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.
A differentiated and individual approach to learning.
(Speech at the MO primary school. 18. 04. 2009)
The problem of differentiated learning continues to be relevant today. What is differentiated learning and individual approach to learning?
Differentiated learning is usually understood as a form of organizing learning activities for different groups of students.
An individual approach is an important psychological and pedagogical principle that takes into account the individual characteristics of each child.
The development of students' thinking is one of the main tasks of elementary school.
The fact that education must somehow be coordinated with the level of development of the child is an established and repeatedly verified fact that cannot be disputed.
Different students acquire knowledge, skills and abilities in different ways. These differences are due to the fact that each student, due to the conditions of development specific to him, both external and internal, has individual characteristics.
Psychophysiological characteristics of students, different levels of their mental abilities naturally require different learning conditions to ensure effective learning for each student or group of children. In the conditions of the class-lesson system of education, this is possible with the individualization and differentiation of education.
How to build a process of differentiated learning?
Practitioners say: according to the degree of mental development, performance. Theorists consider: according to the degree of assistance to the student. Differentiation can be carried out according to the degree of independence of students in the performance of educational activities.
This work is complex and painstaking, requiring constant monitoring, analysis and accounting of results.
For myself, I broke this work into several stages:
- The study of the individual characteristics of students - both physical (health), and psychological, and personal. Including features of mental activity, and even living conditions in the family.
In this regard, the words of K. D. Ushinsky are recalled:
“If pedagogy wants to educate a person in all respects, then it must first of all recognize him also in all respects.”
To do this, I use personal observations, questionnaires, conversations with parents, and also rely on the results of surveys conducted by our psychologists and speech therapist.
2. Identification of separate groups of students that differ:
Different levels of assimilation of the material at the moment;
The level of efficiency and pace of work;
Features of perception, memory, thinking;
The balance of the processes of excitation and inhibition.
3. Compilation or selection of differentiated tasks, including various techniques that help students cope with the task on their own, or associated with an increase in the volume and complexity of the task.
4. Constant monitoring of the results of the work of students, in accordance with which the nature of differentiated tasks changes.
Each of these stages is difficult in its own way. Each teacher has his own approach to the selection of groups of students.
From my point of view, it would be more correct not to divide children into “weak” and “strong”, but to attribute them to three conditional groups. These groups are not permanent, their composition may change.
Group 1 - children requiring constant additional assistance.
Group 2 - children who can cope on their own.
Group 3 - children who are able to cope with the material in a short time with high quality and help others.
Children of the 1st group are characterized by low and unstable working capacity, increased fatigue, difficulties in organizing their own activities, a low level of development of memory, attention, and thinking. They need constant stimulation, bright motivation, clear tracking of the time regime, checking the quality of tasks, including development tasks. Teachers usually give maximum attention to these students to the detriment of the rest.
Children of the 2nd group are most satisfied with the teacher, there is little trouble with them. They have a good memory and attention, normally developed thinking, competent speech, they are distinguished by diligence, conscientiousness, high educational motivation. They need the constant unobtrusive attention of the teacher, a little stimulation, the inclusion of creative tasks.
Children of the 3rd group have "academic talent", which is a unity of cognitive needs, emotional involvement, motivation and the ability to regulate their actions.
How can a practicing teacher make each lesson productive and as effective as possible for all groups of students? How to “submit” the material so that the gifted do not get bored, and children with learning and developmental difficulties understand it?
The effectiveness of a lesson depends on a number of factors. The teacher begins to work on it even when writing a calendar-thematic plan. It is important to think over the place and role of each lesson in the topic, the connection between the course lessons, allocate time for introduction to the topic, consolidation and development, control and correction of results.
Directly preparing for the lesson, it is important to start with goal setting, we know about the triune goals of education: training, development, education.
To diversify the learning routine, teachers usually use different forms and genres of the lesson.
In mathematics, you can hold "blitz tournaments" - these are lessons in solving problems. In the textbooks of the EMC “School 2100”, problem solving is carried out in the form of blitz tournaments: you need to solve a certain number of problems in the allotted time standard (3-5 problems in 1-2 minutes).
