Modern concepts of secondary education proceed from the priority of the goal of educating and developing the student's personality on the basis of the formation of educational activities. It is important to create conditions so that each student can fully realize himself, become a true subject of learning, willing and able to learn. Education should be "variable to the individual characteristics of students." One of the means of implementing an individual approach to children is the differentiation of education.

Such an educational process is considered differentiated, which is characterized by taking into account the typical individual differences of students.

The organization of intra-class differentiation by the teacher includes several stages.

1. Determination of the criterion on the basis of which groups of students are allocated for differentiated work.

2. Carrying out diagnostics according to the selected criterion.

3. Distribution of children into groups, taking into account the results of diagnostics.

4. The choice of methods of differentiation, the development of multi-level tasks for the created groups of students.

5. Implementation of a differentiated approach to students at various stages of the lesson.

6. Diagnostic control over the results of students' work, in accordance with which the composition of groups and the nature of differentiated tasks may change.

In working with older students, it is advisable to use two main criteria for differentiation: learning and learning. According to psychologists, learning is a certain result of previous learning, i.e. characteristics of the mental development of the child, which he has developed to date. The indicators of learning can be the level of knowledge attained by the student, the level of mastery of skills and abilities, the quality of knowledge and skills (for example, awareness, generalization), methods and techniques for acquiring them.

The concept of learning is substantiated in the works of B.G. Anan'eva, N.A. Menchinskaya, Z.I. Kalmykova, A.K. Markova and others. Learning is interpreted as a student's susceptibility to the assimilation of new knowledge and ways of obtaining them, readiness to move to new levels of mental development (A.K. Markova), as an ensemble of human intellectual properties, on which, all other things being equal, the success of learning depends (Z.I. Kalmykova).

If learning is a characteristic of actual development, i.e. what the student already has, then learning is a characteristic of his potential development. From this point of view, the concept of learning is close to the concept of the zone of proximal development proposed by L.S. Vygotsky. Important indicators of a high level of learning are susceptibility to the help of another person, the ability to transfer, the ability to self-learn, working capacity, etc.

Consider various methods of differentiation that can be used in a biology 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 of organizing children's activities and common tasks, the teacher differentiates by:

a) the degree of independence of students;

b) the nature of assistance to students;

c) the form of educational activities.

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

1. Differentiation of educational tasks according to the level of creativity.

This method implies differences in the nature of the cognitive activity of schoolchildren, which can be reproductive or productive (creative).

Reproductive tasks include, for example, answering questions on well-studied topics. 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 (for example, solving problems in genetics, compiling tests), creating a new product (composing food chains, food pyramids). In the process of working on productive tasks, students gain experience in creative activity.

Biology lessons use various types of productive tasks, for example:

search for regularities in the process of development of microorganisms of different species;

Classification of the studied classes and species of animals;

Self-compilation of crossword puzzles, riddles;

drawing up herbariums and working with them, working with a microscope;

· Development and discussion of ways to solve various environmental problems;

non-standard and research tasks.

Differentiated work is organized in various ways. Most often, students with a low level of learning (Group 1) are offered reproductive tasks, and students with an average (Group 2) and high (Group 3) level of learning are offered creative tasks. 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 knowledge in a changed situation, and the rest are given creative tasks to apply knowledge in a new situation.

Here are examples of differentiated work using productive task types:

Example 1 The elements of the food chain are given in the wrong order: "herbaceous vegetation", "eagle", "toad", "snake", "locust", "microorganisms"

Task for the 1st group. Restore order in the food chain, indicating all trophic relationships.

Task for the 2nd group. Restore order in the food chain, indicating all trophic relationships, as well as identify consumers of various orders, producers, decomposers.

Task for the 3rd group. Complete the task for the 2nd group. Come up with a few options.

Example 2. The task is given: Kokov had the genotype of the parents, if in the second generation the splitting according to two traits was in the ratio 2:4:4:6

Task for the 1st group. Solve the problem.

Task for the 2nd group. Solve the problem. Determine the phenotypes of the parents and the resulting 1st generation hybrids.

Task for the 3rd group. Complete the task for the 2nd group. Determine the phenotypes and genotypes of the parents and 2 generations of hybrids.

2. Differentiation of educational tasks according to the level of difficulty.

This method of differentiation involves the following types of task complication for the most prepared students:

complication of the material (for example, in the task for the 1st and 2nd groups, tasks for monohybrid crossing are used, and for the 3rd - for dihybrid, and recombination of genetic material);

An increase in the volume of the studied material (an increase in the number of task items, independent work on in-depth study).

Performing a comparison operation in addition to the main task (compare the structure of the body of ringworms and flatworms, compare the structure of the heart of fish and birds)

Use of the reverse task instead of the direct one (to determine the factor by the changing effect, and vice versa).

3. Differentiation of tasks according to the volume of 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 a rule, differentiation by volume is combined with other methods of differentiation. As additional tasks, creative or more difficult tasks are offered, as well as tasks that are not related in content to the main one, for example, from other sections of the program. Additional tasks can be ingenuity, non-standard tasks of a gaming nature. They can be individualized by offering students tasks in the form of cards, crossword puzzles, entertaining biological tests.

Let us give examples of differentiated tasks.

Example 1. Main task: Describe the structure of a clover flower, chamomile, apple tree.

Additional task: Think about what types of insects are adapted to pollinate these flowers, what is this expressed in?

Example 2. Main task: Identify plant species using the herbarium.

Additional task: Give examples of plants of the same species, identifying the genus and family.

