Primary school is an important stage in the development of children’s age and personality; it must and must guarantee a high level of education. Our school teaches children with different levels of development, and since the mass school is not able to offer each student an individual curriculum, our teachers are looking for learning models that can provide personal development, taking into account individual psychological and intellectual capabilities.
Most of the technologies used in education are focused on the group method of teaching with the same requirements, time consumption, volume of the studied material without taking into account the peculiarities of the individual psychological development of each student, which does not bring significant results in learning. As a result, not only “lazy people” do not like school, but also quite hardworking children.
The success of the learning process depends on many factors, among which not the least role is played by teaching according to the child's abilities and capabilities, i.e. differentiated learning.
Differentiated Learning Concept
translated from Latin “different” means division, decomposition of the whole into different parts, forms, steps.
No matter how well the teaching is, it cannot provide a uniform pace of advancement for all students in the class.
The effectiveness of students' assimilation of the methods of mental activity depends not only on the quality, but also on the individual psychological characteristics of children, on their ability to learn.
As a practicing teacher, I know quite well the individual characteristics of my students in each class. Therefore, I divide the class into groups in accordance with the level of formation of their ability to solve problems. Most often, I distinguish three groups of students in the class.
Pupils the first group and have gaps in knowledge of program material, distort the content of theorems in their application to solving problems, can independently solve problems in one or two steps, do not know how to search for a solution. This general characteristic does not exclude various individual characteristics of the students in the first group. There may be students with gaps in knowledge and developmental delays due to frequent absences due to illness, due to poor systematic preparation for lessons. At the same time, this group is made up of students belonging to different levels of learning. Those who have a high level of learning, after filling gaps in knowledge and with appropriate training, usually quickly move to a higher level of development.
Pupils second group have sufficient knowledge of program material, can apply them in solving standard problems. They find it difficult to move to a new type of solution, but having mastered the methods of their solution, they cope with the solution of similar problems. These students have not developed heuristic methods of thinking.
Third group are students who can reduce a complex problem to a chain of simple subtasks, put forward and substantiate hypotheses in the process of finding solutions to problems, and transfer old knowledge to new conditions.
Knowing the level of formation of students' skills in solving various problems allows me, when preparing for the lesson, to plan in advance all types of differential impact, select tasks, think over forms of assistance for each group of students.
Multilevel assignments, tailored to the capabilities of students, create a favorable psychological climate in the classroom. The guys have a feeling of satisfaction after each correctly completed task. Success experienced as a result of overcoming difficulties provides a powerful impetus to increase cognitive activity. Students, including the weak, gain confidence in their abilities. All this contributes to the activation of the mental activity of students, creates a positive motivation for learning.
I carry out a differentiated approach at certain stages of the lesson. So, at the stage of introducing a new concept, property, algorithm, I work with the whole class, without dividing it into groups. But after several exercises have been completed on the board, the students begin differentiated independent work. For this I have and constantly replenish my mathematical piggy bank with various mathematical literature, didactic material containing multi-level tasks. But it is very important how to present these tasks to students, how to interest them and get the best result.
Level "3" - these are reproductive tasks. Completing these tasks, the student learns the material at the level of the State Standard.
Level "4" - the tasks of this level are aimed at complicating the work with the text and are problematic.
Level 5 - These tasks are of a creative type.
Indicators of difficulty of tasks:
1. The problem of the task (creative or problematic tasks are more difficult than reproductive ones);
2. Distance from condition and question to answer (according to the number of links in the chain of reasoning - the larger it is, the more difficult the task is);
3. By the number of causes or effects to be established (the more causes or effects to be found, the more difficult the task is);
4. By the number of sources used
(the more sources, the more difficult the task).
In the practice of my work I often use lessons and consultations. For such lessons I prepare different level cards with tasks for "3"; to "4"; on "5". Answers are written on the back of the card. Pupils complete assignments, check the answers. If the answers coincide, then they do not need consultation. If the student does not understand something, then he asks for advice from the teacher. The works are evaluated taking into account the advice received. The positive results of such lessons-consultations are on the face: not only gaps in the knowledge of students disappear, but also contribute to the thinking activity of students. The guys learn to correctly assess their capabilities, sometimes to take risks. Lessons and consultations allow you to work individually with each student.
The issue of differentiation of education and upbringing has been considered more than once at teachers' councils and in the work of methodological associations of the collective of our school, and we came to the conclusion that differentiated education creates conditions for the maximum development of children with different levels of abilities: for the rehabilitation of those who are lagging behind and for advanced training of those who are able learn ahead of time. This conclusion is not a tribute to fashion, but life, which proved that people are still born different.
The experience of recent years shows that the most effective form of individualization of the educational process, providing the most favorable conditions for the child (with the selection of the appropriate level, the complexity of the educational material, adherence to the didactic principles of accessibility, feasibility), is differentiated teaching.
Goals of Differentiated Learning:
organize the educational process on the basis of taking into account the individual characteristics of the individual, i.e. at the level of his capabilities and abilities.
