The concept of “individually-differentiated approach. Differentiated approach to teaching

The principle of differentiated and individual approach is one of the main principles of the special school. Education of children with developmental problems takes place through a class-lesson form of organizing classes. This involves collaborative learning activities.

The group form of education is based on knowledge of the general age and psychological and pedagogical features of the development of children. After all, without knowledge of the basic features of thinking, memory, attention, emotional-volitional sphere of a particular group of students, it is impossible to teach them certain material in an accessible form and at the same time be sure that students are able to understand and assimilate the content. However, any student, in addition to general properties, has his own individual ones. In a child with developmental problems, individual personality traits are aggravated, therefore, the individualization of education in a special school is of particular importance and requires the teacher to pay closer attention to each of his students.

The principle of a differentiated approach to teaching in a special school is implemented in two directions. In accordance with one of the directions, the class is divided into several groups according to abilities and degree of learning. As a rule, there are three such groups; strong, medium, weak. Having done this procedure, the teacher plans the activities of the students in the lesson, gives a differentiated homework assignment.

Until the 60s. 20th century in special schools it was customary to single out a fourth group. It included children who steadfastly did not master the program of a special school, despite all kinds of individual assistance. In this case, it was about diagnosing such a child with a deeper degree of mental retardation - imbecility and transferring him to an individual form of education or placing him in special institutions of a closed type of social protection system. In accordance with the instructions for completing classes in a special school that were in force at that time, students with a diagnosis of "mental retardation in the degree of imbecility" were considered illiterate and could not be there. At the end of the 60s. 20th century the so-called im-becilian classes were disbanded.

The second direction of the principle of a differentiated approach to teaching concerns the content of education. So, depending on the geographical location of the region, its socio-economic, historical, natural and other conditions, students study a certain set of topics within a number of subjects. For example, the content of vocational education, history, geography lessons in large industrial cities or rural areas will be different. This approach helps to solve two problems at once. Firstly, this makes it possible to better use the individual characteristics of students, and secondly, it facilitates and makes more adequate their professional and labor training and further socialization and integration.

At present, one can see signs of a discrepancy between the level of education of a significant part of graduates of the correctional school and the growing requirements for the preparedness of workers in mass professions. The increase in the pace and quality of productive labor, the steady reduction in simple types of work in social production, the transition of enterprises to new ways of managing create certain difficulties in the adaptation of people who have graduated from correctional schools. These difficulties tend to increase.

On the other hand, even to the right extent when teaching the u.o. schoolchildren are not using the existing large reserves for improving educational work.

For a radical solution of this problem, the organization of an individual and differentiated approach must be raised to a much higher level.

Term “individual approach” designates the didactic principle of training and education - one of the most important both in general and in special pedagogy.

The essence of the principle of an individual approach is to take into account the individual characteristics of students in the educational process in order to actively manage the development of their mental and physical capabilities. An individual approach involves a comprehensive study of students and the development of appropriate measures of pedagogical influence, taking into account the identified features.

In a correctional school, an individual approach is especially important, since in terms of susceptibility to learning, u.o. students differ from each other much more than children with normal intelligence. The differences are due not only to the peculiarities of temperament, character, and interests inherent in all people, but also to the polymorphism of the main and the variety of accompanying defects inherent in the mentally retarded. The concept of “individual approach” includes all measures aimed at creating favorable conditions for the learning and development of students, determined by their individual capabilities.

Particular attention to the problem of an individual approach is associated with a wide range of educational opportunities for U.O. students of the same age. Many psychologists and defectologists have studied this issue.

G. M. Dulnev (1955) emphasized: “Since the forms of mental retardation are very diverse, the principle of an individual approach to teaching is of particular importance in a correctional school.” Moreover, he considered an individual approach not as an end in itself, but as a way to bring children to normal (frontal) forms of educational activity, to overcome and compensate for individual characteristics in a child's mental underdevelopment.

