Differentiated learning is a condition for the development of a creative personality.
Differentiated learning - one of the main conditions for the development of a creative personality. The principle of a differentiated approach to students assumes optimal adaptation educational material and teaching methods to the individual abilities of each student. Differentiated learning is necessary, since there are differences among students in the pace of mastering educational material, as well as in the ability to independently apply acquired knowledge and skills. The basis of differentiation lies individually - psychological characteristics students, distinguishing one person from another, implying abilities that are related to the success of any activity.
There are positive and some negative aspects to differential teaching.
The positive thing is that unjustified and inappropriate for society are excluded: equalization and averaging of children. The teacher has the opportunity to help the weak; pay attention to the strong, help him advance faster and deeper in education.
Negative aspects: socio-economic inequality appears; the weak are deprived of the opportunity to reach out to the stronger, receive help from them, and compete with them; the level of self-esteem decreases.
Differentiation translated from Latin “difference” means division, stratification of the whole into different parts, forms, steps.
Differentiated learning - This:
a form of organizing the educational process in which the teacher works with a group of students, composed taking into account the presence of any common qualities that are significant for the educational process (homogeneous group);
part of the general didactic system, which provides specialization of the educational process for various groups trainees.
A differentiated approach to teaching is:
creating a variety of learning conditions for different schools, classes, groups in order to take into account the characteristics of their population;
a set of methodological, psychological, pedagogical, organizational and managerial measures that ensure training in homogeneous groups.
Differentiated technology training is a set of organizational decisions, means and methods of differentiated training, covering a certain part of the educational process.
Target orientations of this technology are:
training everyone at the level of their capabilities and abilities;
adaptation (adaptation) of teaching to the characteristics of different groups of students.
Any learning theory involves the use of technologies for differentiating learning.
The principle of differentiation of training - the position according to which the pedagogical process is structured as differentiated. One of the main types of differentiation is individual training.
The study and analysis of psychological and pedagogical literature shows that modern concept Secondary education decisively rejects the traditional leveling approach, recognizing the variety of forms of training and secondary education depending on the inclinations and interests of students.
As can be seen from the analysis of practice, for example, students who are inclined towards natural subjects do not receive the basis for full spiritual development, and students who are not interested in natural and mathematical subjects cannot develop humanitarian inclinations. But it is especially difficult to study for those who are practical-oriented in their abilities. The mass school today is not able to teach all students equally well. Defects in school work appear already in the elementary grades, when gaps in the knowledge of younger schoolchildren are almost impossible to eliminate at the middle level. This is one of the reasons when students lose interest in studying and feel extremely uncomfortable at school. Observations convince us that a differentiated approach to training and education will allow us to break this vicious circle.
Currently, fundamental changes in school are associated with the organization of differentiated education, the most important type of which is level differentiation. Differentiated training allows you to organize educational process based on taking into account individual characteristics of the individual, ensures high-quality assimilation students of educational content, helps solve the problem of student overload. V.G. Boltyansky and G.D. Glaser argue that the key to solving the problem of overloading students and increasing their interest in learning should be sought not in a general decrease in the level of knowledge, but in deep differentiation of learning.
Differentiated learning fully complies with the concepts humanization in teaching. According to E.E. Semenov and V.V. Malinovsky " humanization training means, first of all, the need for its differentiation andindividualization". Responding to the principles of humanization of learning, the system of differentiated education allows: students to do what they love, get joy from learning and thereby increase the efficiency and quality of learning; create a comfortable psychological atmosphere at school, thus reducing the number of conflict situations; increase the social security of students through higher professional training.
Thus, with differentiated training, the best conditions are created under which child gets the opportunity to acquire in-depth knowledge of the subjects being studied, experiences greatest comfort and joy in learning, finds his niche and field of activity. Consequently, differentiated training leads to an increase in the quality of knowledge and a decrease in the quantity underachievers and low-achieving students.
But the question arises: how to monitor and assess students’ knowledge in multi-level learning conditions?
The assessment process consists of many stages, the main of which are knowledge control and assessment. L.M. Friedman emphasized that the lack of proper control turns activity into a random, unregulated set of actions, in which the purpose of the activity is lost and there is no idea of its achievement.
Assessing students' knowledge is a necessary and very important element of the educational process. Objective assessment of students’ knowledge provides information not only about the correctness of the final result of the activity, but also about the activity itself: whether the form of action corresponds to the given stage of work. The way it is carried out largely determines the attitude of students to learning, the formation of their interest in the subject,independenceand hard work. The role of assessment goes far beyond the relationship between the teacher and student . Closely related to these issues is efficiency. various methods and forms of education, the quality of textbooks and methodological developments, accessibility of educational content. Assessment of knowledge and its control gives necessary information to organize and guide the educational process. The quality of education and the correctness of many decisions depend on the objectivity of knowledge assessment. didactic and educational tasks.
Necessary elements assessments are control and assessment of knowledge, skills and students' skills.
Objective assessment criteria are developed taking into account psychological and didactic requirements, the specifics of the subject and are approved by the relevant instructions. These standards are average andindicative. Therefore, at present, in different schools we have an unequal “weight” of fives, fours, threes and twos. As research by M.I. Kalinina has shown, the same grade is given by different teachers for a different number of skills. In addition, the evaluation criteria may be different (in relation to each to the student ) from the same teacher. For example, student showing mastery of all skills can get both five and four from one teacher.
