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Ways to differentiate teaching in primary school. Methodological work "Technologies of differentiated learning in primary school"

Use of technology level differentiation learning in their practice in primary school.

Today the school is aimed at achieving a new, modern quality of education, at solving vital important tasks and problems. What should a student master when leaving the walls of elementary school?

Of course - the ability to learn. First of all, the student must have developed universal learning activities (ULA). The federal government is telling us this. educational standards new generation. In order to implement them, I had a need to study and use modern educational technologies in my teaching activities. But first, let’s find out what technology is.

Technology is a set and sequence of methods and processes for converting source materials that make it possible to obtain products with specified parameters.

In my practice I use the following technologies:

1.Game technology

2.Group activity technology

3.Computer information and communication technology

4. Problem-dialogue technology

5.Technology level differentiation training

Let's take a closer look at each technology.

Technology of level differentiation of training

The technology of differentiated learning is a set of organizational solutions, tools and methods of differentiated learning, covering a certain part of the educational process.

The goals of differentiated learning: to organize the educational process based on taking into account the individual characteristics of the individual, i.e. at the level of his capabilities and abilities.

The main task: to see the student’s individuality and preserve it, to help the child believe in himself, to ensure his maximum development.

I will focus on intraclass differentiation.

Since the class is made up of children of different levels of development, the need for a differentiated approach inevitably arises when teaching at different levels.

I believe that an important aspect in the development of personality is the implementation of an individual and differentiated approach to students in the pedagogical process, since it is this that involves the early identification of children’s inclinations and abilities, the creation of conditions for personal development. Intraclass differentiation in primary school has existed for a long time, is the main way to individualize learning, therefore teaching children who are different not only in their level of preparation, but even in their learning capabilities is perhaps the most difficult task facing a teacher primary classes. And it is impossible to solve it without an individual approach to learning.

Level differentiation allows you to work both with individual students and with groups, preserving the children's team in which personal development occurs. Its characteristic features are: openness of requirements, giving students the opportunity to choose how to learn the material and move from one level to another. The teacher’s work system using this technology includes various stages:

Identification of backlogs in knowledge and equipment;

Eliminating their gaps;

Eliminating the causes of academic failure;

Formation of interest and motivation to study;

Differentiation (by degree of difficulty) of educational tasks and assessments of student performance

The main goal of my use of level differentiation technology is to train everyone at the level of their capabilities and abilities, which gives each student the opportunity to obtain the maximum knowledge according to their abilities and realize their personal potential. This technology allows you to make the learning process more effective.

When organizing multi-level education, I take into account the intellectual abilities of children and at the end of the 4th grade they reach the level of the age norm, this indicates the positive impact of multi-level education on the development of the child.

Carrying out a differentiated approach, I am guided by the following requirements:

creating an atmosphere conducive to students;

actively communicate with students to ensure that the learning process is motivated; so that the child learns according to his capabilities and abilities; so that he has an idea of what is expected of him;

Students of various levels are invited to master a program appropriate to their capabilities (each “take” as much as he can).

For multi-level training I use:

Information cards, including, along with the task for the student, elements of dosed assistance

Alternative tasks for voluntary completion

Tasks whose contents were found by the student

Tasks that help in mastering rational methods of activity

Multi-level differentiation of learning is widely used at different stages of the educational process: learning new material; differentiated Homework; taking into account knowledge in the lesson; ongoing testing of mastery of the material covered; independent and control work; organization of work on errors; consolidation lessons.

Russian language. Let me give you an example of how the check works: homework on the topic: “Verb”.

This work was compiled based on the basic requirements for the knowledge, skills and abilities of fourth grade students.

1st level "A"

A proposal outline is given. Make up three sentences for this diagram (creative work).

2nd level "B"

1. Three sentences are given. Choose the sentence that matches the proposed scheme.

2. Parse the verb as a part of speech (there is no algorithm).

3rd level "C"

A proposal has been given.

1. Parse the sentence by members of the sentence, by parts of speech.

2. Parse the verb according to the scheme (according to the algorithm)

Mathematics. Based on their general requirements for the mathematics course, I propose work, during the current assessment of mastery of the material covered, on the topics: “Solving problems on movement. Solving examples on the order of actions. Solving problems to find the area and perimeter of a rectangle” (IV grade)

Task No. 1

3rd level "C"

Solve the problem: “Two trains go towards each other from stations, the distance between which is 485 km. The first one left 2 hours earlier and moves at a speed of 53 km/h. 3 hours after the second train left, they met. What is the speed of the second train?”