Zh.I. Shif (1965) notes that due to the unevenness of the defect, along with the victims, there are significant areas of preserved capabilities. Zh.I. Shif concludes that it is necessary to analyze the behavior of each child in his development, identifying the fund of individual positive opportunities that can serve to compensate for shortcomings. It must be emphasized that an individual approach is necessary everyone o.o.schoolchildren, regardless of their academic success, it just solves different goals. Underachieving students should “bring up” to the level of successful students and go to a greater amount of frontal work. But it is impossible to artificially delay the development of well-performing students: they need to be given additional tasks, sometimes, perhaps, in excess of the program requirements, in order to maintain and develop their interest in learning.

If the individual characteristics characteristic of some u.o. schoolchildren will be observed in others, then such characteristics are called typical, i.e. specific to a particular group of students. Accounting for typical features of the u.o. students is in the process differentiated approach. A differentiated approach is the teacher's consideration of individual characteristics groups students in the learning process.

To implement a differentiated approach, it is necessary, first of all, to differentiate students into types of groups and then organize training in accordance with the characteristics of the educational and labor activities of each group. Differentiation of children should take into account the potential of schoolchildren in learning. It is important that each student throughout the lesson be busy solving a task that is within his or her ability to do. only under this condition it is possible to maintain students' interest in learning. A differentiated approach is work with groups of students who, when mastering educational material, performing practical work, experience similar difficulties, which are based on the same or similar reasons.

In school practice, in a number of cases, a simple differentiation of students is used: doing well, average, poorly doing. To some extent, it helps the teacher to implement a differentiated approach. But this differentiation does not take into account the causes of schoolchildren's difficulties in learning and does not make it possible to purposefully help students cope with difficulties and advance in the assimilation of educational material. for example: two students have a low quality of workmanship - both are poorly performing. However, the reasons for their lagging behind are different: one lags behind due to motor disorders, having a relatively intact intelligence (analyzes, plans work, adequately evaluates), the other lags behind due to a low level of intellectual development and the associated pathological slowness of movements. Due to various reasons for lagging behind, these students cannot be assigned to one group, and the measures of a differentiated approach to them are significantly different.

To accumulate and disseminate the experience of a differentiated approach to different types of u.o. children need a classification that reflects their typical properties. With regard to labor training, 3 groups of properties are taken as the basis for such a classification, corresponding to target, executive and energy sides of educational and labor activity.

The target side is characterized by properties that reflect the processes of mastering a given goal, collecting and combining all the data necessary to solve the problem, i.e. orientation in the task, planning the upcoming work, changing plans and goals when using the task.

The executive side includes properties that characterize the processes of implementing plans: the practical transformation of the source material - the implementation of practical work, the formation of the correct techniques, skills and abilities, as well as the correlation of real actions and results obtained with mental ones, i.e. self-control. The physiological level of the executive side of activity reflects the properties of the visual, auditory and motor systems involved in self-control and performance.

The energy side covers properties that characterize activation the nervous system of students (energy of students): emotions, feelings, ability to volitional effort, degree of fatigue, endurance. The properties of the energy side of activity mainly determine the level of students' working capacity. However, the activation of activity also depends on the strength of motives. But the system of motives serves not only as an energy, but also as a guiding factor (V.G. Aseev), i.e. contains properties that are also related to the target side of activity (however, it should be noted that performance, like motivation, does not entirely lie in the plane of only the energy side).

The individual characteristics of students can be determined through a comprehensive assessment that reflects the characteristics of activities in three areas of analysis. All students can be divided into 3 groups:

Group 1 - all 3 aspects of activity are more or less preserved,
2 group– 1 or 2 aspects of the activity are violated,
3 group- all 3 components of labor activity are violated.

Mirsky L.S. all students were divided into 8 types.

1 type(this is 1 group of students) - basically successfully copes with learning in frontal work. There is no need for them systematically apply a differentiated approach with the task of overcoming the backlog in learning.