Main task: have
Let's dwell on intra-class differentiation.
Since the class is completed from children of different levels of development, inevitably there is a need for a differentiated approach to multilevel teaching.
We believe that an important aspect in personality development is the implementation of an individual and differentiated approach to students in the pedagogical process, since it is this approach that presupposes the early identification of the inclinations and abilities of children, the creation of conditions for personality development. Intra-class differentiation in primary school has existed for a long time, it is the main way of individualizing learning, therefore, teaching children who are different not only in level of training, but even in educational opportunities is perhaps the most difficult task facing a primary school teacher. And it is impossible to solve it without an individual approach to training.
Level differentiation allows you to work with both individual students and groups, preserves the children's team, in which personality development takes place. Its characteristic features are: openness of requirements, giving students the opportunity to choose the assimilation of the material themselves and move from one level to another. The system of work of a teacher using this technology includes various stages:
Revealing backlogs in ZUN;
Bridging their gaps;
Eliminating the causes of academic failure;
Formation of interest and motivation to study;
Differentiation (according to the degree of difficulty) of educational tasks and assessments of student performance
by the level of mental development (level of achievement);
by personal and psychological types (type of thinking, accentuation of character, temperament, etc.).
Differentiated teaching requires teachers to study the individual abilities and educational capabilities (the level of development of attention, thinking, memory, etc.) of students, diagnose their level of knowledge and skills in a particular subject, which makes it possible to carry out further individualization in order to achieve a corrective effect. The diagnostics of educational opportunities, carried out by specialists, completes the picture.
In order to implement the technology of multilevel education, we carry out diagnostics of the cognitive processes of each student throughout the entire education at school. The introduction of differentiated education required psychologists to build a system of psychodiagnostics in primary school, which made it possible to determine the level of development of a particular child with a greater degree of reliability. Psychodiagnostic work begins with a comprehensive examination of children upon their admission to school. Of the whole variety of test methods, priority was given to methods that suggest studying the level of intelligence using the Kern-Irasek and Veksler tests, by corrective tests of memory, attention, and thinking.
The point of testing is to get, if possible, a realistic and visual picture of the child's development. This is especially important today, when the teacher determines the degree of development of the basic qualities of the student's mental activity. Revealing the level of formation of psychological processes in younger schoolchildren will make it possible to individualize or differentiate the learning process and provide the child with the necessary psychological and pedagogical support.
Survey data for the last five years of children who entered grade 1 suggest that they are characterized by a number of features.
Children have always started, and will begin to study the school curriculum with different initial premises. In quantitative terms, it looks like this: the majority of students (about 65%) enter school with approximately the same level of mental development, and it is he who is taken as the norm; 15% - to a greater or lesser extent, exceed this level, and 20% of children, on the contrary, do not reach it.
As practice shows, normal (having norm indicators for all levels of development) children are found only in books. Almost every child has one or another (albeit insignificant) deviations, which in the future can lead to a lag in learning activity.
It should be noted that the level of students' readiness to study at school (educational process) is not the same and decreases every year. For some, it corresponds to the conditions for the success of their further education, for others it barely reaches the permissible limit.
The data obtained for all tests allow us to build an individual profile of a child's readiness for school, on the basis of which his level of development is determined.
When organizing multi-level education, we take into account the intellectual abilities of children and at the end of grade 4 they reach the level of the age norm, this indicates the positive impact of multi-level education on the development of the child.
Implementing a differentiated approach, teachers are guided by the following requirements:
creating a student-friendly atmosphere;
actively communicate with students so that the learning process is motivated; so that the child learns according to his abilities and abilities; to have an idea of what is expected of him;
students of various levels are invited to learn the program corresponding to their capabilities (each “take” as much as he can).
Information cards, including, along with the task of the student, elements of metered assistance
Alternative assignments for voluntary fulfillment
Tasks the content of which was found by the student
Assignments to help you master rational ways of doing things
Based on the results of diagnostics, the class is divided into levels:
1st group
, pupils with high learning abilities (they work with material of greater complexity, requiring the ability to apply knowledge in an unfamiliar situation and independently, creatively approach problem solving), opportunities, performance indicators in certain subjects, who know how to work well. Students with balanced processes of excitement and inhibition. They have steady attention, and when observed, they isolate the signs of an object; as a result of observation, an initial concept is formed in them. In the course of training, they successfully master the processes of generalization, have a large vocabulary.
2nd group
- students with secondary abilities (performs the task of the first group, but with the help of a teacher according to support schemes), indicators of learning, intellectual performance, educational motivation, interest. Pupils with a predominance of excitation processes over inhibition processes. They cannot single out the features of an object on their own, their ideas are poor and fragmentary. To memorize the material, they need multiple repetitions. Outwardly, their mental characteristics are manifested in haste, emotionality, inattention and inconsistency. Generalization tasks are difficult for these children, since the level of their analytical thinking is low.