4. Differentiation of work according to the degree of independence of 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 this is 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 another part of the children (Group 2) to start working independently. Those students who experience difficulties in work (usually these are children of the 1st group, i.e. students with a low level of learning), perform all tasks under the guidance of a teacher. The verification stage is carried out frontally.

Thus, the degree of independence of students is different. For the 3rd group, independent work is provided, for the 2nd - semi-independent, for the 3rd - frontal work under the guidance of a teacher. 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.

Let us give an example of how work is organized according to cards.

I stage. The students read the text of the assignment. After that, some of the children begin its independent work on it. They may be given an additional task, for example, to make a comparative analysis of the characteristics under consideration.

II stage. Analysis of the task under the guidance of a teacher: clarification of the studied patterns, a clear definition of the direction of work. After that, another part of the children begin independent work.

III stage. Finding a solution under the guidance of a teacher. After that, some of the children independently write down the conclusion, and the rest do it under the guidance of the teacher.

IV stage. Checking the task is organized for those children who worked independently.

5. Differentiation of work according to the nature of assistance to 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 children who have difficulty in completing the task, dosed assistance is provided.

The most common types of assistance are: a) assistance in the form of auxiliary tasks, leading questions; 6) help in the form of "tips" I (helper cards, consultation cards, notes on the board, etc.).

Various types of assistance can be used:

Sample assignment: showing and method of solution, sample reasoning (for example, writing a table of the systematic position of a plant of the Rosaceae family) and design:

reference materials: theoretical reference in the form, diagrams, tables, etc.;

memos, plans, instructions (for example, the rule of working with a microscope);

Visual supports, illustrations, models (for example, in the form of a drawing, visual volumetric aids, etc.);

additional specification of the task (for example, an explanation of individual terms; an indication of some significant detail, feature);

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

task execution plan;

the beginning or partial implementation of it.

Various types of assistance when a student completes one task are often combined with each other. We consider the following organization of work to be the most expedient. Children with an average level of learning perform tasks from the textbook on their own. Children with a learning disability perform the same task under the guidance of a teacher or independently using visual aids. Children with a high level of learning are offered a creative task or a more difficult one compared to the task from the textbook.

Most of the tasks in modern textbooks are structured in such a way that they contain both a productive and a reproductive part, so it is possible to use differentiation according to the level of creativity. Many textbooks have non-standard increased difficulty. Some authors give an excessive number of tasks in textbooks, which makes it possible to apply differentiation in terms of the amount of educational material. For differentiated work, printed notebooks are also used.

State Educational Institution of Additional Professional Education (Advanced Training) for Specialists of the Moscow Region Pedagogical Academy of Postgraduate Education
(GOU PEDAGOGICAL ACADEMY)

Department of General and Pedagogical Psychology

Practically significant project on the theme "Organization of a differentiated approach in teaching chemistry"

performed by the listener
cathedral variable module
"Psychological and pedagogical competence of the teacher"
Chemistry and technology teacher
MOU SOSH pos. MIS Podolsk region
Sokova T.V.
Head: Ph.D. n.,
Pavlenko T.A.

Introduction
1. Essence, goals and forms of differentiated learning
2. Psychological and pedagogical foundations of differentiated learning
3. Organization of a differentiated approach in teaching chemistry
Conclusion
Bibliography
Appendix

Introduction

Modern society puts forward new requirements for education. The formation of students' creative abilities, the development of their natural inclinations and inclinations is one of the most important tasks of studying chemistry at school. The problem of student personality development has become even more urgent in connection with the democratization and humanization of all aspects of the modern school. The ideal of modern education is a personality whose distinguishing feature is not encyclopedic knowledge, but a flexible mind, a quick reaction to everything new, a constant desire to learn, observe, explore.

The most important factor in the humanization of the educational process is its differentiation, which makes it possible to resolve the contradiction between the need of society for people with developed individual abilities and the uniformity of schooling. That is why the flexibility of curricula and programs is becoming a characteristic feature of today's school life. But the possibility of implementing a differentiated approach is not limited to this. Essential is the consistent development of ways to individualize learning in a normal class, that is, internal differentiation.

As you know, in randomly formed classroom groups, students differ among themselves in their interests in the study of individual disciplines, the level of learning opportunities. The practical results of training and education indicate that the low success of many students is the result of a discrepancy between the individual pace of learning and the pace that the teacher offers in the lesson. As a result, the class turns out to be heterogeneous in terms of the ability to assimilate knowledge. Unfortunately, until now, the orientation towards the abstract "average" student has dominated in the educational process. How, according to the capabilities of each student, to ensure the qualitative assimilation of the basic level of knowledge by the whole class? In solving this problem, an important role belongs to the organization of educational activities of schoolchildren.

The “fading” of the abilities of gifted children is a serious pedagogical problem in high school. In this case, the external differentiation of learning could help answer many questions related to the development of a non-standard personality. Otherwise, the development of gifted children is inhibited, the level of their claims is reduced, the motivation and orientation of the individual to intellectual work is deformed.

For children with less rich or less harmonious inclinations, but developing within the age norm, the motivating and training function of the educational environment is of decisive importance. Students with lesser abilities also suffer from instruction centered on the "average" student. Most of these students are constantly in an uncomfortable state of not coping with their studies, which leads to a number of negative consequences: loss of interest in learning, a negative attitude towards school and academic work, the development of a sense of inferiority, which, according to the laws of psychology, requires displacement, search for a source of satisfaction in other areas.