For students of the 2nd group, depending on the combination of violations, 6 types(2-7 types). Effective training of students of the 2nd group is possible only under the condition of a systematic differentiated approach to students.

8 type(this is group 3) - students do not master the material of existing curricula. Here the task is not of an individual and differentiated approach to teaching, but individualization learning, i.e. transfer of students to individual programs or to training in other types of labor (training of junior service personnel, i.e. external differentiation).

The main difficulty for these students is that these programs mainly provide for constructively and technologically manufacturing new products. Students assigned to type 8 can master the simplest professional activity only with at terms, if the same learning task is repeated several times, while the image of the product and the work plan are mainly acquired during the practical implementation of the task . Imitation - the main way of performing work tasks for such students. Students of type 8 in most cases are also not capable of mastering the material of existing curricula in general subjects. Therefore, for their training, it is advisable to organize special classes working according to a lightweight program. If separate education for students of type 8 is not organized, then they should be engaged in individual programs.

The organization of a systematic differentiated approach to students with typical learning disabilities includes work with six main types (types 2-7). In a particular study group, as a rule, all types of students are not found. In addition, the selected groups of students are not sustainable, stable. The number of allocated groups is not constant. It may vary depending on the nature and complexity of the educational material, on the preparedness of students for its assimilation, on the formation of the necessary prerequisites for this. The composition of the groups should change over time due to the different learning abilities of students and, accordingly, with the uneven progress of their progress, as well as depending on the tasks and stages of the lesson. A differentiated approach involves achieving the same goal in learning, but in a different way, with different methods.

Based on the preserved properties of students and the possibilities of their development, a differentiated approach sets as its main goal the correction of the most disturbed processes of labor activity, and therefore, a differentiated approach is one of the forms of corrective work. As a result of training, some shortcomings in students are overcome, others are weakened, thanks to which the student advances faster in his development. Development It is a transition from one state to another, more perfect. The more w.o. the child advances in his development, the more successfully he will master the educational material. Correction and development is a single, interconnected process. Thus, an individual and differentiated approach helps to solve the problems of correctional and developmental education. But it should be noted that an individual and differentiated approach does not replace front work. One of the most important factors in the successful assimilation of program material by each student is a combination of frontal and individual-group forms of work based on a systematic study of the characteristics of students. The teacher always has a task: in each lesson to determine the ways to achieve the goals in relation to each student. The combination of individual-group and collective work is not an easy task, because for this it is necessary to provide work for each student at a pace accessible to him. Work with strong students should be based on a constantly increasing content load. Individual work with weak students should be based on a systematic study of the difficulties they experience. One of the ways to combine collective forms of work with an individual approach is the use of differentiated tasks of varying degrees of difficulty (feasibility of tasks for different groups of students). You can divide the tasks into 2 parts: mandatory and desirable. This allows weak students to slowly complete the mandatory part, and strong students to complete the optional part. For a teacher in the implementation of a differentiated and individual approach, patience, perseverance, a benevolent attitude towards students, timely assistance, active involvement in teamwork, and encouragement of success are necessary. Evaluation of progress cannot be based on general evaluation standards, it must take into account the degree of progress of the student, stimulate the process of his learning and perform an educational function. It is very important in the implementation of an individual approach to compare the results of the student's development with his own achievements, not with the successes of other children. In a correctional school, a mark can be set not only for the final or intermediate result of labor, but for any progress in development, for compliance with safety rules, the correct organization of the workplace, for the degree of independence in the performance of the task, for the use of the correct methods of labor actions, for the ability to use measuring tools, etc. Any result of success should be appreciated - this increases motivation in learning and forms a stable positive attitude towards work.