It is necessary to implement a differentiated approach not only when teaching, but also when testing and assessing students’ knowledge. Control should include verification of the achievement of mandatory learning outcomes by all students as state requirements, and should also be supplemented by verification of mastery of material at higher levels. At the same time, it is advisable to evaluate the achievement of the level of mandatory requirements using an alternative assessment (for example: “ passed " - " failed "), for more high levels it is advisable to develop an appropriate rating scale (for example, marks “4”, “5”).
At the same time, all students in secondary schools must achieve the level of compulsory training, the requirements for which are specified in the subject programs and standards and which must be assessed either by an assessment of the type “ passed » - «not passed ", or mark "3". To get a higher score, you must master the so-called "increased level. TrTraditionally, teachers and methodologists distinguish three levels of student training: A -general education, B - advanced, C - advanced. Students’ knowledge is assessed according to the identified levels: for mastery of level A, as a rule, a grade of “3” is given, B - “4”, C - “5”. In order to demonstrate mastery of Levels B and C, certain abilities are required. But this does not mean that if they are not there, then student can be content with only a grade of “3”, it is necessary to take into account his efforts, diligence and diligence, and thereby his performance can be improved.
Often, in order to achieve the desired ""A's", parents force children to study additionally independently or with tutor , which often leads to overload of students. The consequence of this overload is the fact that, according to Doctor of Chemical Sciences, Professor, Corresponding Member RAS G.A. Yagodina, if upon entering first grade 10% of children suffer chronic diseases, then when leaving school only 10% of children are healthy and do not need medical supervision.
Approach to raising children in extracurricular activities
The problem of an individual approach to education has a long history of development. The great Czech teacher Jan Amos Comenius created a pedagogical system in which he developed the didactic foundations of education and upbringing. He saw the organization of individual work in combination with collective work.
The Russian teacher developed a methodology for individual approach to children. To this day, his ideas attract the attention of teachers when combinations of collective and individual forms of work with children are discussed.
believed that the principles of an individual and differentiated approach to children are very important when organizing and educating a children's team. It was he who concluded that when implementing a program of education and training of a person, the teacher must make adjustments to it in accordance with the individual characteristics of the child.
Currently, increased attention to the problems of differentiated and individual approaches to teaching and raising children is relevant. The principles of the educational process are fundamental, starting points that determine the pedagogical requirements for the organization, content, methods and forms of the educational system. An educator or teacher is always guided by both general pedagogical and special principles of education, reflecting the specifics of the educational process of a particular category of children. The principles of education require full implementation in practical activities, but they cannot replace special knowledge, skills, experience of the teacher. Therefore, even in the classroom, the teacher must be able to find a common language with each student. The principles on which the educational process is built cannot remain unchanged; they change and improve in connection with social and economic changes in society.
In the organization and implementation of extracurricular educational activities, differentiation and individual approach are one of the principles of education. The purpose of this educational system is to prepare the student for independent life in society, to labor activity The principle of an individual and differentiated approach requires both taking into account the individual characteristics of pupils and taking into account the degree of difficulty of tasks, exercises, the content of educational activities and different methods education. The principle of differentiation is aimed at achieving the optimal level of socialization of the pupil when using effective education technology. The main goal of a differentiated and individual approach to the lesson is the participation of each student, the opportunity to improve skills and abilities. One of the tasks of differentiation is the creation and further development of the child’s individuality and his potential. Differentiation - translated from Latin means division, stratification of a whole into parts. A differentiated approach is the creation of a variety of educational conditions in one group; it is a complex of methodological, psychological, pedagogical and organizational and managerial measures, due to the presence of variable features. Children with various features disorders, developmental disabilities in one class. They will differ from each other in cognitive abilities and activity. A differentiated approach to education involves the teacher’s implementation of educational tasks in relation to the age, gender, level of education and upbringing of students. Differentiation is aimed at studying the qualities of an individual, his interests, inclinations, level of self-awareness and social maturity. With a differentiated approach, students are grouped based on similarities in intelligence, behavior, relationships, and level of leading qualities. Educational work with a differentiated approach is carried out with groups. Each group of students requires an individual approach and personality-oriented education, as well as its own system of methods of pedagogical influence.
An individual approach is a specification of a differentiated approach. The socialization of each pupil under an individual approach is carried out taking into account the characteristics of his development and upbringing.
The teacher must take into account all the individual characteristics of the pupil: level of speech development, verbal communication, mental operations, features nervous activity, character, temperament, performance, culture of behavior, moral knowledge and their practical application; the level of emotional-volitional development, physical development, the conditions of his upbringing and development in the family, relationships with others, in particular with peers in the team.
An individual approach allows you to pay attention to individual pronounced developmental deficiencies of each pupil, through selective use, necessary in in this case, methods and means. Thanks to an individual approach, it becomes possible for the development of children with severe disabilities through the use of specific techniques and methods of correctional pedagogical work accessible to them. Individual work- this is the activity of a teacher that requires general, typical and individual knowledge, carried out taking into account the developmental characteristics of each child. It is expressed in the implementation of the principle of an individual approach to students in education.