Thus, in the existing practice of teaching in a general education school, contradictions arise due to the heterogeneity of the composition of students in one class in terms of their learning opportunities:

• between the need for the effective mental development of students to build training, to determine the measure of difficulty for each student in his "zone of proximal development" and the impossibility of this with the current practice in schools of completing classes that are heterogeneous in composition;
• between the need to create favorable psychological conditions for the formation of a positive "I" - the concept of each student and the lack of such in heterogeneous classes.

The resolution of contradictions is seen in the external differentiation of learning. It is necessary, first of all, to define the very concept of differentiation, the factors influencing differentiation, to consider, within the framework of this approach, the main psychological criteria for differentiated learning.

1. Essence, goals and forms of differentiated learning.

Differentiation in translation from the Latin "difference" means division, stratification of the whole into various parts, forms, steps. The reference book "professional education" gives the following definition of differentiated education:

Differentiated education is the distribution of curricula and programs, the division and strengthening of basic, specialized subjects, which does not contradict the principle of a single school, since this ensures the established state standards of general education knowledge in all subjects and does not increase the weekly load of students.

Differentiated education can be built both on scientific and theoretical profiles (humanitarian, physical and mathematical, etc.) and on scientific and technical ones. Differentiated education can also be carried out in the form of additional classes of choice at the expense of the time allocated for this purpose by the curriculum.

Differentiation of training provides for:

a) ensuring the needs and abilities of students in the study of a particular subject
b) implementation of the principle of compliance of the level of knowledge, skills and abilities with the requirements of higher educational institutions
c) a clear gradation of the levels of complexity of the educational material
d) diagnosing the level of knowledge and readiness to master a new topic.

The main goal of the secondary school is to promote the mental, moral, emotional and physical development of the individual, to fully reveal its creative possibilities, to form a worldview based on universal values, humanistic relations, to provide a variety of conditions for the flourishing of the child's individuality, taking into account his age characteristics - this is personality-oriented education. Any training in its essence is the creation of conditions for the development of the individual. Student-centered education is focused on the student, on his personal characteristics, on culture, on creativity as a way of self-determination of a person in culture and life.

The principle of a differentiated educational process is the best way to promote the personal development of students and confirms the essence and goals of general secondary education.

The urgency of the problem of personality development lies in the fact that it is the widespread use of various forms, methods of teaching and organization of educational activities based on the results of psychological and pedagogical diagnostics of learning opportunities, inclinations, and abilities of students. The use of these forms and methods, one of which is level differentiation, based on the individual characteristics of the trainees, creates favorable conditions for the development of the individual in a student-oriented educational process.

This implies:

• the construction of a differentiated learning process is impossible without taking into account the individuality of each student as a person and his personal characteristics;
• training based on level differentiation is not a goal, it is a means of developing personal characteristics as an individual;
• only revealing the individual characteristics of each student in development, i.e. in a differentiated learning process, it is possible to ensure the implementation of a student-centered learning process.

The main task of a differentiated organization of educational activities is to reveal individuality, help it develop, settle down, manifest itself, gain selectivity and resistance to social influences. Differentiated education comes down to identifying and maximizing the inclinations and abilities of each student. It is essential that at the same time, the general level of education in secondary school should be the same for everyone. The application of a differentiated approach to students at various stages of the educational process is ultimately aimed at mastering by all students a certain program minimum of knowledge, skills and abilities.

The differentiated organization of educational activity, on the one hand, takes into account the level of mental development, the psychological characteristics of students, and the abstract-logical type of thinking. On the other hand, the individual needs of the individual, his capabilities and interests in a particular educational area are taken into account. With a differentiated organization of educational activity, these two sides intersect.

The implementation of a differentiated organization of educational activities in student-centered education will require:

• study of individual characteristics and learning opportunities of students;
• determination of criteria for dividing students into groups;
• the ability to improve the abilities and skills of students with individual guidance;
• the ability to analyze their work, noticing positive changes and difficulties;
• long-term planning of students' activities (individual and group), aimed at managing the educational process;
• the ability to replace ineffective methods of differentiating teaching leadership with more rational ones.

2. Psychological and pedagogical foundations of differentiated learning.

Differentiation of education is currently one of the key areas of school renovation. This is determined by the role that differentiation plays in the implementation of the diversity of educational systems, the development of individualization of education, abilities, cognitive activity of schoolchildren, the normalization of their teaching load, etc.

The prospects for the introduction of specialized education at the senior level of the school especially actualized the problem of differentiation of education. The school of today makes an attempt to turn to the personality of the child, to his individuality, to create the best conditions for the development of his inclinations and abilities in the present and future.

Differentiation is interpreted mainly as a special form of organization of education, taking into account the typological individual psychological characteristics of students, as a process aimed at developing the abilities, interests of students, and identifying their creative capabilities.

From a psychological and pedagogical point of view, the goal of differentiation is the individualization of education, based on the creation of optimal conditions for identifying the inclinations, developing the interests and abilities of each student.

Goals of individualization:

• taking into account individual differences for better implementation of common, common for all learning goals;
• education of individuality in order to counteract the leveling of personality.

The most important means to achieve the second goal is to provide students with a choice.

From a social point of view, the goal of differentiation is a targeted impact on the formation of the creative, intellectual, professional potential of society, caused at the present stage of development of society by the desire for the most complete and rational use of the capabilities of each member of society in its relationship with society.

From a didactic point of view, the goal of differentiation is to solve urgent problems of schools by creating a new methodological system for differentiated teaching of students, based on a fundamentally different motivational basis.