A correctional school should create for each student optimal conditions for learning, all-round development and correction of existing shortcomings. The organization of such conditions requires a deep knowledge of the psychophysiological characteristics of students and their potential. The principle of the teacher's work: "Teaching_- study!" To carry out an individual and differentiated approach allows you to control the tracking of students, the dynamics of their development. The backbone of the pedagogical technology of the teacher is the results of tracking the development of students. Tracking is carried out according to special criteria corresponding to the development of three aspects of labor activity: target, executive and energy. Each teacher can modify the tracking criteria and introduce new ones depending on the specifics of their subject. I follow the dynamics of tracking the development of students according to the criteria presented in Appendix 1. I use circles of different colors as icons: red, blue, green and black, which corresponds to marks: 5, 4, 3.2. You can use “-” and “+” or some other symbols as icons. Analyzing the dynamics of student development, the teacher draws conclusions:

1. About the object of correction (that is, it is immediately clear what needs to be developed, what to correct, what the teacher should work on, what difficulties and difficulties the students have),
2. On the development of students (whether the student moves from one group to another: (3-2, 2-1).

The dynamics of student development helps the teacher to make plans for individual correction of students, that is, to make learning personally oriented, which will ultimately advance students in overall development.

Psychological and pedagogical diagnosis of students requires a certain amount of experience. But if the study of this problem helps to overcome the backlog of at least one student in each study and labor group, then on a national scale this will make it possible to include several thousand people in more efficient productive work.

LITERATURE:

1. Aseev V.G. “Motivation of behavior and personality formation”. M. 1976
2. Dulnev G.M. “Teaching and educational work in the auxiliary school”. M., “Enlightenment”, 1981.
3. Mirsky S.L. “Individual approach to students of an auxiliary school in labor education”, M. “Pedagogy”, 1990
4. Patrakeev V.G. “Psychological and pedagogical study of students by a teacher of labor” (magazine “Defectology”, No. 6, 1996)
5. Shif Zh.I. “Peculiarities of mental development of students of an auxiliary school”, M., 1965.

Differentiated and individual approach to learning

Recently, the interest of general education school teachers in the problem of differentiated teaching of schoolchildren has increased significantly. And this problem remains relevant today.What is differentiated learning and individual approach to learning?

Differentiated learning is usually understood as a form of organizing learning activities for different groups of students.

An individual approach is an important psychological and pedagogical principle that takes into account the individual characteristics of each child.

The development of students' thinking is one of the main tasks of elementary school. The fact that education must somehow be coordinated with the level of development of the child is an established and repeatedly verified fact that cannot be disputed.

In the conditions of the class-lesson system, when in the class there are children 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 of them have unstable attention, it is difficult for them to concentrate on the educational material, others tend to memorize the rules mechanically, and others are slow in work. As a rule, children develop memory in different ways; in some it is visual, in others it is auditory, and in others it is rudimentary. 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 put faith in your strength in them, indicate the reasons for their lagging behind 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 a slight success inspires children, encourages them to work better, and increases their interest in knowledge.

How to build a process of differentiated learning?

Practitioners say: according to the degree of mental development, performance. Theorists consider: according to the degree of assistance to the student. Differentiation can be carried out according to the degree of independence of students in the performance of educational activities.

This work is complex and painstaking, requiring constant monitoring, analysis and accounting of results.

For myself, I broke this work into several stages:

The study of the individual characteristics of students - both physical (health), and psychological, and personal. Including features of mental activity, and even living conditions in the family.

In this regard, the words of K. D. Ushinsky are recalled:

“If pedagogy wants to educate a person in all respects, then it must first of all recognize him also in all respects.”

To do this, I use personal observations, questionnaires, conversations with parents, and also rely on the results of surveys conducted by our psychologists and speech therapist.

2. Identification of separate groups of students that differ:

Different levels of assimilation of the material at the moment;

The level of efficiency and pace of work;

Features of perception, memory, thinking;

The balance of the processes of excitation and inhibition.

3. Compilation or selection of differentiated tasks, including various techniques that help students cope with the task on their own, or associated with an increase in the volume and complexity of the task.

4. Constant monitoring of the results of the work of students, in accordance with which the nature of differentiated tasks changes.

Each of these stages is difficult in its own way. Each teacher has his own approach to the selection of groups of students.