An individual approach is necessary for our children, regardless of their success. Those who perform tasks well should not be delayed in their development; they need to be given additional ones in order to develop and arouse interest in classes. The weak are constantly monitored. It is necessary to take into account the individual characteristics of pupils in the educational process in order to actively manage the development of their mental and physical capabilities.
A necessary prerequisite for the successful implementation of the principles of an individual and differentiated approach in raising children is, first of all, the pedagogical tact of the teacher. A calm tone of address to a child, a word of encouragement, approval for a successful answer, for attention, successes give greater results than a rude remark or shout. The pupil, especially the weak one, must be sure that the teacher is interested in his successes, sees any progress, even the smallest, and rejoices with him. The effectiveness of individual educational work depends on the professionalism and experience of the teacher-educator. The teacher determines the forms and methods of educational influence and interaction: - respect for the self-esteem of the student’s personality; - involvement in all types of activities to identify his abilities and character traits;
Constantly increasing demands on the student in the course of selected activities;
Creation of adequate psychological soil and stimulation of self-education.
Education is based on certain provisions that express requirements for it and are implemented through the principles of an individual and differentiated approach. -
An individual and differentiated approach to raising children in extracurricular activities presupposes knowledge of the individual psychological characteristics of pupils; determination of tasks, analysis of educational work, making adjustments to the methods of education, taking into account the potential capabilities of each individual child.
Extracurricular educational work is the organization by the teacher of various types of activities for students outside of class time. This is a combination of different types of activities and has an educational effect on the child, contributes to the diversified development of his individual abilities. A variety of activities help the student’s self-realization, increase his self-esteem and self-confidence. Involvement in various types of extracurricular activities enriches personal experience, his knowledge, the necessary practical skills are acquired. It also helps develop children's interest in various types activities, the desire to participate in the work of the class. Pupils show their individual characteristics, learn to live in a team, and cooperate with each other. Each type of non-educational activity - creative, cognitive, sports, labor, play - enriches the experience of collective interaction.
Individual work with children begins with diagnosing the personality of each child, establishing friendly contact with them, and organizing joint collective activities. Recommended use various methods studying pupils: observing them in the process of training and education, analyzing the results of their activities (answers to questions, independent practical actions, crafts), conversations (with parents, with pupils), questioning, testing, analysis of documentation. The teacher will know the readiness of children to perceive the material, anticipate difficulties that may arise, use group and individual assignments, analyze the effectiveness of individual and differentiated
approach to education in the system, and not episodically.
A differentiated approach in the field of education is taking into account the individual interests of students, their capabilities, and abilities to implement organizational functions in a team. And the purpose of differentiation is educational: the prerequisites are created for the development of children’s interests and abilities. The teacher has the opportunity to help the weak and pay attention to the strong.
Individual and differentiated approaches - as a means of overcoming the discrepancy between the requirements of the educational process and the real capabilities of children.
Educational work in the classroom is carried out with groups (based on similarities in intelligence and behavior), each group requires an individual approach. I conduct all classes in a story-based and playful manner. This helps to activate children's attention and maintain cognitive interest throughout the lesson. Correctional and developmental tasks are solved using an individually differentiated approach: with one general task, the goals may coincide, but the methods of implementation may be different depending on the developmental disorders of the child. For example, if some students need verbal instructions, others need a demonstration. I use “energy minutes”, relaxation exercises, physical education minutes, which help relieve children’s fatigue, muscle tension. I select material for classes with different levels of difficulty, taking into account the characteristics of the students, individually. For example, in the games: “Collect a picture”, “Repeat and compose”, “Vegetables and fruits”, someone can assemble only from two parts, and someone from four or more. Or take outline images for coloring, you need to select
individually, not everyone knows the colors and cannot paint accurately. When making crafts, everyone has a certain level of task, individual characteristics (temperament, abilities, interests) are taken into account, but the goal is the same for everyone: to complete it beautifully and cleanly.
In the game, all aspects of the student’s mental development are revealed and formed. Through the roles he plays in the game, his personality is enriched; it is necessary for the child to feel his importance. Outdoor games contribute to the formation of moral manifestations.
The implementation of an individual approach to children during all types of activities must be considered as a certain interconnected system. The techniques and methods are different. The teacher’s task is to select those means that are most effective in a particular situation and that correspond to the individual characteristics of the student. And constantly rely on the team, on the collective connections of children within the group. After all, it is impossible to cultivate goodwill, a sense of mutual assistance, and responsibility for a common cause without a team.
The use of individual and differentiated approaches in raising children has a qualitative effect on increasing the level of performance in the classroom, on the depth and quality of learning the material by each student and the group as a whole.
Literature:
1. Basic concepts of differentiation are taken from the Internet.
2. Belopol personality diagnostics of children with mental retardation. M, 1999
3. About children with developmental disabilities.
4. “Russian Pedagogical Encyclopedia” vol. 1.M. 1999
5. Makarov individual training. Pedagogical Bulletin - 1994
6. Stepanov o modern approaches and concepts of education. M, 2003
Currently, there are signs of a discrepancy between the level of training of a significant part of school graduates and the growing requirements for training workers in common professions. Accelerating the pace and improving the quality of labor, the constant reduction of simple specialties in production, the transition of enterprises to other areas economic activity cause a number of difficulties in the adaptation of adolescents. For schoolchildren, teachers currently do not use all available reserves for improving educational work. In this regard, the existing difficulties in social adaptation graduates have an increasing trend. To radically solve the emerging difficulties, it is necessary to raise the level of quality new level individual and differentiated approach to training.