In a blitz lesson, students are invited to solve problems throughout the lesson. Variety and interest in this lesson is brought by internal and external differentiation: the teacher selects tasks of three levels of complexity, and leaves the right to choose the complexity of the task to the student. Evaluation for the lesson is carried out by rating, depending on the complexity and number of tasks solved. For a high rating, the student must solve, for example, 3 complex and 6 simple tasks - the choice is his.
Students, having quickly gained the necessary points, act as consultants for "weaker" students, teaching them.
Even the most unsuccessful students can cope with tasks, because they can handle tasks with a low level of difficulty, and in case of difficulty, you can always take on another task or use the help of a consultant.
This form of the lesson is most effective when fixing the solution of problems of the same type (on the topic "Perimeter", "Area").
Of the non-standard genres of lessons, lessons-games are often used.
1. The most convenient means of work is cards. For example, on the topic "Unstressed vowels".
1 group. Insert missing letters. Choose from the suggested words test words. Write it down.
In ... lna, in .. sleep, d .. bear, Wavy, worry,
l..sleep. with.. new, in.. wild. waves, oars, house,
spring, brownie, house,
forest, forest, pines, water,
pines, water.
2 group. Fill in the missing letters using the algorithm. Write down the test words.
b-gun - Algorithm.
x-dit- 1. Read the word.
sl-dy- 2. Put the stress.
yes - 3. Select the root.
b-yes - 4. Change the word or pick up the same root, find
v-lna - test words.
5. Write a word, insert a letter.
6. Designate the spelling.
3rd group. Fill in the missing letters, choose and write down the test words.
prol-tat-
d-waiting-
in-senny-
gr-call-
tr-wink-
Maths.
Topic "Solving problems for differential comparison."
1 group. Match the text of the problem with the desired expression.
Vitya has 2 cassettes with cartoons, and Katya has 3 more cassettes than Vitya. How many cassettes does Katya have?
2 group. Write an expression for the problem.
The width of the tape is 9 cm. This is 7 cm more than the width of the braid. What is the width of the ribbon?
3rd group. Make up an expression. Come up with your own problem for the expression.
On Wednesday, Mitya learned 2 poems, and on Thursday - 3 more. How many poems did Mitya learn on Thursday?
I use tasks with varying degrees of assistance or with different instructions in my work.
Topic: "Checked vowels", Grade 2.
Exercise. Words given:
Forests, circle, thunderstorm, pole, grass, spot, year, plow, oak, arrow.
1 group. Divide the words into two groups. In one write out the words with an unstressed vowel, in the other, words with checked consonants.
2 group. Divide words with different spellings into 2 groups.
3rd group. Divide the words into two groups.
Russian language. Grade 3 Topic: "Suggestions for the purpose of the statement." Make sentences on the purpose of the statement:
1 group. Narrative.
2 group. Interrogative.
3rd group. Incentive.
For the lessons of generalization of the studied material, I widely use such a well-known form of learning control as a test.
On the test, you can use everything: a notebook, a textbook, memos, advice from consultants.
You can start conducting a test from grade 2, and add an element of novelty to each of the test-lessons.
Conducting the test for the first time, the teacher takes over all the preparation for the test:
Drawing up questions, selection of practical material, assessment and organization of work in the lesson.
Gradually I involve students in the preparation and conduct of the test: they prepare questions, select material for the practical part, act as consultants and experts themselves, and conduct self-assessment of activities in the lesson.
By the end of grade 3, the students themselves prepare and conduct the test.
When introducing a credit system, the following tips will help the teacher:
1. Before the test, ask the students to answer the questions in writing: What was not clear in this topic? What caused the difficulty? What would you like to know more about?
2. Based on the answers of the children, make up test questions and prepare consultants (they can be contacted in case of difficulty), work with experts on all questions of the topic (students who will receive answers on the theoretical and practical parts from classmates).