3rd group
- students with low learning abilities (require accuracy in the organization of educational tasks, more training work and additional explanations of new things in the lesson), the formation of cognitive interest, motivation for learning, performance indicators, rapid fatigue, with large knowledge gaps, ignoring tasks. Pupils fall into the category of “weak”. They are slow, apathetic, do not keep up with the class. In the absence of an individual approach to them, they completely lose interest in learning, lag behind the class, although in fact they can learn successfully.
It is important that with a differentiated learning process, it is possible for students to move from one group to another, i.e. the composition of the group is not fixed forever. The transition is due to a change in the level of development of the student, the ability to fill gaps and an increase in the educational focus, expressed in an interest in gaining knowledge.
The composition of the groups allows us to adapt the content of curricula to the capabilities of specific students, helps to develop pedagogical technology focused on the “zone of proximal development” of each student, which in turn creates favorable conditions for the development of the personality of students, the formation of positive motivation for learning, and the adequacy of self-esteem.
The selection of three groups of students in the classroom greatly helps teachers in the selection of multilevel assignments for them. Each assignment has specific goals and requirements.
Tasks in groups are carried out independently.
Russian language
As an example, we will give the work of checking homework.
The turn of schools in Russia towards the student has aroused great interest of the pedagogical society in the ideas of student-centered education, which currently determines the direction of innovation.
The main goal of a secondary school is to promote the mental, moral, emotional and physical development of a person, to fully reveal his creative potential, to provide a variety of conditions for the flourishing of a child's individuality, taking into account his age characteristics - this is a personality-oriented education. Any training in its essence is the creation of conditions for the development of personality. Personality is the mental, spiritual essence of a person, acting in a variety of generalized systems of qualities. Personality-oriented education is focused on the student, on his personal characteristics, on culture, on creativity as a way of human self-determination in culture and life. The principle of the differentiated educational process contributes to the implementation of the personal development of students in the best possible way and confirms the essence and goals of general secondary education.
A differentiated learning process is the widespread use of various forms, methods of teaching and the organization of educational activities based on the results of psychological and pedagogical diagnostics of educational capabilities, inclinations, 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 personality in a personality-oriented educational process. This implies:
- building a differentiated learning process is impossible without the individuality of each student as a person and his inherent personal characteristics;
- learning based on level differentiation is not a goal, it is a means of developing personality traits as an individual;
- only by 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 the differentiated organization of educational activity is to reveal individuality, help it develop, settle down, manifest itself, gain selectivity and resistance to social influences. Differentiated learning comes down to identifying and maximizing the inclinations and abilities of each student.
The development of a student's personality in conditions of differentiated learning in personality-oriented education aims to provide students with a free choice of learning on a variable basis of a differentiated approach of individual personality traits based on the state educational standard of education, brought to the semantic level.
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.
Differentiation of education and upbringing is based on the difference in the characteristics of the student's personality, his abilities, interests, inclinations, readiness for education.
It should be flexible and mobile, allowing the teacher in the learning process to approach each student individually and contribute to the overall revitalization of the class. The constant implementation at all stages of the educational process of the "unity of requirements" for all students without taking into account the peculiarities of their individual psychological development inhibits their normal learning, becomes the reason for the lack of educational interests.
The differentiated organization of educational activities, on the one hand, takes into account the level of mental development, psychological characteristics of students,
abstract logical type of thinking. On the other hand, it takes into account the individual needs of the individual, his capabilities and interests in a particular educational field. With a differentiated organization of educational activity, these two sides intersect.
Its implementation in student-centered education will require:
- study of the individual characteristics and educational 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 shifts and difficulties;
- long-term planning of students' activities (individual and group) aimed at guiding the educational process;
- the ability to replace ineffective methods of differentiating teaching leadership with a more rational one.
Each student as a bearer of his own (subjective) experience is unique. Therefore, from the very beginning of training, it is necessary to create a non-isolated one for everyone. And a more versatile school environment that gives you the opportunity to express yourself. And only when this opportunity is professionally identified by the teacher, it is possible to recommend the most favorable differentiated forms of education for the development of students.
Taking this into account, it is necessary to clearly imagine what is the development of personality in conditions of differentiated education, what driving forces determine the qualitative changes of students, in the structure of their personality, when these changes occur most intensively and, of course, under the influence of what external, social, pedagogical and internal factors. Understanding these issues allows us to identify both general and individual tendencies in the formation of personality, the growth of age-related internal contradictions and choose the most effective ways to help students.
Person-centered approach is the main idea in the program of humanization of modern education. In this regard, the organizational, substantive and managerial components of the educational process need to be revised in terms of their impact on personality development, improving the quality of education. An important aspect of the implementation of this strategy is the implementation of an individual differentiated approach to students in the pedagogical process, since it is this approach that presupposes the earlier identification of the inclinations and abilities of children. Creation of conditions for personal development. Skillful use of techniques and methods of internal differentiation makes the pedagogical process nature-friendly - to the maximum extent adequate to the originality of the individual nature of the student's personality and to a significant extent contributing to the formation of his unique features and qualities.