In the psychological and pedagogical, didactic and methodological literature, two main types of differentiation of the content of education are distinguished:

• level;
• profile.

The rapid growth of the volume of information in the modern world, the constant expansion of the scope of human activity make it impossible for every person to fully assimilate it. This leads to the need for his specialization in a certain area, and therefore the specialization of his training is now at the level of general education. The profile differentiation of the content of education is aimed at the implementation of this task.

Traditional types of differentiation are differentiation according to general and special abilities, according to interests, of the projected profession. There are two types of learning differentiation: external and internal (inside class) differentiation.

Internal differentiation takes into account the individual typological characteristics of children in the process of teaching them in a stable group (class) created on random grounds. The division into groups can be explicit or implicit, the composition of the groups varies depending on the learning task.

External differentiation is the division of students according to certain characteristics (abilities, interests, etc.) into stable groups in which the content of education, teaching methods, and organizational forms differ.

Internal differentiation according to the individual physiological characteristics of students usually exists in the form of an individual approach to them, when their psychophysiological characteristics are taken into account (the predominant type of memory, features of mental operations, temperament, etc.)

It should be noted that external differentiation does not negate, but, on the contrary, assumes the simultaneous existence of an internal one in the organization of the educational process, since the classes created during external differentiation are more or less homogeneous in one way, but heterogeneous in others, which leaves the necessary scope for internal differentiation.

Learning differentiation involves the obligatory consideration of the individual typological characteristics of students, the form of their grouping and the different construction of the educational process in selected groups. Such an understanding of the differentiation of learning does not imply negative consequences, since it is mandatory to take into account the individual typological characteristics of the individual, which adapts the educational process to the student. However, along with the content, the differentiation of training also has a form in which it is implemented in practice. These can be classes of in-depth study of subjects, specialized, compensatory education, extracurricular activities, tasks of various levels of complexity included in the educational process, etc. It must be recognized that under the conditions of the traditional class-lesson system, “average” students feel most comfortable, and under conditions of differentiated learning, “strong” and “weak”, as well as students with pronounced interests. that there are fewer and fewer "average" students who do not show themselves at school.

In terms of differentiation, the school treats each student as a unique, inimitable personality. Remaining within the framework of the class-lesson system and using the differentiation of teaching, we will be able to approach the personal orientation of the educational process.

3. Organization of a differentiated approach to teaching chemistry.

The organization of intraclass differentiation by the teacher includes several stages:

1. Determination of the criterion on the basis of which groups of students are allocated for differentiated work.
2. Carrying out diagnostics according to the selected criterion.
3. Distribution of children into groups, taking into account the results of diagnostics.
4. The choice of methods of differentiation, the development of multi-level tasks for the created groups of students.
5. Implementation of a differentiated approach to students at various stages of the lesson.
6. Diagnostic control over the results of students' work, in accordance with which the composition of groups and the nature of differentiated tasks may change.

The study of each subject in a general education school is not a goal, but a means of developing a child. Consequently, an increase in the number of studied facts, concepts, theories, etc. does not make sense, and in order to assess the success of students, it is necessary to determine how the content was learned: at the level of perception of facts, their reconstruction, or at the variable level (the level of mental operations).

Differentiation is based on multi-level planning of the results of compulsory training of students (mastering the minimum; the minimum content of the subject is approved by the Ministry of Education of the Russian Federation) and the formation of higher levels of mastery of educational material.

The leading condition for the implementation of a differentiated approach to students in chemistry lessons, in addition to studying typological features, is also the allocation of temporary typological groups. Based on the analysis of psychological and pedagogical literature, the following groups of students were identified:

I. a group with a high level of learning, which includes two subgroups:

a) with a strong interest in chemistry;

II. a group with an average level of education, which also includes two subgroups:

a) with a strong interest in chemistry;
b) with a steady interest in other subjects.

III. a group with a low level of learning and unstable interest in chemistry and other subjects.

Based on the types of differentiated tasks and learning indicators, a system of differentiated tasks was compiled (Table 1).

Table 1

Types of tasks Group of students depending on the level of education

High level Medium level Low level

Difficulty level III

Problem tasks II level

Reproductive tasks Level I

Running playback jobs

By interests With a steady interest - tasks of a practical and theoretical nature. With a steady interest in other subjects - tasks of an interdisciplinary nature Voluntary

tasks in an entertaining way

By the nature of the assistance Tasks are performed without the help of a teacher Receive a brief instruction Receive a detailed plan

According to V.V. Guzeev, a supporter of three-level differentiation, it is optimal to single out three levels of student learning:

Level 1 - starting, or minimum. It reveals the most important, fundamental, and at the same time the simplest in each topic, provides a mandatory minimum that allows you to create, albeit incomplete, but necessarily a complete picture of the main ideas. The performance of tasks by students at this level meets the minimum requirements of the educational standard.

If students, orienting themselves in the educational material by random signs (recognition, recall), choose tasks of a reproductive nature, solve template, repeatedly repeated, previously analyzed tasks, then they are marked “satisfactorily” for completing such tasks.

Level 2 - basic, or general. Expands level 1 material, proves, illustrates and concretizes basic knowledge, shows the application of concepts. This level somewhat increases the volume of information, helps to understand the main material more deeply, and makes the overall picture more solid. It requires a deep knowledge of the system of concepts, the ability to solve problem situations within the course.

If students can use the method of obtaining certain facts, focusing on local features inherent in groups of similar objects and conducting an appropriate analysis of the facts, solve problems that can be divided into subtasks with a clearly expressed type of connection, then they receive a “good” mark.