2nd level "B"

Create an inverse problem

1st level "A"

Change the condition of the problem so that it can be solved with fewer actions.

Task No. 2.

3rd level "C"

Find the meaning of the expression:

7800-(398+507*6)=

2nd level "B"

Change one of the numbers so that the value of the expression is written as a four-digit number.

3rd level "C"

Change the order of actions so that the meaning of the expression changes.

Task No. 3

1st level "A"

Solve the problem: “The area of the rectangle is 36 cm2. The width of the rectangle is 4 cm. What is the perimeter of the rectangle?”

2nd level "B"

Solve the problem: “The area of the rectangle is 32 cm2. What are the length and width of a rectangle if the width is 2 times shorter than its length?”

3rd level "C"

Solve the problem: “The perimeter of a rectangle is 26 cm, the area is 42 cm2. Determine its length and width”

The world. We offer a multi-level task when studying new material and taking into account knowledge in the lesson,

“Use of level differentiation technology in elementary school lessons.”

1. Definition of the concept of differentiation.

2. Definition of the concepts of external and internal differentiation.

3. Stages of organizing internal differentiation

4.Three types of differentiated tasks

5. Differentiation of content.

6. Options for organizing differentiated work in the classroom.

8.Bibliography.

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Topic: “Using technology of level differentiation in lessons in elementary school.”

Puchkova O. V. primary school teacher MBOU Secondary School No. 4, Achinsk

1. Definition of the concept of differentiation.

2. Definition of the concepts of external and internal differentiation.

3. Stages of organizing internal differentiation

4.Three types of differentiated tasks

5. Differentiation of content.

6. Options for organizing differentiated work in the classroom.

7. Conclusions.

8.Bibliography.

True meaning pedagogy is to ensure that even a person who finds it difficult to do what others can do does not feel inferior, but experiences high human joy, the joy of knowledge, the joy of intellectual work, the joy of creativity.

Sukhomlinsky V.A.

Entering the adult world, children find themselves in different conditions, occupy different jobs, and can choose their area of activity, types of entertainment, circle of friends and family as they wish. We often say: “How terrible it would be if everyone were the same.” Different children have different characters, different interests, health characteristics and peculiarities of perception of the world.

One of the main directions of modern learning is individualization, where the basis is a differentiated approach to learning. What is differentiation, differentiated learning and what is the purpose of this pedagogy? technology pursues?

Differentiation translated from the Latin “difference” means division, stratification of a whole into parts. Differentiated learning is a form of organizing the educational process in which a teacher, working with a group of students, takes into account their characteristics. Differentiation of learning (differentiated approach to learning) is the creation of a variety of learning conditions for various classes, groups in order to take into account their characteristics. And the goal of differentiation is to train everyone at the level of their capabilities, abilities, and characteristics.

There are concepts of internal and external differentiation.

External differentiation.Creation of special types of schools and classes in which students with certain individual characteristics are enrolled.

Internal differentiation.Organization of the educational process within the class according to groups of students who differ in the same stable individual characteristics.

Stages of organizing internal differentiation:

1. The criteria according to which groups are created are determined

students.

2. Carrying out diagnostics based on selected criteria.

3. Students are distributed into groups taking into account the diagnostic results.

4. Differentiation methods are determined, tasks are developed for

selected groups of students.

5. A differentiated approach is implemented at various stages of the lesson.

6. Diagnostic monitoring of students’ work results is carried out,

according to which the composition of groups may change.

In any education system, there is a differentiated approach to one degree or another. There are several proprietary pedagogical technologies for differentiation of learning: intra-subject - author Guzik N.P., level-based based on mandatory results - author Firsov V.V., cultural education based on the interests of children - author Zakatova I.V. But all these technologies have one goal, which is further development the child’s individuality, his potential, the development of cognitive interests and personal qualities.

How can a teacher make learning optimal for each child in the class, taking into account his or her characteristics? Each teacher can find his own options for work. It is important to note that the composition of groups changes in different lessons or extracurricular activities, since differentiation can be carried out according to different criteria. The advantage of organizing classes this way is the development of independence skills and ample opportunities to provide assistance to those children who need additional attention.

Differentiation of learning and pedagogical support for this process. technology is a system in educational theory and practice.

Scientists, doctors, innovative teachers urge us to more often apply and use everything new in our work.

And for us, teachers, it is important that we want to learn new things, introduce them into the learning process and not be afraid to put modern teaching into practice. technology in our information age. To achieve the set tasks and goals, it is not edifying, forced training, but as Basil the Great said, “Forced training cannot be firm, but what enters with joy and cheerfulness firmly sinks into the souls of those who listen...”.

