tasks can also occur due to the complication of the types of work, the increase in the level of creative activity necessary for the performance of the task.

Among differentiated tasks, tasks of various directions are widespread: tasks that eliminate gaps in knowledge, and tasks that take into account the students' prior knowledge of the topic.

A form of intra-class differentiation is the dosing of teacher assistance to students, which includes temporary relief of tasks (breaking up text or exercises into independent parts - portions), tasks with written instructions (for example, indicating the sequence of actions), work with preparatory exercises (each preparatory exercise is a stage performing the main), work with visual reinforcement with a drawing, a drawing.

The teacher explains the material at a level higher than the minimum. At the same time, the teacher clearly highlights the content of the educational material that students must learn by studying at one level or another, before starting to study the next topic, he acquaints the students with the results that they must achieve.

Thus, level differentiation takes into account not only the intellectual abilities 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. The model of complete assimilation of knowledge implies a clear setting of goals in educational activities: what students should know, what they should be able to do, what values ​​should be formed in them in the course of learning.

Moreover, the manufacturability of goals is very important: their achievement must be

verifiable, i.e. there must be a validation tool. After studying a certain topic at the level of the basic content of the material and passing the test, the entrance of which determines the achievement of the set goals, the class is divided into two groups: the first - students who have mastered the topic, an extended and in-depth study of the material is organized with them, and the second group who have not mastered the topic, additional work is carried out with these students to master the content.

In the second group, there is a development of knowledge, methods of action that are not sufficiently learned. Pupils of the first group can also be connected to such working out as consultants, assistants to the teacher. Thus, differentiated learning within the framework of this model determines the different nature of the activities of groups of students after the final control is carried out based on the results of assimilation of a certain fragment of content.

Internal differentiation is most often carried out according to the general intellectual abilities of students, but in practice there are other types of it: for example, internal differentiation according to special abilities, which is expressed in the fact that when giving students tasks, teachers take into account their artistic, musical and other abilities . Intra-class differentiation is also implemented according to the individual psycho-physiological characteristics of students.

Abdullina Regina Rashitovna
Position: primary school teacher
Educational institution: MBOU UL, Dimitrovgrad, Ulyanovsk region
Locality: city ​​of Dimitrovgrad
Material name: article
Subject:"Using the technology of level differentiation in lessons in elementary school."
Publication date: 27.12.2017
Chapter: elementary education

“Using Level Differentiation Technology

in elementary school classes.

The true meaning of pedagogy lies in the fact that even a person who finds it difficult

what is feasible for others, did not feel inferior, experienced high

human joy, the joy of knowledge, the joy of intellectual labor, the joy

creativity.

Sukhomlinsky V.A.

Entering the adult world, children find themselves in different conditions, occupy different jobs.

places, can choose their field of activity, types of entertainment, circle of friends and family

optional. We often say, "How terrible it would be if everyone were the same." At

different children - different characters, different interests, health characteristics and characteristics

perception of the world.

One of the main directions of modern education is individualization, where

the basis is a differentiated approach to teaching. What is differentiation

differentiated education and what is the purpose of this ped. technology pursues?

Differentiation in Latin "difference" means separation, stratification

Differentiated

education

organizations

educational

process,

students,

takes into account

peculiarities. Differentiation of learning (differentiated approach to learning) is

creation of a variety of learning conditions for different classes, groups in order to take into account their

features. And the goal of differentiation is to train everyone at the level of their capabilities,

abilities, traits.

Distinguish between the concepts of internal and external differentiation.

External

differentiation. Creation

students with certain individual characteristics are enrolled.

Internal

differentiation. Organization

educational

process

respectively

students

different

sustainable

individual characteristics.

Stages of organizing internal differentiation:

1. Criteria are determined according to which groups are created

students.

2. Carrying out diagnostics based on selected criteria.

3. Students are divided into groups based on the results of the diagnosis.

4. Methods of differentiation are determined, tasks are developed for

selected groups of students.

5. A differentiated approach is being implemented at various stages of the lesson.

6. Diagnostic control over the results of students' work is carried out,

according to which the composition of the groups may change.

In any system of education, to one degree or another, there is a differentiated

learning:

intrasubject

level

Zakatova

technology

persecuted

further

development

individuality

potential

opportunities,

development

cognitive interests and personal qualities.

How can a teacher make learning optimal for each child in the class, given their

peculiarities? Each teacher can find their own options for work. It is important to note that

is changing

various

extracurricular

activities,

differentiation

carried out

criteria.

Advantage

organization of classes is the development of independence skills and ample opportunities

to help those children who need extra attention.