The concept implies didactic and learning. It is considered one of the key ones in the general and the essence of the individual approach is to take into account the personal characteristics of children in educational process. It allows you to actively manage the process of developing physical and mental capabilities. Within the framework of an individual approach, a comprehensive study of students is carried out. Based on the results obtained, the development of appropriate pedagogical measures of influence is carried out. This method is of particular importance in school teaching, since students differ significantly in their level of receptivity. The differences are due characteristic people characteristics of interests, temperament, etc. An individual approach includes all measures aimed at creating favorable conditions for the learning and development of students and determined in accordance with their personal capabilities. Particular interest in the use of this method is due to the significant variation in the abilities of people of the same age. If personal characteristics characteristic of some students are identified in others, then they are called typical. In other words, certain capabilities are characteristic of a certain group.
The essence of a differentiated approach to teaching
When solving pedagogical issues Special attention have socio-psychological characteristics of groups. A differentiated approach to training is one of the methods of implementing coordinated activities aimed at taking them into account. There are certain groups in the community that are informal or structural associations. They are highlighted by the teacher by similar personal characteristics every child. A differentiated approach to teaching is a method that occupies an intermediate position between frontal activity and interpersonal interaction. It makes it significantly easier. In conditions of large class sizes, it is not always possible to determine the content and forms of interaction with each child. Using a differentiated approach to training allows you to develop them for specific groups or categories.
Key directions
A differentiated approach to teaching children cannot be applied without studying interpersonal relationships. This method allows you to influence the interaction between the individual and the group, the group and the team, the child and the adult. The implementation of a differentiated approach to training is carried out different ways. Special meaning among them have game forms, competitions, situation modeling. All these activities should help unlock the potential of every child. The effectiveness of the method directly depends on the creative atmosphere, the content of interaction, and democratic management within the team.
System of measures
A differentiated approach to training and education includes a fairly large number of pedagogical actions. This method is a set of measures aimed at studying, taking into account and developing typological features. The objectives of a differentiated approach to training include ensuring:
- Achieving required results by each child in accordance with his real capabilities.
- Improving creative, value, cognitive, artistic, communicative potential.
- Perception of knowledge in accordance with real capabilities and orientation towards the “sphere of proximal development”.
Specifics of studying personal characteristics
The purpose of a differentiated approach to training is to identify and explore opportunities according to special criteria. These are several features by which the child is characterized as Each selected property is essential in determining the success of learning. Among the criteria there are dominant ones. One of these is considered to be the degree of training. The priority of this property is determined by the fact that the level of formation of interest in cognitive activity. This criterion also affects the student’s learning ability. This method of studying typical personal characteristics is most consistent with activities in modern conditions. The study of differences involves establishing indicators for their determination. In accordance with them, diagnostic materials are generated. As one of effective ways studying the degree of learning are test papers, and learning ability is a school test by definition mental development. In practice, these are the methods most often used by teachers. To determine the degree of cognitive interest in a particular subject, a questionnaire is used.
Property groups
In pedagogical practice, a certain classification of features has been developed that makes it possible to take into account the experience and results obtained by specialists using a differentiated approach to teaching. This division corresponds to three aspects of activity:
Analysis
Using a differentiated approach to teaching primary schoolchildren, personal characteristics can be determined through a comprehensive assessment. It reflects the specifics of activities in three areas of analysis. As a result, three groups are formed in which:
- All three sides are preserved to one degree or another.
- 1 or 2 components of activity are impaired.
- All three components of activity are not formed.
A differentiated approach to teaching primary schoolchildren includes the identification of typological time groups. They, in turn, are divided into subgroups. In the psychological and pedagogical literature, the following categories are distinguished:
A differentiated approach to teaching preschoolers allows for deepening, systematization and generalization of skills and knowledge. It is aimed at stimulating the development of the child’s cognitive independent activity. In addition, the method promotes the leveling of skills and knowledge. A differentiated approach to teaching preschoolers is especially effective when learning new material, testing and consolidating what has been learned, as well as during preparation homework. Independent activity in a team and at home are two interconnected elements that complement each other. When compiling homework Tasks of varying degrees of complexity and volume should be planned. In this case, it is necessary to take into account the real capabilities and interests of the children. To make the work of both teachers and students easier, it is recommended to compile a collection of differentiated tasks. It should group questions into sections. Each of them includes tasks at advanced and basic levels. The latter includes questions for children with low and average levels of learning, the first, respectively, for strong students. Basic level tasks should also be separated from each other. For children with low level training - write them in italics, with a medium - regular font. It is recommended to display questions for different degrees of cognitive interest with different icons.