Primary school is an important stage in the age development and personality formation of children; it must and certainly must guarantee high level education. Our school educates children with different levels of development, and since a public school is not able to offer each student an individual curriculum, our teachers are looking for teaching models that can ensure personal development, taking into account individual psychological and intellectual capabilities.

Today, the school is in a tireless search for new, more effective approaches, means and forms of teaching and educating students. The interest in this is quite understandable.

Most of the technologies used in education are focused on a group method of learning with uniform requirements, time expenditure, and volume of material studied without taking into account the characteristics of the individual psychological development of each student, which does not bring significant results in learning. Until recently, the standard school was based on the statement of Zh.Zh. Rousseau, as if people are the same from birth and pure, like boards, then it was not the laws of nature that forced her to do this, but ideology. As a result, school is disliked (and often hated) not only by “lazy” children, but also by quite hardworking children.

I believe that the success of the learning process depends on many factors, among which an important role is played by teaching according to the child’s abilities and capabilities, i.e. differentiated learning.

Currently, one of the leading trends in the development of our elementary school is its differentiated education.

Experience recent years shows that the most effective form individualization of educationalThe process that provides the most favorable conditions for the child (when selecting the appropriate level, complexity of educational material, compliance with the didactic principles of accessibility, feasibility) is differentiated education.

Goals of differentiated instruction:organize the educational process based on taking into account individual characteristics of the individual, i.e. at the level of his capabilities and abilities.

Main task:see the student’s individuality and preserve it, help the child believe in himself, and ensure his maximum development.

I'll stop at intraclass differentiation.

Since the class is made up of children of different levels of development, the need for a differentiated approach inevitably arises when teaching at different levels.

I believe that an important aspect in the development of personality is the implementation of an individual and differentiated approach to students in the pedagogical process, since it is this that involves the early identification of children’s inclinations and abilities, the creation of conditions for personal development. Intraclass differentiation in elementary school has existed for a long time and is the main way to individualize learning, so teaching children who are different not only in their level of preparation, but even in their learning capabilities is perhaps the most difficult task facing a primary school teacher. And it is impossible to solve it without an individual approach to learning.

Identification of backlogs in knowledge and equipment;
Eliminating their gaps;
Eliminating the causes of academic failure;
Formation of interest and motivation to study;
Differentiation (by degree of difficulty) of educational tasks and assessments of student performance

Internal differentiation involves a conditional division of the class:

by level mental development(level of achievement);
by personal psychological types (type of thinking, character accentuation, temperament, etc.).

Children have always begun, and will continue to begin, studying the school curriculum with different initial prerequisites. In quantitative terms, it looks like this: the majority of students (about 65%) enter school with approximately the same level of mental development, which is what is accepted as the norm; 15% exceed this level to a greater or lesser extent, and 20% of children, on the contrary, do not reach it.

As practice shows, normal children (having normal indicators for all levels of development) are found only in books. Almost every child has one or another (even minor) deviations, which in the future can lead to a lag in educational activities.

It should be noted that the level of students’ readiness for school (the educational process) is not the same and decreases every year. For some, it meets the conditions for the success of their further education, for others it barely reaches the acceptable limit.

Data obtained from all tests make it possible to build an individual profile of a child’s readiness for school, on the basis of which his level of development is determined.

Carrying out a differentiated approach, I am guided by the following requirements:

creating an atmosphere conducive to students;
actively communicate with students to ensure that the learning process is motivated; so that the child learns according to his capabilities and abilities; so that he has an idea of what is expected of him;
Students of various levels are invited to master a program appropriate to their capabilities (each “take” as much as he can).

For multi-level training I use:

Information cards, including, along with the task for the student, elements of dosed assistance
Alternative tasks for voluntary completion
Tasks whose contents were found by the student
Tasks that help in mastering rational methods of activity

Multi-level differentiation of training is widely usedat different stages of the educational process:learning new material; differentiated homework; taking into account knowledge in the lesson; ongoing testing of mastery of the material covered; independent and control work; organization of work on errors; consolidation lessons.

Differentiation of the content of educational tasks:

by level of creativity,

according to difficulty level,

by volume,

according to the degree of independence,

by the nature of assistance to students
Differentiation methods can be combined with each other, and tasks are offered to choose from. The technology of differentiated learning involves the voluntary choice by each student of the level of tasks.