Modern concepts of primary education are based on the priority of the goal of upbringing and development of the personality of a younger student on the basis of the formation of educational activities. It is important to create conditions for each student to become a true subject of learning, willing to learn. Education, in the words of Sh.A. Amonashvili, should be “variable to the individual characteristics of schoolchildren.” Differentiation of learning is one of the means of implementing an individual approach to children. An educational process is considered to be differentiated, which is characterized by taking into account the typical individual differences of students.
Differentiation in teaching involves dividing students into groups according to some criteria, which is carried out for subsequent grouping, i.e. in differentiation, there is necessarily integration, expressed in unification
Students. Another equally important aspect is the different structure of the learning process in groups. Thus, during the differentiation of teaching, the individual typological characteristics of the individual are taken into account in the form of grouping students and the different construction of the teaching process in the selected groups.
The teacher's organization of intra-class differentiation 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 developed criterion.
3. Distribution of children into groups, taking into account the results of diagnostics.
4. The choice of methods of differentiation, the development of multilevel assignments for the created groups of students.
5. Implementation of a differentiated approach to students at different stages of the lesson.
6. Diagnostic control over the results of students' work, in accordance with which the composition of the groups and the nature of the differentiated tasks can change.
For the organization of differentiated education, I have been using a group form in my classes for many years. I form children into groups according to the method of training, as well as on the basis of individual characteristics, abilities, interests.
The first group consists of students with a high level of educational opportunities and high academic performance, and I also included students with an average educational ability and a high level of development of cognitive interest. For this group, the main thing is to organize training at an appropriate pace, which does not inhibit the natural accelerated process of the development of psychological functions. An essential point is the focus on student independence. For the most gifted children, I develop individual tasks and exercises.
The second group consists of students with average performance in the subject. For this group, the most important for the teacher will be the activity on the formation of arbitrary internal motivation of students, stabilization of school interests and personal focus on intellectual work.
The third group consists of students with low cognitive abilities, a low level of cognitive interest formation, and low academic performance indicators.
The greatest effort is required to work with students of the third group. The heterogeneity of the individual characteristics of students in this group presupposes the implementation of differentiation and an individual approach to teaching within the group itself.
Carrying out group differentiation, I am guided by the following requirements: I create an atmosphere favorable for students, because in order for the educational process to be motivated and the child to study according to his individual capabilities and characteristics, he must clearly imagine and understand what is expected of him.
In working with younger students, it is advisable, in my opinion, to use two main differentiation criteria: "learning" and "learning". According to psychologists, training is a certain result of previous training, i.e. characteristics of the child's psychological development, which he has developed to date. The achieved level of assimilation of knowledge, the quality of knowledge and skills, methods and techniques of their acquisition can serve as indicators of training.
Learnability is a student's susceptibility to assimilation of new knowledge and methods of obtaining it, readiness to move to new levels of mental development.
Important indicators of a high level are receptivity to the help of another person, the ability to carry out the transfer, the ability to self-study, efficiency, etc.
Differentiated teaching is a multifaceted concept in its structure, therefore, in my lessons, introducing elements of differentiation, I mainly adhere to one goal - to ensure the same pace of advancement for each student when doing independent work. Those. I proceeded from the fact that each student worked to the fullest extent of his creative powers, felt self-confidence, felt the joy of work, firmly and more consciously assimilated the program material.
Let's consider various methods of differentiation that can be used in a mathematics lesson at the stage of consolidating the studied material. They imply the differentiation of the content of educational tasks according to the level of creativity, volume, difficulty.
Using various ways of organizing children's activities and common tasks, I differentiate by:
1. The degree of student independence;
2. The nature of student assistance;
3. The form of study assignments.
Differentiation methods can be combined with each other, and tasks can be offered to students to choose from.
1. DIFFERENTIATION OF LEARNING TASKS BY CREATIVITY LEVEL
This method presupposes differences in the nature of the cognitive activity of schoolchildren, which can be reproductive or productive (creative).
Reproductive tasks include, for example, solving arithmetic problems of familiar types, finding the values of expressions based on learned computational techniques.
Productive tasks include exercises that differ from the standard ones. In the process of working on productive tasks, schoolchildren acquire experience of creative activity.
In math lessons, I use various types of productive tasks, for example:
- classification of mathematical objects (expressions, geometric shapes);
- converting a mathematical object to a new one (for example, converting a simple arithmetic problem to a compound one);
- tasks with missing or redundant data;
- performing the task in different ways, finding the most rational way to solve it;
- independent compilation of tasks, mathematical expressions, equations, etc.
I organize the differentiated work in various ways. More often, students with a low learning level (group 3) are offered reproductive tasks, and students with an average (group 2) and high (group 1) learning level are offered creative tasks.