From my point of view, it would be more correct not to divide children into “weak” and “strong”, but to attribute them to three conditional groups. These groups are not permanent, their composition may change.

Group 1 - children requiring constant additional assistance.

Group 2 - children who can cope on their own.

Group 3 - children who are able to cope with the material in a short time with high quality and help others.

Children of the 1st group are characterized by low and unstable working capacity, increased fatigue, difficulties in organizing their own activities, a low level of development of memory, attention, and thinking. They need constant stimulation, bright motivation, clear tracking of the time regime, checking the quality of tasks, including development tasks. Teachers usually give maximum attention to these students to the detriment of the rest.

Children of the 2nd group are most satisfied with the teacher, there is little trouble with them. They have a good memory and attention, normally developed thinking, competent speech, they are distinguished by diligence, conscientiousness, high educational motivation. They need the constant unobtrusive attention of the teacher, a little stimulation, the inclusion of creative tasks.

Children of the 3rd group have "academic talent", which is a unity of cognitive needs, emotional involvement, motivation and the ability to regulate their actions.

How can a practicing teacher make each lesson productive and as effective as possible for all groups of students? How to “submit” the material so that the gifted do not get bored, and children with learning and developmental difficulties understand it?

The effectiveness of a lesson depends on a number of factors. The teacher begins to work on it even when writing a calendar-thematic plan. It is important to think over the place and role of each lesson in the topic, the connection between the course lessons, allocate time for introduction to the topic, consolidation and development, control and correction of results.

Application of a differentiated approach at the stage of studying new material.

The assimilation of new educational material by primary school students is usually based on the situationalization of what has already been studied through preliminary repetition (during homework) or conversation in the lesson, or in a complex way through a survey and independent work.

For most students, such preparatory work is enough to update the necessary knowledge, skills, and abilities. But students with a predominance of nervous processes of inhibition over the processes of excitation need to complete a number of tasks aimed at highlighting 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 processes of inhibition, in which the process of writing, solving, answering is ahead of the process of thinking, analyzing, exercises with commentary are needed. The repetition of the rule should be supported by practical work with an explanation of each action, arguing what and for what purpose should be done, what first, what next.

Thus, we will divide all students into three approximate groups:

The first ones are slow, timid, inhibition prevails over excitation;

The second - excitation prevails over inhibition, they do not think over, do not analyze what has been said and written;

The third is balanced, thoughtful, concentrated.

Based on this, when studying the topic "Multiplying a two-digit number by unambiguous » in the complex of conversation, the composition of the number, the name of the components in multiplication, the methods of multiplying the sum by the number are repeated. After that, the students of the 3rd group perform the task according to the textbook, and the students of the 1st and 2nd groups - according to individual cards. At the same time, the children of the 1st group, repeating the necessary definitions and rules once again, work independently on 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 their actions. To this end, it is useful to explain sequentially the stages of action before the solution, and in the process of the solution itself, the organization of work is simultaneously formed by arbitrary attention, and educational material. Such an organization is also possible: after collective work, weak students ask questions to the guys who are stronger, the latter help them remember the material they need for the lesson. In this case, strong students get the opportunity to really update their knowledge and skills.

A differentiated approach to learning when consolidating knowledge, skills and abilities.

The process of mastering knowledge, skills and abilities by students, together with the initial perception, comprehension, includes not only consolidation, but also consolidation at an advanced stage, training and creative.

The consolidation stage is predominantly an independent activity of students, which is the most important way of forming a student's creative individuality. It is necessary to form 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 for differentiated tasks according to the degree of difficulty, according to the 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 according to the degree of difficulty are usually associated with the level of complexity of the language material for exercises. The propensity is determined, for example, by the choice of words for parsing by composition and writing a missing spelling, the prevalence of the sentence and the order of words in it (for parsing), the frequency of using sentences and the selection of related words.