3 Organization of level work in the lesson

Goal: create psychological comfort and train everyone at the level

opportunities and abilities.

Level differentiation provides:

Availability of a basic, compulsory level of general educational training.

The basic level is the basis for differentiation and individualization of requirements for students.

The Basic Level must be completed by all students.

The results system must be open (the child must know what is required of him).

Along with the basics, there is the possibility of advanced training, determined by the depth of mastery of the content of the academic subject. This is ensured by a level of training that raises the level of the minimum standard.

Differentiated tasks are an important means of teaching and education, aimed at developing the mental and creative activity of students, their interest in studying the subject.

1. Identify three types of differentiated tasks “A”, “B”, “C” of varying degrees of complexity.

2. I correctly divide the children into 3 groups of variable composition. A student who yesterday worked in a group of level 1 (task “C”), tomorrow can work in a group of level 2 (task “B”) if he has mastered the basics.

Three types of differentiated tasks

Slide captions:

Technology of differentiated learning Performed by primary school teacher MBOU “Secondary School No. 4” Puchkova Olga Vladimirovna

epigraph The true meaning of pedagogy is that even a person who finds it difficult to do what others can do does not feel inferior, but experiences high human joy, the joy of knowledge, the joy of intellectual work, the joy of creativity Sukhomlinsky V.A.

The purpose of differentiation is to train everyone at the level of their capabilities; adaptation (adaptation) of teaching to the characteristics of different groups of students.

Objectives: 1. The main objective: to see the student’s individuality and preserve it, to help the child believe in himself, to ensure his maximum development. 2. Training each student at the level of his capabilities and abilities. 3. Constant monitoring of learning results.

How to make the learning process more flexible, more tailored to each student? It is no secret that adjusting students' knowledge to formal identical requirements inhibits the mental development of schoolchildren and reduces their educational activity. When focusing on the “average school student” in the learning process, children, as a rule, are overloaded with academic work and at the same time intellectually underloaded. How to make the learning process more flexible, more tailored to each student? The answer to this question is given by the new teaching technology “Level differentiation ”, allowing for more active use of the potential capabilities of students.

Today, the school is in a tireless search for new, more effective approaches, means and forms of teaching and educating students. Level differentiation presupposes such forms of teaching that make it possible to provide as much knowledge for a particular student as he can accommodate. School is an important stage in the age-related development and personality formation of children; it must and certainly must guarantee a high level of education. Our school educates children with different levels of development, and since a public school is not able to offer each student an individual curriculum, our teachers are looking for teaching models that can ensure personal development, taking into account individual psychological and intellectual capabilities.

Differentiated learning. Most of the technologies used in education are focused on a group method of learning with uniform requirements, time expenditure, and volume of material studied without taking into account the characteristics of the individual psychological development of each student, which does not bring significant results in learning. The success of the learning process depends on many factors, among which an important role is played by teaching according to the child’s abilities and capabilities, i.e. differentiated learning.

Differentiation translated from Latin means division, stratification of a whole into different parts. Differentiated learning is: a form of organizing the educational process in which the teacher works with a group of students, compiled taking into account whether they have any common qualities that are significant for the educational process

Differentiated education Differentiated education creates conditions for the maximum development of children with different levels of abilities: for the rehabilitation of those who are lagging behind and for the advanced training of those who are able to learn ahead of time. The most effective form of individualization of the educational process, which provides the most favorable conditions for the child (when selecting the appropriate level of complexity of educational material, observing the didactic principles of accessibility and feasibility), is differentiated instruction.

Methodological basis Formation of a support that provides all students, regardless of their abilities, with mastery of a basic system of knowledge and skills. Identification and open presentation to all participants of the educational process of the level of compulsory training of the “student must” type. Introduction higher level requirements of the type “the student wants and can” Explicit, and not artificially formal recognition of the child’s right to choose the level of mastery of the material and reporting Compliance of the content, control and assessment of knowledge with the level approach

Types of differentiation External differentiation. Creation of special types of schools and classes in which students with certain individual characteristics are enrolled. Internal differentiation. Organization of the educational process within the class according to groups of students who differ in the same stable individual characteristics.

Stages of organizing internal differentiation: 1. The criteria in accordance with which groups of students are created are determined. 2. Carrying out diagnostics based on selected criteria. 3. Students are distributed into groups taking into account the diagnostic results. 4. Methods of differentiation are determined, tasks are developed for selected groups of students. 5. A differentiated approach is implemented at various stages of the lesson. 6. Diagnostic monitoring of student performance results is carried out, according to which the composition of groups may change.