2. DIFFERENTIATION OF LEARNING TASKS BY DIFFICULTY LEVEL
This method of differentiation involves the following types of complication of tasks for the most prepared students:
- complication of the mathematical material (for example, in the task for the 1st and 2nd groups, two-digit numbers are used, and for the 3rd group - single-digit numbers);
- an increase in the number of actions in the expression or in solving the problem (for example, in the 2nd and 3rd groups a problem is given in 3 actions, and in the 1st group in 4 actions);
- performing a comparison operation in addition to the main task (for example, the 3rd group is given a task: write down the expressions in the order of increasing their values and calculate);
- the use of a reverse task instead of a direct one (for example, the 2nd and 3rd groups are given an assignment to replace large measures with small ones, and the 1st group is given a more difficult task to replace small measures with large ones).
3. DIFFERENTIATION OF TASKS BY THE VOLUME OF LEARNING MATERIAL
This method of differentiation assumes that students of the 1st and 2nd groups perform, in addition to the main one, an additional task, similar to the main one, of the same type.
The need to differentiate tasks in terms of 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 of its frontal check in the classroom, they need additional time for this. The rest of the children spend this time completing an additional task, which is not required for all students.
Typically, volume differentiation is combined with other methods of differentiation. As additional, creative or more difficult tasks are offered, as well as tasks that are not related in content to the main ones, for example, from other sections of the program. Tasks for ingenuity, non-standard tasks, exercises of a game nature can be additional. They can be individualized by offering students tasks in the form of cards, punched cards. Picking up exercises from alternative textbooks or notebooks on a printed basis.
4. DIFFERENTIATION OF WORK BY THE DEGREE OF INDEPENDENCE OF STUDENTS.
With this method of differentiation, no differences in learning assignments for different groups of students are expected. All children do the same exercises, but some do it under the guidance of a teacher, while others do it independently.
I organize the usual work as follows. At the tentative stage, students get acquainted with the assignment, find out its meaning and design rules. After that, some children (most often this is the 1st group) begin to independently complete the task. The rest, with the help of the teacher, analyze the solution or the proposed model, perform part of the exercise frontally. As a rule, this is enough for another part of the children (group 2) to start working on their own. Those students who experience difficulties in their work (usually they are children of the 3rd group, i.e. schoolchildren with a low level of learning), perform all tasks under the guidance of a teacher. The verification phase is carried out frontally.
Thus, the degree of independence of students is different. For the 1st 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 level they should begin to independently complete the assignment. If necessary, they can return to work at any time under the guidance of a teacher.
5.DIFFERENTIATION OF PLEASURE BY THE NATURE OF HELP FOR 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 immediately start independent work. But, for those children who have difficulty in completing the task, dosed help is provided.
The most common types of help I use: a) help in the form of auxiliary tasks, preparatory exercises; b) help in the form of "tips" (help cards, consultation cards, notes on the board).
Having studied the experience of I.I. Arginskaya, who suggests in this case to use a stimulating, guiding teaching aid.
I propose the features of working with helper cards. Students of the 1st group (with a high level of learning) are invited to complete the task on their own, and students of the 2nd and 3rd groups are provided with assistance at various levels. Assistant cards are either the same for all children in the group, or are selected individually. A student can receive several cards with an increase in the level of help when completing one task, or he can work with one card. It is important to take into account that from lesson to lesson the degree of assistance to the student decreases. As a result, he must learn to complete tasks on his own, without any help.
Various types of assistance can be used on the cards:
- a sample of the task: showing a solution method, a sample reasoning (for example, in the form of a detailed record of an example solution) and design
- reference materials: theoretical information in the form of a rule, formula, table of units of length, mass, etc .;
- visual supports, illustrations, models (for example, a brief notation of a problem, a graphical diagram, a table, etc.)
- additional specification of the task (for example, clarification of individual words in the task, indication of some detail that is essential for solving the problem);
- auxiliary leading questions, direct or indirect instructions for completing the assignment;
- the beginning of the solution or a partially implemented solution.
Assistance in helping students complete the same assignment is often combined with each other.
I will give an example of independent work on a problem with redundant data using dosed, gradually increasing help.
The different nature of differentiation and the goals of these tasks allow me during the lesson to refer to such an organization of educational activity many times, to create favorable conditions for the active mental activity of students.
Having studied the experience of innovative teachers, I believe that modern programs and teaching materials in mathematics for primary grades provide great opportunities for taking into account the individual characteristics of students. The programs of NB Istomina, LG Peterson, VN Rudnitskaya, II Arginskaya are of different levels, they differentiate the requirements for the mathematical training of schoolchildren for each year of study. Mathematics textbook material allows me to apply different methods of differentiation. For example, in V. N. Rudnitskaya's textbooks, the numbers of tasks related to different levels of difficulty are indicated in different colors, and some exercises are given cards - helpers. In their work, they use notebooks on a printed basis for differentiated tasks.
Using the experience I have learned in my work, I monitor the quality of knowledge and the percentage of progress in subjects. Thus, in mathematics, the percentage of academic achievement annually increases from 1.5% to 1.8%. The quality of knowledge is respectively from 1.2% to 1.5%.