In mathematics lessons, task options differ in the degree of difficulty by the nature of the solution (one, two or all possible ways, the choice of a rational one from all possible ones), the complexity of the mathematical material in the calculations.

In the lessons of readings and the world around, the difference in tasks according to the degree of difficulty is determined by the need to use one's experience, observations, evaluate, and attract additional information when performing them.

A differentiated approach when checking ZUN is applied in the form of multi-level tests. We also use it when working on bugs. 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 on which rule he made a mistake. But a weak student is lost and does not know what rule the error was made on. Based on this, a weak student needs a memo that would tell him which rule was wrong and in which a model 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 the most effective, it is necessary to carry out this work constantly, the tasks must be capacious and specific, the nature of the tasks must be only practical, and their verification and evaluation must be regular.

Note for troubleshooting.

Hyphenation.

Small, small cue

Application I,application, application.

2. Zhi, shi, cha, scha, chu, shu, ch, ch.

(Write the correct word, pick up 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, checked by stress.

Thunderstorms - thunderstorms, snow - snow.

5. Paired voiced and deaf consonants at the root of the word.

Mushrooms - mushroom, fur coat - fur coat.

6. Unpronounceable consonants at the root of the word.

The sun is the sun, dangerous is dangerous.

7. Spelling prefixes and suffixes.

From kindergarten, transition.

8. Separating b and b.

Entrance, blizzard.

9. Separate spelling of a preposition with a word.

In the forest, in the dense forest.

10. Soft sign at the end of nouns after hissing.

Night - f.r., ball - m.r.

11. Unstressed vowels in the endings of adjectives.

Lake (what?) deep, to the forest (what?) pine.

12. Unstressed case endings of nouns.

I walked (on what?) across the square - 3 folds, D.p.

13. Unstressed personal endings of verbs.

Write (not on -it, do not exclude, 1 ref.) - writes

Build (to -it, 2 ref.) - build.

14. Verbs 2 person singular.

You play - 2 person, singular

To diversify the learning routine, teachers usually use different forms and genres of the lesson.

In mathematics, you can hold "blitz tournaments" - these are lessons in solving problems. In the textbooks of the EMC “School 2100”, problem solving is carried out in the form of blitz tournaments: you need to solve a certain number of problems in the allotted time standard (3-5 problems in 1-2 minutes).

In a blitz lesson, students are invited to solve problems throughout the lesson. Variety and interest in this lesson is brought by internal and external differentiation: the teacher selects tasks of three levels of complexity, and leaves the right to choose the complexity of the task to the student. Evaluation for the lesson is carried out by rating, depending on the complexity and number of tasks solved. For a high rating, the student must solve, for example, 3 complex and 6 simple tasks - the choice is his.

Students, having quickly gained the necessary points, act as consultants for "weaker" students, teaching them.

Even the most unsuccessful students can cope with tasks, because they can handle tasks with a low level of difficulty, and in case of difficulty, you can always take on another task or use the help of a consultant.

This form of the lesson is most effective when fixing the solution of problems of the same type (on the topic "Perimeter", "Area").

Of the non-standard genres of lessons, they often usegame lessons .

Examples.

1. The most convenient means of work iscards . For example, on the topic

"Unstressed vowels".

1 group . Insert missing letters. Choose from the suggested words test words. Write it down.

In ... lna, in .. sleep, d .. bear, Wavy, worry,

l..sleep. with.. new, in.. wild. waves, oars, house,

spring, brownie, house,

forest, forest, pines, water,

pines, water.

2 group . Fill in the missing letters using the algorithm. Write down the test words.

b-gun - Algorithm.

x-dit- 1. Read the word.

sl-dy- 2. Put the stress.

yes - 3. Select the root.

b-yes - 4. Change the word or pick up the same root, find

v-lna - test words.

5. Write a word, insert a letter.

6. Designate the spelling.

3 group . Fill in the missing letters, choose and write down the test words.

prol-tat-

d-waiting-

in-senny-

gr-call-

tr-wink-

str-la-

Mathematics.