Level 3 - advanced. Significantly deepens the material, gives its rationale, opens up prospects for creative application. This level allows the child to express themselves in additional independent work. Requires the ability to solve problems within the course and related courses through self-setting goals and choosing a program of action.

If students are interested in the subject, they know more than others, they can find their own way of solving problems; are able to transfer knowledge to non-standard and unfamiliar new situations by completing tasks, then they receive an “excellent” mark.

When organizing the level differentiation of the work of students in the lesson, it is necessary that the goal set comes from the student, and not for him, and at a multi-level lesson, a single goal should be written according to the goals for each of the three levels. Each goal assumes that students at the end of the lesson should know, be able to, understand, etc.

Differentiated learning should be viewed at every lesson and at all its stages.

If this lesson is a lesson in explaining new material, then three stages must be distinguished:

The main main content of knowledge, the theoretical essence of the subject, reference information. The traditional meaning of this stage is that the teacher communicates the finished information by various means, and the students perceive, comprehend and fix this information in memory (explanatory and illustrative stage). The goal of the second stage (level II) is to develop in students the ability to apply knowledge not only acquired in a particular lesson when explained by the teacher, but also to refer to additional literature. At the third stage, developing information is offered, while the material is significantly deepened. The proposed assignments should be exploratory in nature. For example, in the lesson “acids as electrolytes”, students are asked to complete a task for practical research. The third stage of the lesson, as a rule, provides a rationale, opens up prospects for the creative application of knowledge.

If this is a lesson - the systematization of knowledge, then the method of free choice of multi-level tasks is widely applicable. In this lesson, students develop and practice skills and abilities on a specific topic. Tasks of three levels (three options) are offered. Students start at level one. Level I assignments are designed in such a way that students can complete them using the sample proposed either when completing this assignment or in the previous lesson.

If this is a lesson - a lesson in controlling the assimilation of the material covered, then differentiation deepens and turns into individualization. Students are offered cards with multi-level tasks or tests. In this lesson, there is freedom of choice, i.e. the student himself chooses tasks of any level according to his abilities, knowledge and skills, interests, etc. The main thing is that an understanding develops that it is necessary to prepare for control independently and seriously; First of all, one must rely on one's own strength, knowledge, and treat one's work responsibly.

Sample lesson in differentiated learning

Differentiated education is education that takes into account the individual characteristics, capabilities and abilities of children. In the context of the Federal State Educational Standard, this is the most demanded technology, because it is focused on the personality of the student.

Features of differentiated learning

Differentiated learning involves the division of students into groups according to one of the criteria:

By the level of intellectual development;

By type of thinking;

By temperament;

By interests and inclinations.

As a result of the diagnostics, groups are formed. For example, when differentiating according to the level of mental development, students are grouped as follows:

1. Students with a high level of cognitive activity. They are characterized by creative non-standard thinking, steady attention, good performance. These students have the skills of independent analysis and generalization of information.

2. Students with average academic ability. Due to the low level of analytical thinking, they are not capable of creative generalization; repeated repetition is important for them. Master the material with the help of a teacher according to reference schemes.

3. Students with a low level of learning activity. They are distinguished by slowness, fatigue, lack of motivation. They require an individual approach from the teacher. For these students, additional tasks, an algorithm for completing tasks, and detailed instructions are required.

This technology allows to differentiate the content of education for students of different levels of development. One educational material within the framework of one program is assimilated at different levels. Methods and forms of work are selected that are most effective for the activities of different groups.

The leading forms of work in the lesson are group and individual.

Assigning a student to a group of a certain level is conditional. A student may choose to leave one group and join another.

Types of differentiated learning

internal differentiation. The division of students of one class team according to the level of intellectual development. Effective multi-level education in the main school (from 5 to 9 grade).

External differentiation associated with specialized training. The basis for dividing into profiles is the student's self-determination, teachers' recommendations, and psychological diagnostics. Profile training (division by area of ​​interest) is organized in high school.

Goals of using differentiated learning in secondary school

Creation of optimal conditions for the development of the child in accordance with his individual characteristics and interests.

Improving the quality of the educational process.

Eliminate student overload during class.

Identification of gifted students.

Situation of success for students of different levels.

Principles

Accounting for the individual capabilities of students.

Variability of educational material for groups with different levels of mental development.

Variability of educational and cognitive activity (from reproductive to creative).

Orientation to the adaptation and development of students.

The role of the teacher

The teacher diagnoses the level of development of thinking, memory, attention of each student.

Defines the criteria for grouping students into groups of different levels.

Develops different types of tasks for each group.

Systematically analyzes the work of students and organizes feedback.

Student Benefit

Each child is taught at their own pace.

The motivation of strong students who master the material at a deeper level increases, increasing the pace of work.

A situation of success is created for weak children.

Teacher Benefit

Individual work with strong and weak students.

Main difficulties for students

Decreased self-esteem in weak students working collaboratively in a group. The lack of competition hinders the development of these students.

There are no tasks to improve communicative competencies, oral speech is not trained.

Differentiation according to the level of intellectual development does not take into account other properties of the student's personality.

Main difficulties for the teacher

Lack of didactic materials.

A lot of time is required for the development of multi-level tasks.

The Structure of a Differentiated Learning Lesson

1. Joint goal setting for the whole class. motivation stage.

2. Actualization of the studied material. Organization of multi-level repetition for each group.

3. Discovery of new knowledge. It is carried out both for the whole class and differentiated by groups. Depending on the level of development of students, different ways of presenting information are used:

problem situation,

Drawing up an algorithm of actions,

Reference circuit analysis,

Studying new material with additional consulting help from a teacher or on your own.