Differentiated education in primary school.
Teaching children who differ not only in their level of training, but even in their educational opportunities is a difficult task facing us, teachers. It is impossible to solve without a differentiated approach to their training. With any collective or frontal training, the assimilation of knowledge and skills occurs individually in accordance with:
- with the level of performance and the pace of students;
- with peculiarities of perception, memory, thinking.
purpose differentiated approach- adapt the learning environment to the specifics different groups of learners.
To ensure a differentiated approach to students when conducting tests, the text of each work is presented in several versions according to the level of complexity. Children in the class have already noticed that Option 1 is easier than Option 2 and Option 3.
The use of a differentiated approach allows you to reveal and develop the abilities of students, to satisfy the educational needs of each student to the fullest, to adapt the entire educational process to the characteristics of schoolchildren, to stimulate the processes of self-knowledge and self-determination of the individual.
Various methods of differentiation can be used in a mathematics lesson, at the stage of consolidating the material studied. They imply the differentiation of the content of educational tasks by the level of creativity, difficulty, volume. Using different ways of organizing the activities of children and common tasks, it is possible to differentiate according to:
1. the degree of independence of students;
2. the nature of student assistance;
3. the form of educational activities.
by creativity level ... This method presupposes differences in the nature of the cognitive activity of schoolchildren, which can bereproductive orproductive (creative).
Reproductive tasks include, for example, solving arithmetic problems of familiar types, finding the values of expressions based on learned computational techniques, etc. At the same time, students are required to reproduce knowledge and apply it in a familiar situation, work according to a model, and perform training exercises.
Productive tasks include exercises that differ from the standard ones. Students have to apply knowledge in a changed or new, unfamiliar situation, to carry out more complex mental actions, to create a new product. In the process of working on productive tasks, schoolchildren acquire experience of creative activity.
In math lessons, various types of productive tasks are used. For example:
· Search for patterns;
· Classification of mathematical objects;
· Transformation of a mathematical object into a new one;
· Tasks with missing or redundant data;
· Performing the task in different ways, finding the most rational way to solve it;
· Independent compilation of tasks, mathematical expressions, equations, etc.;
· Non-standard and research assignments.
Differentiated work is organized in different ways. Most often, I offer reproductive tasks for students with a low learning level, and creative tasks for students with a high and average learning level. You can offer productive tasks to all students. But at the same time, children with a low level of learning are given tasks with elements of creativity, in which they need to apply tasks in a changed situation, and the rest are given creative tasks to apply knowledge in a new situation.
For example.
The task is given: “There were 5 yellow apples and 2 green apples in a vase. We ate 3 apples. How many apples are left? "
Task for the 1st group:
Solve the problem. Consider if there is another way to solve it.
Task for the 2nd group:
Solve the problem in two ways.
Assignment for the 3rd group:
Modify the problem so that it can be solved in three ways. Solve the resulting problem in three ways.
Differentiation of educational tasksby the level of difficulty. This method involves the following types of complicated tasks for the most prepared students:
· Complication of mathematical material (single, two-digit numbers);
· An increase in the number of actions in the expression or in solving the problem;
· Performing a comparison operation in addition to the main task;
· Use of a reverse assignment instead of a direct one;
· The use of conventional symbols instead of numbers or individual digits.
For example. Find the meaning of the expressions.
1st group. 2nd group. 3rd group.
28:2+3 28:2+56:8 28:2+(50+6):8
45-7 3 5 9-7 3 (35-30) 9-7 3
The complication of tasks in this case consists not only in increasing the number of actions, but also in changing the situation of applying the rules on the order of performing arithmetic operations.
1st and 2nd group. Compare the numbers: 3rd group.
54 and 7 63 and 64 KS and N K3 and K4
9 and 26 52 and 32 9 and RS 5H and 3
This task requires students to come up with a generalization of the method of bitwise comparison of numbers.
Differentiation of tasks by 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.
The need to differentiate tasks in terms of 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 of its frontal check in the classroom, they need additional time for this. The rest of the children spend this time completing an additional task, which is not required for all students.
As additional, you can offer creative or more difficult tasks, as well as tasks that are not related in content to the main one. Tasks for ingenuity, non-standard tasks, exercises of a game nature can be additional.
For example: main task: "Find the values of expressions."
15-7 14-9 16-9
13-8 12-6 11-8
Additional task: "Find the sum of the answers in each column."
Differentiation of workby the degree of independence students. With this method of differentiation, no differences in learning assignments for different groups of students are expected. All children do the same exercises, but some do it under the guidance of a teacher, while others do it independently.
Usually the work is organized as follows. At the tentative stage, students get acquainted with the assignment, find out its meaning and design rules. After that, some children (most often the 3rd group) begin to independently complete the assignment. The rest, with the help of the teacher, analyze the solution method or the proposed model, perform part of the exercise frontally. As a rule, this is enough for the 2nd group of children to start working independently. Pupils of the 1st group perform all tasks under the guidance of a teacher. The verification stage is carried out frontally. Students themselves determine at what stage they should begin to independently complete the assignment. If necessary, they can return to work at any time under the guidance of a teacher.