Topic "Solving problems for differential comparison."

1 group . Match the text of the problem with the desired expression.

Vitya has 2 cassettes with cartoons, and Katya has 3 more cassettes than Vitya. How many cassettes does Katya have?

2+3 3-2 3+2

2 group . Write an expression for the problem.

The width of the tape is 9 cm. This is 7 cm more than the width of the braid. What is the width of the ribbon?

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 at worktasks with varying degrees of assistance or with different instructions.

Topic: "Checked vowels", Grade 2.

Exercise. Words given:

Forests, circle, thunderstorm, pole, grass, spot, year, plow, oak, arrow.

1 group . Divide the words into two groups. In one write out the words with an unstressed vowel, in the other, words with checked consonants.

2 group . Divide words with different spellings into 2 groups.

3 group . Divide the words into two groups.

Russian language. Grade 3 Topic: "Suggestions for the purpose of the statement." Make sentences on the purpose of the statement:

1 group . Narrative.

2 group . Interrogative.

3 group . Incentive.

For the lessons of generalization of the studied material, I widely use such a well-known form of learning control asoffset .

On the test, you can use everything: a notebook, a textbook, memos, advice from consultants.

You can start conducting a test from grade 2, and add an element of novelty to each of the test-lessons.

Conducting the test for the first time, the teacher takes over all the preparation for the test:

Drawing up questions, selection of practical material, assessment and organization of work in the lesson.

Gradually I involve students in the preparation and conduct of the test: they prepare questions, select material for the practical part, act as consultants and experts themselves, and conduct self-assessment of activities in the lesson.

By the end of grade 3, the students themselves prepare and conduct the test.

When introducing a credit system, the following tips will help the teacher:

1. Before the test, ask the students to answer the questions in writing: What was not clear in this topic? What caused the difficulty? What would you like to know more about?

2. Based on the answers of the children, make up test questions and prepare consultants (they can be contacted in case of difficulty), work with experts on all questions of the topic (students who will receive answers on the theoretical and practical parts from classmates).

3. For the selection of experts and consultants, you can ask the guys to compile a questionnaire on the topic covered. Having worked with educational literature, highlighting the main points in the topic, formulating them in the form of questions, finding answers to them, children can freely navigate the material.

4. In order to involve “average” and “weak” students in active work on the test, they assign the role of observers to “strong” ones: they must monitor the acceptance and passing of the test, help an inexperienced expert, direct his activities.

Thus, in the lesson, all students are active, realize the importance and significance of the roles they play, learn to ask leading, provocative questions, and oppose each other.

5. Try to introduce a rating system of assessment to avoid the labels "C", "D student", although these marks are extremely rare in test-lessons. The success of each instills in children confidence in the quality of the performance of control work, which is confirmed by computer programs-experts.

Carrying out control, teachers must make an analysis of the work, bring it to the attention of students, and work on the mistakes.

Variants of tasks according to the degree of difficulty.

1 . First group .

Solve an example:

(3+2) x 19

Second group .

Solve the example in 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.

Consider 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 are in summer and which are in autumn.

First group .

Make up a story using the words: thunderstorm, downpour, protracted, short-term, cold, warm.

Second group .

Make up a story based on the sentences: It rains in summer .... than in autumn. Summer rains ... pass ..., and autumn .... , go ... . Showers and thunderstorms are more frequent .... , and ... 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-, at-. Write down the words.

Second group .

Write off the words, find the root and prefix in them. Select attachment.

Third group .

Review 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 work, diagnose both after studying each topic and during the study of the topic.

I use differentiation at different stages of the lesson. The types of differentiated tasks depend on the goal set by the teacher.

If a teacher is concerned about the development of children, the success in learning of each student, then he will definitely implement an individual and differentiated approach to learning.