4. Consolidation using didactic materials of different levels. Individual teacher consultation for students with a low level of mental development.

5. Final control on the topic. Test or independent work.

6. Reflection. Organization of verification of the assignment (check by the teacher, self-check or mutual check).

7. Differentiated homework.

Levels of didactic material

In the technology of differentiated learning, much attention is paid to the content and form of presenting tasks for training and control work. Educational material is selected in accordance with the level of intellectual development of students. Buildings are given taking into account the principle of increasing difficulty and complexity.

Level A memorization and reproduction. Sample work. The use of information cards, including a theoretical block and detailed instructions for completing the task.

Level B Work according to the finished scheme, algorithm. Partial search tasks, including comparison, selection of independent examples.

Level B. Creative application of knowledge in an unfamiliar situation, answering a problematic question. Independent search and analysis of information.

Development prospects

Active introduction of differentiated learning technology into education is possible under two conditions:

1. Methodological assistance to the teacher in the development of multi-level tasks for each stage of the lesson. A bank of ready-made differentiated tasks included in the educational and methodological set for each subject will become an incentive for the teacher to work in this technology.

2. The division of students into levels will be carried out not only at the initiative of the teacher, but also at the request of students and parents.

Organization of work on differentiated learning in Russian language lessons.

A differentiated approach to learning plays an important role in the development of knowledge by students in the Russian language lessons.

The main task of differentiated learning - involve each student in the work, help the “weak”, develop the abilities of the “strong”.

Differentiated work requires a preliminary division of students into groups (options) according to the level of learning.

a) Characteristic features of groups (options) and tasks for working with them:

1 option - schoolchildren with stable high academic performance, having a sufficient fund of knowledge, a high level of cognitive activity, developed positive qualities of the mind: abstraction, generalization, analysis, flexibility of mental activity. They are much less than others, get tired of active, intense mental work, have a high level of independence. Therefore, when working with them, it is necessary to provide for the careful organization of their educational activities, the selection of tasks of high difficulty, corresponding to their high cognitive abilities.

Task - special attention should be paid to the education of this group of children industriousness and high demands on the results of their work.

Option 2 - schoolchildren with average educational opportunities. When working with this group, the main attention should be paid to the development of their cognitive activity, participation in resolving problem situations (sometimes with the tactful help of a teacher), fostering independence and confidence in their cognitive abilities. It is necessary to constantly create conditions for advancement in the development of this group of schoolchildren and the gradual transition of some of them to work according to option 1.

Task - develop their abilities, nurture independence, self-confidence.

3 option - students with reduced academic performance as a result of their pedagogical neglect or low abilities (read poorly, do not speak, remember poorly, etc.)

Task - pay special attention, support, help to learn the material, work for some time only with them in the lesson, while options I and 2 work independently, help to learn the rule, form the ability to explain the spelling, speak out loud, that is, work with students separately.

A significant difficulty for teachers in preparing for differentiated work is the 3rd group of schoolchildren - children with persistent low academic performance. According to the psychologist Z.I. Kalmykova,At the heart of the lag of children in learning is the discrepancy between "the requirements for the cognitive activity of schoolchildren, with the level of mental development they have actually achieved" (Kalmykova Z.I. The problem of overcoming academic failure through the eyes of a psychologist. M., 1982).

The reasons for the delay are manifold. However, for differentiated work, it is necessary to determine the main one, leading to persistent low academic performance. In the work of Z.I. Kalmykova, two types of poorly performing schoolchildren are considered:

Type 1 - it includes children whose main reason for lagging behind ispoor fund of knowledge - pedagogically neglected schoolchildren . They require great control, systematic work in the lesson to overcome gaps, feasible inclusion in active cognitive activity. Systematic work with them helps some of the children to switch to work according to option 2.

Type 2 - include studentswith reduced (achievement) learning ability in which pedagogical neglect is combined with the formation of unfavorable qualities of the mind:superficiality, inertia, instability, unconsciousness of mental activity. Working with these students is the most difficult for the teacher.Here the main task is the development of mental abilities.

It is necessary to gradually teach children to compare phenomena, to find common features and differences, comparing, summarizing, finding the main thing. In working with them, written instructions-algorithms, reasoning patterns, tables are widely used.Work on the development of speech is especially important, since their vocabulary is poor, sentence structures are primitive.

Requiredconstant exercises in connected utterances (according to this plan, scheme, key words) . The explanation of the new material should be more detailed, detailed, based on visibility, practical activities of the children. Given the peculiarities of the memory of these children, it is necessary to constantly return to the learned rule, repeat it, bringing it to automatism. Working with this group requires great patience, tact on the part of the teacher, since the progress and success of these children is extremely slow.

Poorly successful students have significantly worse developed skills for highlighting the main thing, independent thinking, planning skills, self-control; lower pace of reading, writing, computing. More often, a negative attitude towards learning is manifested, and conscious discipline is often absent.

We need to specifically take into account all these circumstances when defining the tasks of a differentiated approach to weak students in the classroom. It is recommended to focus on morethe close connection of learning with the life experience of these students, which they often have is wider than others, that is, try to involve them in experimental, practical work that interests them more than theoretical knowledge.It is necessary to actively manage their learning activities, maintain attention when explaining new material, slow down the pace of explanation in difficult places, encourage them to ask questions if they find it difficult to master.