Differentiation of workby the nature of helping students. This method, in contrast to differentiation according to the degree of independence, does not provide for the organization of frontal work under the guidance of a teacher. All students immediately begin independent work. But for those students who have difficulty in completing the assignment, metered assistance is provided.
The most common types of assistance are:
· Help in the form of auxiliary tasks, preparatory exercises;
· Help in the form of "tips" (cards-helpers, cards-consultation).
I will dwell in more detail on the features of working with helper cards.
Students3rd group invited to complete the taskon your own, and students of the 1st and 2nd groups findhelp at various levels ... Assistant cards can be the same for everyone, or they can be selected individually. A student can receive several cards with an increase in the level of help when completing one task, or he can work with one card. It is important to take into account that from lesson to lesson the degree of assistance to the student decreases. As a result, he must learn to complete tasks on his own, without any help.
Various types of assistance can be used on the cards:
· A sample of the task: showing a sample of reasoning and design;
· Reference materials: rules, formulas; tables of length units, etc .;
· Algorithms, memos, plans, instructions;
· Visual supports, illustrations, models;
· Additional specification of the task;
· Auxiliary questions, direct or indirect instructions for completing the assignment;
· Plan for solving the problem;
· The beginning of the solution or a partially implemented solution.
For example, a challenge. “Uncle Fedor went with dad to Prostokvashino for 5 days. Uncle Fyodor brought 15 sandwiches as a gift to Matroskin, and dad brought 13 sandwiches. How many sandwiches did Matroskin eat if after 2 days he had 9 sandwiches left? "
I will show you how to independently work on this problem with unnecessary data using dosed, gradually increasing help.
Differentiation of workin the form of training activities ... When organizing work with mathematical material, children in need of speech actions are invited to pronounce the operations performed, for example, to tell themselves in a whisper how to calculate; explain to a neighbor on a desk how to reason when working on a word problem. When working on computational techniques, some children need an illustration in a textbook or on a blackboard, while others need to perform operations with counting sticks.
Differentiation methods can be combined with each other, and tasks can be offered to students to choose from.
Hometasks in the classroom you can also differentiate. A single homework assignment is not conducive to the advancement of younger students. The availability of homework strengthens the child's self-confidence, puts him in a situation of success, maintains cognitive interest and promotes the mastery of certain skills.
In the context of the implementation of differentiated education, homework is an organic continuation of class work and carries out a targeted function.The first group of tasks – traditional tasks, in particular, working with text, illustrations, preparing a retelling of the text, answering questions after the text. These assignments must be completed by all students.The second part of assignments - compulsory for a group of "strong" students. They are given specific additional tasks, the completion of which is mandatory. For example, prepare a short message on a given topic, find answers to additional questions, think over additional evidence.The third group of tasks - assignments for those wishing to complete them, for students who have a special interest in the study of the subject.
All of these techniques allow for a differentiated approach to students, transforming students from objects into subjects, and everything in general - to activate the cognitive activity of students.
There are two types of learning differentiation: external and internal differentiation.
External differentiation implies relatively stable groups, based on certain characteristics of the development of interests, inclinations, abilities, achieved results, projected profession, in which the content of education and educational requirements for schoolchildren differ.
Groups are created taking into account:
Interests, inclinations;
Abilities;
Results achieved;
The projected profession.
External differentiation can be carried out either within a selective system or within an elective system.
Profile training - to prepare for the selective continuation of education;
Specialized training - special-professional training for creative activity on the basis of advanced education;
Special vocational training - training mid-level specialists for social production with the assignment of a profession, qualifications.
Internal differentiation is the different teaching of children in a group (class) of students, selected at random. This form is based on the fullest possible consideration of the individual and group characteristics of students. It involves the variability of the pace of learning the material, the differentiation of educational tasks, the choice of different types of activity, the determination of the nature and degree of dosage of help from the teacher. At the same time, it is possible to divide students into groups within the class in order to carry out educational work with them at different levels and using different methods. These groups are usually mobile and mobile.
The peculiarity of internal differentiation at the present stage is its focus not only on children with learning difficulties, but also on gifted children.
Internal differentiation can be carried out both in the traditional form of taking into account the individual characteristics of students, and in the system of level differentiation based on planning learning outcomes.
Thus, it is possible to highlight the characteristic features of each of the named forms of differentiation.
The types of differentiation are determined based on those individual-typological characteristics of students, which in this case are taken into account. Traditionally, the following types of differentiated training are distinguished: according to general and special abilities, but interests, inclinations, according to the projected profession. The division is based on those signs, those individual-typological characteristics of students that allow them to be divided into groups.