3. For the selection of experts and consultants, you can ask the guys to compile a questionnaire on the topic covered. Having worked with educational literature, highlighting the main points in the topic, formulating them in the form of questions, finding answers to them, children can freely navigate the material.
4. In order to involve “average” and “weak” students in active work on the test, they assign the role of observers to “strong” ones: they must monitor the acceptance and passing of the test, help an inexperienced expert, direct his activities.
Thus, in the lesson, all students are active, realize the importance and significance of the roles they play, learn to ask leading, provocative questions, and oppose each other.
5. Try to introduce a rating system of assessment to avoid the labels "C", "D student", although these marks are extremely rare in test-lessons. The success of each instills in children confidence in the quality of the performance of control work, which is confirmed by computer programs-experts.
Carrying out control, teachers must make an analysis of the work, bring it to the attention of students, and work on the mistakes.
When working with differentiated tasks, it is important to take into account the zone of current and immediate development. And for this, it is important to constantly monitor the results of work, diagnose both after studying each topic and during the study of the topic.
I use differentiation at different stages of the lesson. The types of differentiated tasks depend on the goal set by the teacher.
If a teacher is concerned about the development of children, the success in learning of each student, then he will definitely implement an individual and differentiated approach to learning.
8.88889
Your rating: No Rating: 8.9 (72 votes)
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 mastering achieved by the student, the level of mastering 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 the 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 (drawing up 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.
A differentiated approach - 1) creating a variety of learning conditions for different groups; 2) a set of methodological, psychological, pedagogical, organizational and managerial measures that provide training in groups of different levels. Individual approach - 1) taking into account the individual characteristics of the child in the learning process; 2) creation of psychological and pedagogical conditions not only for the development of all students, but also for each child; 3) the principle of pedagogy, according to which, in the process of educational work with a group, the teacher interacts with individual students according to an individual model, taking into account their personal characteristics.
Technologies of individual and differentiated learning TechnologiesAuthors Features of technology Technologies of level differentiation N.P. GuzikLessons for each topic are 5 types: lectures, combined seminars, tests, defense of thematic tasks, practical lessons. Organization of level differentiation at all stages of the lesson according to 3 levels: C - basic standard, minimum or reproductive; B - analytical-synthetic (additional information is provided that expands the material of level C; A - creative or productive level. When controlling knowledge, differentiation deepens and goes into individual accounting of the achievements of each student.
Level differentiation of training based on mandatory results V.V. Firsov Introduction of two standards: education (the level that the school should provide to a capable, enthusiastic graduate) and the standard of compulsory general education (the level that everyone should achieve). The psychological attitude of the teacher: "Take as much as you can, but not less than the required." Organization of systematic daily work to prevent and eliminate gaps by organizing retake tests. Technologies of individual and differentiated learning
Technology of individualization of learning Inge Unt, The basis of learning is independent work of a student at school and at home Granitskaya A.S. Within the framework of the class-lesson system, the organization of the work of the class, in which the teacher can allocate % of the time for individual work with students. Non-linear lesson structure: the first stage is teaching everyone, the second stage is two parallel processes: independent work of students and individual work of the teacher with individual students. Shadrikov V.D. Training is built depending on the abilities of each student. Organization of groups with variable composition.
Techniques of differentiation and individualization Block supply of material; Didactic material with multi-level tasks; Individual learning tasks for independent work; Work with notebooks on a printed basis; Leading tasks; Differentiation of the explanation of new material; Differentiation of the volume and complexity of the task; The use of a credit system for controlling knowledge.
Positive aspects of differentiated and individual approaches Absence of lagging students in the class; Full employment of all students, independently moving from level to level; Formation of personal qualities: independence, diligence, self-confidence, creativity; Increasing cognitive interest and motivation for learning; Development of students' abilities.
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.
A 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.
A 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.)
A 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 lies 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 questions from their side when learning is difficult.
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, the strong 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 confidence in their abilities.
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 much 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 able (make sentences according to diagrams, come up with a text on a given topic, on 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.