The essence of the principle of differentiated learning

To date, there are several approaches to defining the principle of differentiated learning. According to these approaches, the principle of differentiated learning is understood as:

• didactic position, which involves the division of students into groups, based on their characteristics and based on the principle of individualization of the learning process;
• a special approach of the teacher to different groups of students, based on the organization of educational work with these groups, based on their capabilities and needs;
• management of individual activities of students, taking into account their age and mental abilities, which act as the basis of this group of students;
• the optimal combination of various forms of education (general class, group and individual);
• conditional division of students into groups, which in the process of learning can change in content.

The principle of differentiated learning provides for the division of students into groups. This division is conditional. It is customary to distinguish the following groups of students (according to the level of learning):

• First group. This group includes students with high learning rates. The students of the first group are characterized by the fact that they are able to independently find a solution, have the skills of self-learning, in the process of solving educational tasks they are able to use several types of solutions.
• Second group. Students in this group have an average pace of learning, can independently solve tasks with an average level, and if the conditions of the task become more complicated, they need the help of a teacher.
• Third group. Students of the third group have a low rate of progress in learning, they experience difficulties in mastering new material, do not have self-learning skills and are not motivated to learn.

Remark 1

Thus, the principle of differentiated learning involves the organization of the educational process so that it is optimal for students with different levels. For the effectiveness of the educational process, within the framework of the implementation of this principle, the teacher combines different forms of education.

Implementation of the principle of differentiated learning

The implementation of the principle of differentiated learning is applicable at various levels of learning.

Learning new material.

In the process of preparing for the passage of new educational material, the teacher must take into account the capabilities of each student and organize the presentation in the most optimal way so that all students can understand and assimilate the new educational material.

This stage of the educational process is one of the most important for subsequent training and assimilation of further material. Therefore, the teacher must take a responsible approach to its organization. When presenting new material, it is necessary to make maximum use of the impact on various analyzers that contribute to favorable perception and assimilation, as well as various methods and methods of presentation.

Orientation to the final result.

Orientation to the final result determines the differentiated attitude of the teacher to the input material. Students should be given sufficient time to master the material covered, while taking into account that weaker students need more time, while stronger ones need less. Accordingly, the teacher should divide the children into groups, while one group (weak students) master new material, stronger ones can deal with the solution of training exercises.

Consolidation of the studied educational material.

At this stage of learning, the principle of differentiated learning implies that in order to consolidate the material covered, students need to be given tasks individually, taking into account their level. At the same time, stronger students can perform not only standard tasks, but also additional (complicated) ones.

As exercises aimed at consolidating the educational material, as part of the implementation of the principle of a differentiated approach, the teacher can use the following types of tasks:

• tasks of a mandatory level (must be completed by all students, regardless of level);
• tasks to prevent typical mistakes (also necessary for all students to solve);
• complicated tasks (designed for students with a high level).

Control and assessment of knowledge.

The implementation of control and assessment of knowledge within the framework of the implementation of the principle of differentiated learning is aimed at identifying the level of assimilation of the studied educational material.

When monitoring the activities of students, the child himself determines the level of his abilities and chooses the tasks with which he can cope, therefore, the assessment of the student's work is determined based on the level of complexity of the tasks he has chosen.

The main function of control is seen in the constant monitoring of the progress of the implementation of educational activities, the timely detection of various errors in their implementation.

Homework.

Particularly great opportunities for differentiation open up in homework. Homework is given by the teacher in the form of exercises, tasks, and also in the form of cards on which the task and the algorithm for its implementation are given. Homework is differentiated not only by the level of knowledge and the process of mastering the educational material, but it is also customary to divide them depending on the class of study (primary, middle and senior classes).

The main goal of homework is to consolidate the student's knowledge of the material covered, as well as to identify possible difficulties in mastering the educational material, for subsequent elimination.

Remark 2

Thus, the principle of differentiated learning is aimed at organizing an optimal educational process for all students, regardless of their level of mastering the educational material, the pace of learning, mental and age capabilities. The implementation of the principle of differentiated learning is carried out by conditionally dividing students into groups, according to their capabilities and needs.