It is useful to provide differentiated assistance to the underachievers in performing the same exercises that the majority does.

Pedagogy has developed a system of methods and techniques of work aimed at preventing the failure of schoolchildren.

b) Various types of differentiated assistance:

Constant work on the mistakes in the lesson and its inclusion in , a warning about the most common mistakes, wrong approaches when performing a task.

Individualization of homework for weak students.

Repetition at home of the material needed to study a new topic.

Use by weak students when answering with a home-made plan of presentation of the material or a self-made memo for the answer.

Coordination of the amount of homework, the availability of its completion at the set time.

Involving schoolchildren in the implementation of self-control when performing exercises.

Providing time to prepare for the answer at the blackboard (brief writing, use of visual aids).

Providing appropriate assistance to weak students in the course of independent work in the lesson.

Specifies the rule that the job is based on.

Addition to the task (drawing, diagram, instruction, etc.).

Specifying the task execution algorithm.

An indication of a similar task completed earlier.

Explanation of the progress of such a task.

An offer to perform an auxiliary task that leads to a solution to the proposed one.

Guidance to search for a solution by a specific association.

Indication of cause-and-effect relationships necessary to complete the task.

Issuing a response or the result of a task.

The division of a complex task into elementary components.

Asking leading questions.

Programming differentiating factors in the tasks themselves.

A successful combination of methods and techniques, working with strong and weak students gives a positive result: children look forward to such lessons, strong ones select valuable additional material from popular science, encyclopedia and other literature not only to the topics studied, but also go ahead.

For the successful implementation of differentiated work, certain conditions must be met.

c) Features of work on options in the classroom

What should be considered when differentiating work with students?

The explanation of new material should be built for everyone in the same way, that is, everyone should be given the opportunity to learn in the same conditions.

Finish the explanation of the new material with an exemplary answer using reference diagrams, tables, graphic images.

Use visual, didactic materials in large quantities.

The general cognitive goal is the same, the tasks are common on the topic, but everyone solves them at their own level.

All options perform their tasks, but when checking them - listen to each other, set a task - such a task will be home (for example, for 2 options or all), before each task, specifically set tasks and summarize.

When organizing work according to options, it is important to establish trusting relationships, the use of an authoritarian style causes students' distrust of the teacher, fear.

Develop sustained attention, as you need to quickly switch from one type of work to another (according to options).

To form the skills of independent work and responsibility for the results of their work (achieving the result is mandatory), which will help to gain self-confidence.

d) Basic requirements for the organization of Russian language lessons.

Topic, the place of the lesson in the topic.

Setting specific objectives of the lesson on the topic.

Work at each lesson with a word, phrase, sentence, text.

Compliance with the amount of independent work in the lesson.

Working with dictionaries.

A clear distribution of time in the lesson.

Evaluation for the corresponding amount of work performed (orally, by lesson point).

A variety of homework (optional, according to learning opportunities).

Organization of self-examination, mutual examination of independently performed works.

Sufficient use of visibility, reference diagrams, tables, technical means, computer technologies.

Systematic organization of repetition of educational material.

A variety of types of tasks in the classroom.

Differentiation can be carried out:

by volume and content of work

by methods and degree of independence

when fixing

on repetition

when explaining new material (in certain cases)

In any case, students are givensingle cognitive task , to which they go along the paths corresponding to their abilities and educational opportunities. But everythingcontrol , slice (including final work on the development of speech)same for all options .

The interaction of differentiated and joint work of groups in the lesson can be different. An example lesson plan is as follows.

e) The structure of the differentiated learning lesson

Lesson stages

class group

The content of the work

Time

Whole class

Joint goal setting, lesson objectives.

2 minutes.

Whole class

Linguistic warm-up(synonyms, antonyms, etc.; games, other vocabulary work).

3 min.

1,2,3 groups

Differentiated repetition of the required material.(Homework check, reference repetition for new material: rule with examples, explanation).

7min

Whole class

Collaborative explanation of new material based on repetition.

7 min

Whole class;1,2,3 groups

Sample answer, reasoning according to the support scheme, graphic designation, training examplesorDifferentiated reinforcement (repeated explanation for group 3 if necessary).

5 minutes.

1,2,3 groups

Reinforcing exercises (individual work of the teacher with group 3). Checking the work of each group with the participation of the others.

8min.

Whole class

General verification of the results of mastering the material: independent work, dictation, work with a punched card, etc..

8min.

Whole class

Organization of task verification (self/mutual verification, etc.).)

2 minutes.

1,2,3 groups

differentiated homework.

3 min.

At all stages, practice spelling, punctuation, speech. Before each task, clearly set the task and summarize. Use connected texts in each lesson.

- I distribute it into groups (according to the degree of complexity) myself, or students choose these tasks on an alternative basis - each student chooses a task that is feasible for himself. For a group of strong students, I often give advanced tasks of a search nature (select material on a topic ..., draw up a support diagram, find it in dictionaries, etc.)

It is very important to organizerational checking of homework so that it does not take a lot of time, so I use different methods of verification: self-examination (board, overhead projector, multimedia projector), mutual examination, I often check weak students myself. When checking the assignments of strong students, I attract the attention of the whole class, as I give creative tasks to those who are capable (make sentences according to diagrams, come up with a text on a given topic, according to a given beginning, ending, using a series of words .., write a fairy tale, etc.)

2. For the successful assimilation of new material, it is importantpreparatory exercises . These are dictations, and games, and independent work. It is important, when performing and checking them, to repeat the rule that will be necessary when explaining a new topic. I often differentiate preparatory exercises, and draw the necessary conclusions with all the children in the class.