Differentiation of training and providing this process ped. technologies are

system in educational theory and practice.

Scientists, doctors, innovative educators urge us to apply and use in

everything is new at work.

And for us, teachers, it is important that we want to learn new things, introduce them into the process.

learning

apply

practice

modern

technology

informational

achievements

delivered

is an

instructive, forced education, and as Basil the Great said, “Forcible education

cannot be firm, but what enters with joy and merriment sinks firmly into the souls

attentive…”.

Primary school is an important milestone age development and personality development

children, it must and must necessarily guarantee a high standard of education.

Our school teaches children with different levels of development, and since the mainstream school is not

able to offer each student an individual curriculum, our

teachers are looking for learning models that can ensure the development of the individual, taking into account

individual psychological and intellectual capabilities.

Today, the school is in a relentless search for new, more effective approaches, means and

forms of training and education of students. Interest in this is quite understandable.

Majority

applied

education

technologies

oriented

group

learning

requirements

costs

studied

material without taking into account the peculiarities of the individual psychological development of each

student that does not bring significant learning outcomes. standard school before

last

proceeded

statements

birth

are the same and clean, like boards, then it was not the laws of nature that forced her to do this, but

ideology. As a result, school is not loved (and often hated) not only by “lazy people”, but also by

very hard working kids.

I believe that the success of the learning process depends on many factors, among which are not

the last role is played by training according to the abilities and capabilities of the child,

those. differentiated learning.

Currently, one of the leading trends in the development of our elementary school is its

differentiated learning.

Experience recent years shows that the most effective form of individualization

educational

process that provides the best possible conditions for the child

corresponding

difficulties

educational

material,

compliance

didactic

principles

availability,

feasibility),

is an

differentiated

education.

The goals of differentiated learning: organize the educational process based on accounting

individual personality traits, i.e. at the level of his capabilities and abilities.

Main task: see the individuality of the student and preserve it, help the child

believe in yourself, ensure its maximum development.

I will stop at intraclass differentiation.

Since the class is made up of children of different levels of development, there inevitably arises

the need for a differentiated approach to multi-level education.

aspect

development

personality,

is an

implementation

individual

differentiated

students

pedagogical

process, since it is he who involves the early identification of inclinations and abilities

creation

development

personality.

Intraclass

differentiation

primary

exist

is an

main

implementation

individualization

learning,

education

training, but even in terms of learning opportunities, perhaps the most difficult task facing

teacher

primary

impossible

individual

approach to learning.

Level differentiation allows you to work both with individual students and with

groups, preserves the children's team in which personality development takes place. Her

characteristic

are:

openness

requirements

providing

students

the opportunity to choose the assimilation of the material and move from one level to

another. The teacher's work system using this technology includes various stages:

Identification of backlogs in ZUN;

Elimination of their gaps;

Eliminate the causes of failure;

Formation of interest and motivation to study;

Differentiation (according to the degree of difficulty) of educational tasks and assessments of activities

Internal differentiation implies a conditional division of the class:

by the level of mental development (level of achievement);

by personal-psychological types (type of thinking, character accentuation,

temperament, etc.).

The main purpose of my use of level differentiation technology is to teach

opportunities

abilities,

student opportunity

get

maximum

abilities

realize your personal potential. This technology makes it possible to make educational

process more efficient.

Children have always started and will start studying the school curriculum with different

initial prerequisites. Quantitatively, it looks like this:

students (about 65%) enter school with approximately the same level of mental

development, it is he who is taken as the norm; 15% - more or less this

the level is surpassed, and 20% of children, on the contrary, do not reach it.

As practice shows, normal (having indicators of the norm at all levels

development) children are found only in books. Almost every child has some

insignificant)

deviations,

further

lead

lagging behind in learning activities.

It should be noted that the level of readiness of students to study at school

(learning process) is not the same and decreases every year. For some it matches

conditions for the success of their further education, for others it barely reaches an acceptable level.

The data obtained from all tests allows you to build an individual profile

the readiness of the child for school, on the basis of which his level of development is determined.

Organizing multi-level education, I take into account the intellectual abilities of children and

age

the positive impact of multi-level education on the development of the child.

By implementing

differentiated

guided by

next

requirements:

creating an environment conducive to students;

communicate

students

motivated;

according to

opportunities

abilities; to have an idea of ​​what is expected of him;

students

various

offered

relevant

the possibilities of the program (each “take” as much as he can).

For multi-level training I use:

informer cards,

including

task

elements

dosed help

Alternative assignments for voluntary completion

Tasks that help in mastering rational ways of activity

multi-level

differentiation

learning

applied on the

different

stages

educational process: learning new material; differentiated homework;

examination

assimilation

passed

material;

independent

control

organization

mistakes;

fastening.