Organization of a differentiated approach to training
One of the most important conditions for the correct implementation of the pedagogical process is the choice of a rational set of educational techniques and methods. It is also important to assess the quality of the knowledge gained and how to optimize it, taking into account age characteristics, level of training, development of general skills within the framework of educational and educational tasks being solved. In accordance with these factors, a balanced combination of new and traditional teaching methods with the introduction of innovative technologies is ensured. At the same time, the application of problem tasks and situations, reproductive, explanatory and illustrative, heuristic, partial search, research methods is optimized, and group work and activities in pairs, as well as technical means. Control and correction of skills and knowledge are carried out within the framework of multi-level assessment systems. It includes dictations and tasks on the subject, tests and training tasks, individual cards with questions, homework and independent work educational and controlling nature. As a criterion successful activities the quality of preparation of each child is important, and not the formal application of any pedagogical technique, method, means.
Technology
When applying a differentiated approach to teaching in primary school, it is necessary to take into account that each child develops in his own way. In this regard, laggards, excellent students and good students appear in the class. It is advisable to form level differentiation at certain stages of the lesson. To do this, you can mentally divide the class into several typological time groups. The educational process in this case will be built according to the real capabilities of each of them. A differentiated approach to teaching schoolchildren makes it possible to promote a child from a weaker group to a stronger one. In this regard, two key directions are outlined in the educational process. The first involves the identification of typological time groups, the second - the development and implementation of techniques and methods that correspond to each category. In the process of solving the first task, it is recommended to build on the children’s training. It is determined by written verification work, which cover all elements of the content of subject education and require the application of acquired knowledge at various levels of independence. Familiarization with academic performance in other disciplines is also carried out using the class magazine. It is also advisable to find out opinions about the team as a whole and individual students from other teachers. Conversations with parents are of no small importance to identify the personal characteristics of a particular child. Students can also be distinguished by the presence or absence of cognitive interest in a particular subject. If it is not there or the child often misses classes and has a small amount of knowledge, then he is classified as a lagging typological group. It is recommended to involve such students in individual and group lessons, to involve them in open lessons and extra-curricular activities, helping to develop their confidence.
Development and implementation of techniques
The second task of applying a differentiated approach is most successfully solved within the framework of separate and collective forms of planning educational activities. As one of the checking methods, you can use the degree of difficulty of tasks. It can be judged by several indicators. For example, problem-solving or creative tasks are, in an objective sense, more difficult for students than reproductive ones. The number of links in the reasoning process from the initial data to the answer also matters. The higher the number, the more difficult the task. For children included in the lagging group, the questions should be quite simple. Their content should be prepared taking into account the mandatory standard (minimum) in the subject. We should also not forget about the breadth of transfer of skills and knowledge. The most difficult in this regard include tasks in which students use material in several disciplines. In this case, an interdisciplinary connection is formed.
Difficulty indicators
The criteria by which the degree of difficulty of tasks is determined include:
- Problematic. As mentioned above, reproductive tasks are easier than creative ones.
- The distance from the source data to the answer to the question. The greater the number of links in the reasoning, the more difficult the task.
- The number of effects or causes to be established. The more of them you need to find, the more difficult the task.
- Number of sources used. The more there are, the more difficult the task.
Other methods
In practice, it is advisable to use a method of differentiating assistance from the teacher in the process of performing the same task. This method assumes that the weaker child receives more detailed instructions compared to those given to the stronger one. At the same time, successful children solve problems without any help from the teacher. They independently collect sources and determine the logical chain of task execution. For middle group is being developed standard plan. For weak students, cards should be prepared with questions arranged in accordance with the logic of heuristic discussion. All reasoning must be clearly directed from the first to the last stage. Another method is differentiated accounting of students. It can manifest itself in the formulation of individual creative tasks. For example, the teacher assigns certain children to prepare short reports. In this case, they should select information independently from additional literature. The teacher can also give the task to create a quiz, a crossword puzzle, come up with a continuation of a movie script or a commentary. In this case, it is important to correctly distribute activities between students, taking into account their real capabilities and using a differentiated approach to learning. This is especially important when working with laggards. The teacher needs to properly plan his assistance so that it contributes to the development of each child.
INDIVIDUAL APPROACH- organization of the educational process based on comprehensive consideration of the individual characteristics of each specific child. Individual approach- the most important psychological and pedagogical principle, according to which all the individual characteristics of each child must be taken into account in educational work with children.
DIFFERENTIATED APPROACH- taking into account in educational work the typical characteristics characteristic of a certain group of pupils.
Theoretical foundations of an individual approach to children. The problem of individualization of learning is multifaceted, both theoretically and practically, and is extremely controversial in attempts to resolve it. Human personality is multifaceted. It includes both qualitative and quantitative characteristics. Individuality is a single whole, inimitable, unique, internally consistent, aimed at implementing the vital functions of self-preservation, development and destruction. Foreign and domestic teachers made a great contribution to the development of the issue of individual approach: Ya.A. Komensky, I.G. Pestalozzi, J.-J. Rousseau, K.D. Ushinsky, L.N. Tolstoy; in the Soviet period - A.S. Makarenko, E.A. Arkin, V.A. Sukhomlinsky. Modern teachers and psychologists (V.M. Galuzinsky, A.V. Zosimovsky, V.L. Krutetsky, L.I. Knyazeva, Ya.I. Kovalchuk, etc.) consider an individual approach as a targeted impact on the child’s personality, taking into account his individual characteristics, the social environment in which he is located.