In the classroom, I suggest that some students complete small individual tasks on cards, work on the mistakes that the guys made in control, classroom or homework, I try to diversify these works, conduct them in the form of games (for example, in grades 5-6 - students receive letters , postcards with tasks from literary heroes). Each student pre-draws on the card the task that he brings to the lesson. The class, therefore, is offered individual tasks compiled not by the teacher, but by the student. Both the students and the teacher check and correct their work. This is an interesting technique of cooperation between teacher and student.

3.Explanation of the new most often I spend the same for everyone, everyone gets the opportunity to study in the same conditions. The more visuals are used, the better the material is absorbed. For some students, the conclusions are clear after the first explanation, for others it is necessary to repeat it again. Therefore, I separate a group of children who will be able to independently perform the mandatory exercises first, and then the additional ones. For the rest of the students, I repeat the rule in more detail, highlighting the main thing, relying on the visibility and practical activities of the children. Then all students independently complete the required tasks. I end the explanation with an exemplary answer from a strong student, using either a table, or a reference diagram, or a graphic image.

In any case, I set a single cognitive task for students, to which they follow paths that correspond to their abilities and capabilities. New theoretical material is not given in finished form.

The presence of theoretical problems makesproblem learning . Of particular importance here is the organization of independent work of students to extract the necessary theoretical information. I precede independent work with various pre-text tasks, namely:

Group I (strong students) - I give a card with examples of sentences illustrating all cases (for example, putting a dash in an allied complex sentence), I suggest that you independently derive the rule and choose your own illustrative material. Or analyze, compare the material of different paragraphs in order to make a generalization, make a table (possibly in pairs).

Group II (students with an average level of knowledge) - read the paragraph and form questions to it and select examples for all points of the exercise.

Group III (the weakest students) - according to the plan written on the board, they work on a paragraph and prepare oral answers to each item of the plan.

4.Fixing we consider the first example all together, then each group performs its task, but when checking everyone, I ask each other to listen, since I set the task that 2 groups at home (or all) will perform such a task.

I think over the tasks to the smallest detail, especially the rational check of all tasks. The overhead projector, support schemes, test tasks and others help with this.

To consolidate the theoretical material, I prepare assignments for independent work, select didactic material in accordance with the level of development of students and conduct lessons - workshops, where I use not only differentiation, but also different ways of collective work of students:

students perform tasks in pairs: one performs these tasks, and students sitting next to them control the implementation of practical tasks and evaluate the correctness of the performance, point out errors if necessary. Then the students switch roles.

Or I put a question for the exercise, and the students sitting at the same desk discuss together how to answer this question. If they agree or have different opinions, they signal the teacher accordingly. I organize a discussion of who is right and who is wrong. Thus, children learn by learning and teaching. During the period of learning the application of knowledge, consolidation of skills and abilities, students are involved in active cognitive activity, which is first carried out under the guidance of a teacher, and then independently. From lesson to lesson I carry out the differentiation of tasks that appeal to different levels of development. I use multi-level tasks on cards and invite students to complete those that they consider feasible for themselves.

5. Individual independent work is of great importance.

First, the role of the student himself in determining the content of the work, in choosing the methods for its implementation, increases.

Secondly, there is the possibility of cooperation between the teacher and the student, especially when students perform tasks of a creative nature.

I use independent individual tasks not only when repeating, but also when explaining new material. It is very important to choose the right differentiated tasks for each student.

Differentiated tasks - this is a system of exercises, the implementation of which will help to more deeply and more consciously learn the rule and develop a skill based on it. Exercises should be simple, concise and precise.

I start with simpler exercises, gradually moving towards more complex ones that require the necessary generalizations. I prepare differentiated tasks for the lesson in advance, write them down on the board, cards. They can be divided into two types:

required tasks.

They contribute to the ability to correctly apply the learned rule, there should be a huge number of them, they should be feasible for each student.

Additional tasks.

They are designed for those children who have completed the required tasks and they have time for independent work. These tasks are of increased difficulty for the application of the studied material, requiring comparison, analysis, and certain conclusions. The quality and quantity of exercises can be different, but accessible for mastering the rules at this stage of the lesson.

In order not to reduce the activity of students, I increase the amount of work for those students who have a higher level of preparation, thereby contributing to the development of cognitive abilities.

Additional tasks are of the most diverse nature:

assignments for comparison, comparison of phenomena, for example, put verbs in the present tense, determine the form of the verb and establish what pattern is observed when comparing tense and the form of the verb.

tasks of a research nature (these are tasks on the example of working with text).

tasks that guide students in the search for a variety of options for completing tasks: for example, in the process of working on isolated members of a sentence, I propose a task for selecting different grammatical synonyms.

tasks that form the skill of using the acquired knowledge in life practice: strong students act as assistants to the teacher and help weak students (check individual tasks, help the weak ones when working on mistakes in dictations, essays, presentations, perform the duties of consultants in the process of individual group work, help the teacher in testing the knowledge, abilities, skills of students in the lessons, tests, reviews of knowledge). In this way, students help fill in the gaps.

In the lessons that complete the topics, as well as generalization and systematization of what has been studied, I use the form of an individual survey, as an independent compilation of tables, classification schemes. Strong students complete the task on their own, weak students, making tables, diagrams, use the textbook. Drawing up tables, diagrams contributes to the development of logical, abstract thinking, the ability to generalize, analyze and compare.