Differentiation of the content of educational tasks:

in terms of creativity

according to the level of difficulty

by volume,

according to the degree of independence,

ch a r a c t e r

help

u h a sh i m s i

Differentiation methods can be combined with each other, and tasks are offered on

choice. The technology of differentiated learning involves a voluntary choice

by each student of the task level.

3 Organization of level work in the lesson

Purpose: to create psychological comfort and train everyone at the level

opportunities and abilities.

Level differentiation provides:

The presence of a basic, mandatory level of general education.

is an

differentiation

individualization

requirements for students.

The basic level must be completed by all students.

The system of results should be open (the child should know what is required of him).

seems

possibility

elevated

training,

determined

depth

mastering

educational

subject.

provided by a level of training that raises the level of the minimum standard.

differentiated

are

means

learning

education,

aimed at developing the mental and creative activity of students, their interest

to the study of the subject.

1.Select

differentiated

difficulties.

2. I correctly divide children into 3 groups of variable composition. The student who worked yesterday

in the level 1 group (task "C"), tomorrow he can work in the level 2 group (task "B"),

if he mastered the basis.

Three types of differentiated tasks

level

difficulties

b a zo v y y

with t and n d a r t.

o w a e t

base level

provides

a n d

u h a sh i m i s i

tricks

activities,

needed to solve

application.

Introduced

additional information that

deepen

material

show the application of concepts

Level 3 - provides

free

possession

actual

material,

tricks

work and mental actions, gives

developing

intelligence,

deepens

m a t e r i a l

l o g i c h e

b about c o n o v a n i e,

open

p e r sp e c t y

t v o r h e s c o g o

applications

According to the results of diagnosing, the class is divided into levels:

Level 1 - reproductive, works at the level of knowledge, understanding (task "C") under

teacher guidance (instructing, frontal work, analysis with subsequent recording,

instruction cards). Students with low learning abilities (require accuracy

organizations

more

quantity

training

additional

clarification

formation

cognitive

interest,

motivation

indicators

academic performance,

fatigue,

large gaps in knowledge, in ignoring tasks. Students fall into the category

"weak".

slow

apathetic

have time

absence

individual approach to them, they completely lose interest in learning, lag behind

class, although they can actually learn successfully.

constructive,

applies

received

explanations, the task is performed independently with mandatory verification. Students from

average abilities (performs the task of the first group, but with the help of a teacher in

indicators

learnability,

intellectual

performance,

learning motivation, interest. Pupils with a predominance of excitation processes over

processes

braking.

on one's own

allocate

signs

subject,

representation

sketchy.

remember

material,

needed

multiple

repetitions.

mental

peculiarities

appear

haste,

emotionality,

inattention

slow-wittedness.

children find it difficult to generalize tasks, since the level of their analytical thinking is low.

creative,

deepens

performed

on one's own. Students

high academic

abilities

material

difficulties,

requiring

apply

unfamiliar situation

on one's own,

creatively

suit

opportunities,

indicators

academic performance

certain

subjects,

to work well. Students with balanced processes of excitation and inhibition.

They have stable attention, when observing, they isolate the signs of an object; in

as a result of observation, they form an initial concept. During training

successfully master the processes of generalization, own a large vocabulary.

It is important that with a differentiated learning process, it is possible for students to move from

one group to another, i.e. The composition of the group is not permanently fixed. The transition is conditioned

change

development

ability

replenishment

gaps

an increase in the educational orientation, expressed in interest in obtaining knowledge.

The composition of the groups allows you to adapt the content of the training programs to the opportunities

specific

students, helps

develop

pedagogical

technology,

oriented

nearest

development”

student,

turn, creates favorable conditions for the development of the personality of students, the formation

positive motivation for learning, the adequacy of self-esteem.

I carry out a differentiated approach to students at all stages of the lesson.

1. Survey:

In a written survey, I use cards of varying degrees of complexity, tests of three

(I use

develop

use

non-traditional forms:

crossword puzzles, puzzles, chainwords of varying degrees of complexity. If in writing

I propose

the same

difficulties,

I differentiate the amount of information indicating how to perform it: for group 3

- only the goal, for group 2 - some points to pay attention to,

for 1 group - detailed instructions completing the task.

Oral knowledge test: first I call the students of groups "C" and "B", strong children

correct and complete the answers. Often for this I give tasks to students of group "A"

find additional information on a particular issue (elements of research

activities). Or I give children of the 3rd group material to communicate some interesting

information to supplement the children's answers.

study

control

differentiated

assignments, and at the end of the year the final control testing at three levels.