The essence of an individual approach. An individual approach to a child is the most important principle of education and training. The pedagogy of an individual approach means adapting methods and forms of work to these characteristics in order to successfully realize the common goal of all-round personal development and the formation of individuality. Adapting working methods to the individual characteristics of children should inhibit the development of those traits and qualities that do not correspond or contradict the requirements of society, its progress and, conversely, promote the development or formation of traits and qualities that represent a certain social value. This is achieved without painful personality breakdown and with less effort and money, which is the meaning of the individual approach. Every child needs an individual approach, and not just those who, for some reason, stand out from the group of children. Every child has something special, unique - it needs to be found and put to use.
Thus, The essence of the individual approach lies in the fact that the general tasks of education that face a teacher working with a group of children are solved by him through pedagogical influences on each child, based on knowledge of his mental characteristics and living conditions.
Features of a differentiated approach. With all the diversity of individual characteristics in children, there are also some common, typical features on which a differentiated approach to their upbringing and education is based. A differentiated approach is a specific form of intragroup division of children into subgroups based on similar, typical characteristics. These subgroups are temporary, they are dynamic; The transition from one group to another is carried out taking into account the level of development of each child.
An individually differentiated approach to students must be implemented in stages: I) study of the individual characteristics of children; 2) setting the objectives of pedagogical work, i.e. personality design; 3) selection of methods and means of educational influence; 4) analysis of the work performed and its adjustment for the subsequent period.
Differentiated and individual approach to training
IN Lately The interest of secondary school teachers in the problem of differentiated education for schoolchildren has increased significantly. And this problem remains relevant today.What is differentiated learning and an individual approach to learning?
Differentiated learning is usually understood as a form of organization educational 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.
Developing students' thinking is one of the main tasks primary school. The fact that learning in one way or another must be consistent with the level of development of the child is an established and repeatedly verified fact that cannot be disputed.
In a class-lesson system, when there are children in the classroom with different abilities, interests, different mental and physical development, a differentiated approach to it is necessary to ensure effective learning.
Carefully observing the students, the teacher sees that some have unstable attention, it is difficult for them to concentrate on the educational material, others strive for mechanical memorization of rules, and others are slow in their work. As a rule, children have different memory development; For some it is visual, for others it is auditory, and for others it is manual. Our task is to study the individual characteristics of students and facilitate their learning process. The most important thing is to arouse in children an interest in learning and a desire to fill gaps in their knowledge. To do this, you need to invest in them faith in their strengths, indicate the reasons for their lag and together find ways to overcome difficulties, and be sure to celebrate their slightest successes. A differentiated approach allows students to constantly feel their progress, because even minor success inspires children, encourages them to work better, and increases interest in knowledge.
How to build the process of differentiated learning?
Practitioners say: according to the degree of mental development and performance. Theorists believe: according to the degree of assistance to the student. Differentiation can be carried out according to the degree of independence of students when performing educational activities.
This work is complex and painstaking, requiring constant observation, analysis and recording of results.
For myself, I divided this work into several stages:
Studying the individual characteristics of students - physical (health), psychological, and personal. Including features of mental activity, and even living conditions in the family.
In this regard, the words of K. D. Ushinsky come to mind:
“If pedagogy wants to educate a person in all respects, then it must first of all get to know him in all respects.”
To do this, I use personal observations, questionnaires, conversations with parents, and also rely on the results of examinations conducted by our psychologists and speech therapist.
2.Selection separate groups students who differ:
Different levels of mastery of the material at the moment;
Level of performance and pace of work;
Features of perception, memory, thinking;
Balance of excitation and inhibition processes.
3. Drawing up or selection of differentiated tasks, including various techniques, which help students cope with the task independently, or are associated with an increase in the volume and complexity of the task.
4. Constant monitoring of the results of students’ work, 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 assigning groups of students.
From my point of view, it would be more correct not to divide children into “weak” and “strong”, but to classify them into 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 group 1 are characterized by low and unstable performance, increased fatigue, difficulties in organizing their own activities, and a low level of development of memory, attention, and thinking. They need constant stimulation, strong motivation, clear tracking of the time schedule, checking the quality of tasks, and including developmental tasks. Teachers usually pay maximum attention to these students to the detriment of others.
Children of group 2 are most satisfied with the teacher; there is little hassle with them. They have good memory and attention, normally developed thinking, competent speech, they are distinguished by diligence, conscientiousness, and high educational motivation. They need constant unobtrusive attention from the teacher, a little stimulation, and the inclusion of creative tasks.
Children of group 3 have “academic giftedness,” which is a unity of cognitive need, 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 “present” the material so that the gifted do not get bored, and children with learning and development difficulties understand it?
The effectiveness of a lesson depends on a number of factors. The teacher begins to work on it while writing the calendar-thematic plan. It is important to think over the place and role of each lesson in the topic, the connection between the lessons of the course, and allocate time for introduction to the topic, consolidation and practice, monitoring and correction of results.
Application of a differentiated approach at the stage of learning new material.
Student learning primary classes new educational material usually relies on the situationalization of what has already been studied through preliminary repetition (during homework) or conversation in class, or comprehensively through questioning and independent work.
For most students this preparatory work enough to update the necessary knowledge, skills and abilities. But students with a predominance of nervous processes of inhibition over excitation processes need to complete a number of tasks aimed at identifying key issues. Although slowly, they learned the educational material, however, to restore it they need a question, some kind of reminder.