In the works of N. M. Shakhmaev, along with differentiation according to abilities, differentiation according to incapacity is called. Without singling out this type separately, we believe that the understanding of differentiation according to general abilities presupposes taking into account the level of students' general abilities, i.e. their low level of development will be the basis for differentiation by disability. (fifteen)
Differentiation can take place at various levels. So, for example, Ronald De Groot identified three levels. 1st micro level, when a different approach is carried out to separate groups of children within the class. This level of differentiation is sometimes referred to as internal or classroom differentiation. 2nd meso-level - the level of the school, when differentiation is carried out within the school between individual classes, profiles, directions. And the third macro level is differentiation between schools, the creation of various types of schools. The 2nd and 3rd levels are external differentiation.
Differentiation is widely used in almost every school at the present time, this, first of all, is expressed in the creation of special classes. When studying the available literature, we identified the following intraschool divisions that exist in modern educational institutions.
Advanced classes refer to this type of differentiation as differentiation according to the general abilities of students. Abilities are not limited to available knowledge, skills, skills, but can explain the ease and speed of their acquisition.
Such classes are created starting from the first grade and after graduation by children.
primary school - in parallel to the fifth grade. The selection criteria for children in the 1st grade are readiness for school, the degree of development of school-significant
psychophysiological functions (memory, attention, thinking), the general outlook of the child.
In such classes, an atmosphere of intense intellectual activity is created, training is organized taking into account a high level
intellectual development of all children.
Gymnasium classes and gymnasiums... Gymnasium education is designed for
children with a high level of general intellectual abilities, showing tendencies to mental activity. This is an advanced education. Thus, the student masters the general methods of intellectual activity.
Differentiation by psychophysiological characteristics of children presupposes not only the adaptation of the educational process to certain mental and physical characteristics of children, but also the development of insufficiently developed psychophysiological functions. Differentiation into such classes is carried out when a child is identified with abnormalities in mental development, hearing-impaired, visually impaired, with disorders of the musculoskeletal system. In such classes, recreational work is carried out, educational work is carried out in accordance with the capabilities of children, work on the social adaptation of children (the formation of the simplest everyday skills available to the professional).
Correctional and developmental education classes are a form of differentiation, which takes into account the general intellectual abilities of students and their individual psychophysiological characteristics. These classes are created in schools to teach children who have difficulties in mastering the basic content of education. These classes can be created in both elementary and middle school.
The selection is based on the low level of preparation of the child, who
characterized by poor speech development, narrow outlook, unformed school-significant psychophysiological functions.
Classes with advanced study of individual subjects and specialized classes
are forms of differentiation according to the interests of students. These are the most widespread forms of differentiation in practice.
At this point in time, students are often divided according to the level of general special features, where the main thing is taken mainly by the intellectual development of each student and such a division is called intra-class differentiation.
The most common form of classroom differentiation is
performance by students of assignments of various levels of complexity. In this case, complication can occur due to the involvement of the passed material, when students need to establish close or distant connections between different fragments of the content. The complication of tasks can also occur due to the complication of the types of work, increasing the level of creative activity necessary when completing the task.
Among the differentiated tasks, tasks of various orientations are widespread: tasks that eliminate gaps in knowledge, and tasks that take into account the students' prior knowledge of the topic.
A form of intra-class differentiation is the dosage of teacher's assistance to students, which includes temporary facilitation of tasks (breaking down the text or exercises into independent parts - portions), tasks with written instructions (for example, indicating the sequence of actions), working with preparatory exercises (each preparatory exercise is a stage execution of the main one), work with visual reinforcement by drawing, drawing.
The teacher explains the material at a level higher than the minimum. At the same time, the teacher clearly identifies the content of the educational material that the students must learn, studying at one level or another, before starting the study of the next topic, introduces the students to the results they must achieve.
Thus, level differentiation takes into account not only the intellectual abilities of the student, but also his interests.
Group work of students according to the model of complete assimilation of knowledge is also a form of internal differentiation. The model of complete assimilation of knowledge assumes a clear setting of goals in educational activities: what students should know, what to be able to, what values should be formed in them in the course of learning.
Moreover, the manufacturability of goals is very important: their achievement should be
verifiable, i.e. there must be a validation toolkit. After studying a certain topic at the level of the basic content of the material and passing the test, the input of which determines the achievement of the set goals, the class is divided into two groups: the first is the students who have mastered the topic, an extended and in-depth study of the material is organized with them, and the second group who have not mastered the topic, additional work is carried out with these students to assimilate the content.
In the second group, knowledge is being worked out, methods of action that are not sufficiently mastered. Pupils of the first group can also join such a practice as consultants, teacher assistants. Thus, differentiated teaching within the framework of this model determines the different nature of the activities of groups of students after the final control according to the results of mastering a certain fragment of the content.
Internal differentiation is most often carried out according to the general intellectual abilities of students, but there are other types of it in practice: for example, internal differentiation according to special abilities, which is expressed in the fact that when giving students assignments, teachers take into account their artistic, musical and other abilities ... Intra-class differentiation is also realized according to the individual psychophysiological characteristics of students.