2. Explanation of the new material:

When explaining new material, I pose problematic questions, I try to

strong children answered, for the children of groups "C" and "B" I propose to answer well-known questions

from the previously studied, and I ask the weak to repeat after the strong. Children of group "B"

I often give additional material to be prepared in the form of messages. Children of the same group

"A" sometimes I ask you to prepare some questions of new material on your own and

tell classmates about it themselves, while they prepare visual aids

(drawings, tables, diagrams, etc.). Very often the children of group "B" help the teacher

prepare visual material for the next lesson to explain the new material.

And the children of group "C" - to find an interpretation of new words.

studying

new material creates a problem situation, in the solution of which

Every student participates at the level available to him. To do this, I organize

work in homogeneous groups. Each group receives a task "working" on a topic in

in general. These tasks do not duplicate each other. Each group

completing your task,

should tell something new, interesting to the whole class. This approach gives everyone

the child the opportunity to feel significant, to contribute to the common cause. This is

especially important for "weak" students.

So, if the task for group 1 includes mostly reproductive activities

of a search nature, and the 3rd one includes problem tasks that require

the greatest complexity of the work of thought. Thanks to this task structure, it is possible to

ensure

optimal

difficulties

to avoid

discomfort in the "medium" and "weak", associated with the feeling of one's own

"inferiority", "weakness" in comparison with other children.

The educational work of the child is aimed not only at the assimilation of scientific facts by students,

concepts, signs and rules, but also on the assimilation of the most rational methods, habits and

methods of educational work. This includes the ability to listen carefully and observe,

answer questions and formulate them yourself, skills of independent work with

textbook

mental

activities,

mastering

knowledge

skills are an important indicator of the level of development of the student's abilities.

3. Fixing the new material:

anchoring

learned

opportunities

organizations

differentiated work. The fixing process is carried out, on the one hand,

through consolidation (understanding, memorization) of the elements of the theory, on the other hand, through

performance of tasks of a practical nature.

When fixing new material, I differentiate questions for consolidation. For kids

Group "A" immediately propose to perform a practical task. For children of groups "B"

offer to work with technological map or textbook. With weak children I repeat

the main points, dwelling on each in detail. Often when fixing a new

material I carry out independent work. The number of tasks, as well as the time for them

execution for different groups give different. I tell strong children the purpose of the task, and

medium and weak - I describe the tasks in more detail. Over time, tasks in all

I complicate the groups, which contributes to the development of mental activity.

When working with a textbook, the children of group "B", I give the task to draw up an answer plan for

read, at this time with the students of group "C" we are looking in the textbook for answers to in advance

the questions put to the test, the children of group "A" make generalizations and conclusions. If a

the material is complex, then I form pairs, which include one of the students of groups "A" or "B",

and work in pairs of shifts. At first, the material is spoken by a strong

the student to his partner, the second listens to him and corrects him, then the material pronounces

a weak student, a strong one controls and corrects him.

When consolidating the material, in order to develop skills for solving practical problems for

students, I select tasks with a gradually increasing degree of difficulty.

I carry out

differentiation

carrying out

practical

I use

mutual aid,

help

deal

practical

task

I practice collective projects with different staffing of groups.

"Feeling of the elbow", attention to others, the ability to work not side by side, but together,

brought up

personally

oriented

learning

participation

joint

group

expands

horizon

students

increases

information fund. The children's area of ​​potential opportunities is increasing,

allowing them to successfully, under the guidance of a teacher at a higher level, solve

suggested tasks.

I think…

I want to add…

I disagree…

I give the student the right to express his opinion, his attitude, to "live" his

4. Homework:

work

additional

literature,

fulfill

additional tasks of a creative nature (for example: to come up with a fairy tale “About how

the spikelet hit the table in the form of bread" or "How threads are spun and fabrics are woven"), as well as

conduct small studies, observations, make a crossword puzzle, rebus, etc. These

children often come up with additional messages, reports. Medium and weak

I also propose to speak, but for preparation I give literature or indicate the source.

I regulate the volume of material for presentation. To overcome gaps in knowledge

children of groups "C" and "B" I give small additional exercises and ask them to

appreciated by the parents.

Differentiation of tasks allows you to monitor the assimilation of knowledge by each student, which

contributes to the provision of timely assistance to schoolchildren.

Application

students

differentiated

allowed

diversify

raise

students to study, but most importantly, to improve the quality of education of schoolchildren.

Selection

students

significant

helps

multi-level tasks for them. Each task has specific goals and

requirements.

Tasks in groups are performed independently.

Russian language

As an example, I will give the work of checking homework