Children with a predominance of nervous processes of excitation over inhibition processes, in whom the process of writing, solving, answering is ahead of the process of thinking, analyzing, need exercises with commenting. Repetition of the rule should be supported by practical work with an explanation of each action, reasoning about what should be done and for what purpose, what should be done first, what then.
Thus, we divide all students into three approximate groups:
The first are slow, timid, inhibition prevails over excitement;
The second is that excitement prevails over inhibition, they do not think about it, do not analyze what is said and written;
Third - balanced, thoughtful, focused.
Based on this, when studying the topic “Multiplying a two-digit number by unambiguous “In the complex of the conversation, the composition of the number, the names of the components during multiplication, and techniques for multiplying the sum by the number are repeated. After this, students of group 3 complete the task according to the textbook, and students of groups 1 and 2 - according to individual cards. At the same time, children of the 1st group, having once again repeated the necessary definitions and rules, work independently using the cards. With the rest, the teacher repeats the rule and methods of using it several times when solving examples, trying to get each child to comment on his actions. For this purpose, it is useful to explain sequentially the stages of action before the decision, and in the process of deciding the organization of work, voluntary attention and educational material are simultaneously formed. The following organization is also possible: after collective work, weak students ask questions to stronger students, the latter help them remember the material they need for the lesson. In this case, strong students have the opportunity to truly update their knowledge and skills.
A differentiated approach to learning when consolidating knowledge, skills and abilities.
The process of students mastering knowledge, skills and abilities, together with initial perception and comprehension, includes not only consolidation, but also consolidation at an advanced stage, training and creative.
The consolidation stage is predominantly independent activity of students, which is the most important way for the formation of the student’s creative individuality. It is necessary to develop in children both mental methods of rational educational actions and original ones, i.e. develop creativity. At this stage the teacher can use various options differentiated tasks by degree of difficulty, by degree of assistance, basic and additional tasks, tasks by volume, and also taking into account the interests and inclinations of children.
In Russian language lessons, task options by degree of difficulty are usually related to the level of complexity of the language material for the exercises. The propensity is determined, for example, by the choice of words for parsing by composition and writing the missing spelling, the prevalence of the sentence and the order of words in it (for parsing), the frequency of use of sentences and the selection of related words.
In mathematics lessons, task options differ in degree of difficulty by the nature of the solution (one, two or all possible ways, choosing the rational one from all possible), complexity mathematical material during calculations.
In lessons on reading and the world around us, the difference in tasks in terms of difficulty is determined by the need to use one’s experience, observations, evaluate, and attract additional information when completing them.
A differentiated approach to checking the knowledge of knowledge is used in the form of multi-level tests. We also use it when working on errors. The memo “How to work on mistakes” is often very cumbersome or designed for a strong student who can independently determine in which part of the word and which rule he made a mistake. But the weak student is lost and does not know which rule the mistake was made on. Based on this, a weak student needs a reminder that would tell him what rule the mistake was made on and in which a sample was given indicating how to correctly correct such a mistake. When assigning homework, we also use a differentiated approach.
In order for a differentiated approach to make the lesson more effective, this work must be carried out constantly, the tasks must be capacious and specific, the nature of the tasks must be only practical, and their testing and evaluation must be regular.
A reminder for working on mistakes.
Hyphenation.
Little, small
App-plication I,application, application.
2. Zhi, shi, cha, sha, chu, schu, chn, chn.
(Write the word correctly, choose three more words for this rule)
Machine, awl, cast iron, thicket, pike, river.
3. Capital letter in proper names.
Moscow - city name.
Ivanov Ivan Sergeevich - Full Name.
4. Unstressed vowels in the root, verified by stress.
Thunderstorms - thunderstorm, snow - snow.
5. Paired voiced and voiceless consonants at the root of the word.
Mushrooms - mushroom, fur coat - fur coat.
6. Unpronounceable consonants at the root of a word.
The sun is the sun, dangerous is dangerous.
7. Spelling of prefixes and suffixes.
From kindergarten, transition.
8. Separating b and b.
Entrance, blizzard.
9. Separate writing preposition with the word.
Into the forest, into the dense forest.
10. Soft sign at the end of nouns after sibilants.
Night - f.r., ball - m.r.
11. Unstressed vowels at the endings of adjectives.
By a (what?) deep lake, to a (what?) pine forest.
12. Unstressed case endings nouns
Walked (on what?) across the area - 3 sk., D.p.
13. Unstressed personal endings of verbs.
Write (not on -it, not except, 1 sp.) - writes
Build (on -it, 2 sp.) -build.
14. Verbs 2nd person singular.
You play – 2nd person, unit.
To diversify their teaching routine, teachers usually use various shapes and lesson genres.
In mathematics, you can hold “blitz tournaments” - these are lessons in problem solving. In the textbooks of the School 2100 educational complex, problem solving is carried out in the form of blitz tournaments: you need to solve a certain number of problems in the allotted time (3-5 problems in 1-2 minutes).
In a blitz lesson, students are asked to solve problems throughout the lesson. Internal and external differentiation brings variety and interest to this lesson: the teacher selects tasks of three levels of complexity, and leaves the right to choose the complexity of the task to the student. The lesson is assessed by rating, depending on the complexity and number of problems solved. For high rating the student must solve, for example, 3 difficult and 6 simple tasks– the choice is his.
Students, having quickly gained the required points, act as consultants for weaker students, teaching them.
Even the most unsuccessful students can cope with the tasks, because they can handle tasks with a low level of difficulty, and in case of difficulty, they can always take on another task or use the help of a consultant.
This form of the lesson is most effective in consolidating the solution of problems of one type (on the topic “Perimeter”, “Area”).
Non-standard lesson genres are often usedlesson games .
Examples.
1.The most convenient means of working iscards . For example, on the topic
"Unstressed vowels."
1 group . Fill in the missing letters. Choose test words from the suggested words. Write it down.
In...lna, in..sleep, d..mishko, Wavy, worry,
l..snoy. s..new, in..dichka. waves, oars, house,
spring, brownie, house,
woods, forest, pine trees, water,
pine trees, water
2nd 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. Place emphasis.
yes - 3. Select the root.
b-yes - 4. Change the word or select words with the same root, find
v-lna - test words.
5. Write the word, insert the letter.
6. Indicate the spelling.
3 group . Insert the missing letters, select and write down the test words.
prolly-ta-
d-waiting-
in-autumn-
gr-zoy-
tr-vinka-
str-la-
Mathematics.
Topic: “Solving difference comparison problems.”
1 group . Match the text of the problem with the correct expression.
Vitya has 2 cassettes with cartoons, and Katya has 3 more cassettes than Vitya. How many cassettes does Katya have?
2+3 3-2 3+2
2nd 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 tape?
3 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 it at worktasks with varying degrees of assistance or with varying instructions.
Topic: “Testable vowels”, 2nd grade.
Exercise. Words given:
Forests, circle, thunderstorm, pillar, grass, spot, year, plow, oak, arrow.
1 group . Distribute the words into two groups. In one, write down words with an unstressed vowel, in another - words with verifiable consonants.
2nd group . Divide words with different spellings into 2 groups.
3 group . Divide the words into two groups.
Russian language. 3rd grade. Topic: “Suggestions on the purpose of the statement.” Make sentences based on the purpose of the statement:
1 group . Narrative.
2nd group . Interrogative.
3 group . Incentive.
For lessons on summarizing the material studied, I widely use such a well-known form of educational control astest .
During the test, you can use everything: a notebook, a textbook, reminders, advice from consultants.
You can start taking tests from 2nd grade, and add an element of novelty to each test lesson.
When conducting the test for the first time, the teacher undertakes all preparation for the test:
Preparation of questions, selection practical material, assessment and organization of work in the lesson.
I gradually involve students in the work of preparing and conducting 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 the 3rd grade, the students themselves prepare and conduct the assessment.
The following tips will help the teacher when implementing a credit system:
1. Before the test, ask students to answer the questions in writing: What was unclear about this topic? What caused the difficulty? What would you like to know more about?
2. Based on the children’s answers, draw up test questions and prepare consultants (you can contact them in case of difficulty); work with experts on all questions of the topic (students who will accept answers on the theoretical and practical parts from classmates).
3. To select experts and consultants, you can ask the guys to draw up a questionnaire on the topic covered. Having worked with educational literature Having highlighted the main points in the topic, formulated them in the form of questions, and found answers to them, children can freely navigate the material.
4. To attract active work During the test, “average” and “weak” students are assigned the role of observers to the “strong” ones: they must monitor the taking and passing of the test, help the inexperienced expert, and direct his activities.
Thus, during the lesson, all students are active, aware of the importance and significance of the roles they perform, learn to ask leading, provocative questions, and oppose each other.
5. Try to introduce a rating system of assessment to avoid labels like “C” or “F”, although these grades are extremely rare in test lessons. The success of everyone instills in children confidence in the high-quality performance of test work, which is confirmed by expert computer programs.
When conducting control, teachers must analyze the work, bring it to the attention of students, and work on mistakes.
Variants of tasks according to degree of difficulty.
1 . First group .
Solve the example:
(3+2) x 19
Second group .
Solve an example different ways:
(3+2) x 19
Third group .
Solve the example in a rational way:
(3+2)x19
2.Draw a rectangle with sides 3 and 7 cm. Calculate its perimeter.
First group .
Calculate based on the drawing.
Second group.
Look at the drawing. Remember! The perimeter of a rectangle is equal to the sum of the lengths of all its sides. Calculate the perimeter.
Third group .
Complete the task yourself.
3. Remember which rains occur in the summer and which in the fall.
First group .
Make up a story using the words: thunderstorm, downpour, prolonged, short-lived, cold, warm.
Second group .
Make up a story based on the sentences: In the summer it rains.... than in the fall. Summer rains... pass ... and autumn .... , go... . Showers and thunderstorms occur more often... , and... they go protracted, endless.
Third group .
Write a story about summer and autumn rains.
First group.
Form words from the root –let- and from the prefixes from-, you-, pri-. Write down the words.
Second group .
Copy the words, find the root and prefix in them. Select the prefix.
Third group .
Consider action plans. Form words with prefixes from the word walks. Write them down.
Conclusion:
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 the 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 cares about the development of children and the success in learning of each student, then he will definitely implement an individual and differentiated approach to teaching.