Differentiation of the content of educational tasks: by level of creativity, by level of difficulty, by volume, by degree of independence, by the nature of assistance to students

Level differentiation ZERO level of activity Psychological - pedagogical characteristics of students are passive, have difficulty getting involved in work, expect the usual pressure from the teacher, have no interest, do not know how to work independently, do not try to look for their own solution; slowly get involved in work, their activity increases gradually

Directions of work Do not offer them tasks that require a quick transition from one type of activity to another Spend moments of psychological relief Create a special emotional atmosphere for the lesson Address such children only by name Praise, approval, kind, affectionate tone

Level differentiation RELATIVE-ACTIVE level Psychological and pedagogical characteristics of students interest appears only in connection with an interesting topic, lesson content or unusual teaching methods willingly begin new types of work, but if difficulties arise, they just as easily lose interest in learning hastily

Directions of work Their attention can be “kept” by questions that the students themselves ask at the end of the lesson on its topic. Willingly use the answer plan, table, reference signal, algorithm. Emotional support is very important for them. An emotional-intellectual atmosphere should accompany the entire lesson

Level differentiation EXECUTIVE-ACTIVE level Psychological and pedagogical characteristics of students systematically perform homework, are willing to participate in educational activities, offer original solutions, work mostly independently, begin to get bored if the material is simple or the teacher is busy with weak students, gradually get used to limiting themselves to the educational task and no longer want or are out of the habit of looking for non-standard solutions

Directions of work Encourage independence in learning Stimulate with problematic, partially search and heuristic situations in the lesson Create role-playing situations (the role of an expert observer, sage, knowledge keeper, etc.) Forms of control for them should differ from the usual reproduction of knowledge

Level differentiation CREATIVE level Psychological and pedagogical characteristics of students like to solve problem, search, non-standard tasks strive for self-expression through various types of creativity

Directions of work Creating conditions for personal self-realization, the opportunity to express one’s attitude to the world Special Moves, stimulating creative activity cooperative learning brainstorming group discussion ideation method

Positive aspects of differentiated and individualized approaches No struggling students in the class; Full-time employment for all students, independently moving from level to level; Formation of personal qualities: independence, hard work, self-confidence, creativity; Increasing cognitive interest and motivation to learn; Development of students' abilities.

Difficulties in implementing differentiated and individual approaches Major preparatory work before class; Processing of material content, Didactic support; Preparing students for this form of work; Pedagogical monitoring.

Three types of differentiated tasks “C” “B” “A” 1 level of complexity - this is the basic standard. The student masters the basic level. Level 2 - ensures that students master those methods of educational activity that are necessary to solve application problems. Additional information is introduced that deepens the material of level 1, shows the application of concepts Level 3 - provides for fluency in factual material, methods of educational work and mental actions, provides developmental information, deepens the material, its logical justification, which opens up prospects for creative application

Level differentiation The teacher correctly divides the children into 3 groups of variable composition. A student who yesterday worked in a group of level 1 (task “C”), tomorrow can work in a group of level 2 (task “B”) if he has mastered the basics. Level 1 – reproductive, works at the level of knowledge, understanding (task “C”) under the guidance of a teacher (instruction, frontal work, analysis with subsequent recording, instructional cards). Level 2 – constructive, applies acquired knowledge (task “B”). After explanation, the task is completed independently with mandatory verification. Level 3 – creative, deepens knowledge (task “A”). The task is completed independently.

Conclusions DIFFERENTIATED TEACHING Technology Denotes effective attention to each student, his creative individuality in the context of a class-lesson teaching system according to compulsory curricula. Involves a combination of frontal group and individual tasks to improve the quality of learning and development of each student. Cognitive activity and intellectual activity of each student are successfully developed with taking into account his capabilities and abilities.

Russian language lesson in grade 2, level 1 - copy the text by inserting the missing letters. Winter The (winter) winter has arrived. The fluffy (rug) on the (lying) side of the snow lies on the (field) fields and (hill) hills. (Tree) D.. revya (standing) st..yat (quiet) t..ho. In the (forest) l..su all (trail)tr..kicks were swept away. You can (go) through the forest only on skis. Severe frosts hit. (river) The river is frozen. The guys made (more) bigger (rolls) to..current. There is always (fun) fun at the skating rink.

Russian language lesson in 2nd grade, level 2 - copy by inserting the missing letters and selecting test words. Winter Winter has come. The snow lies like a fluffy blanket on the fields and hills. D..review st..yat t..ho. All the steps were swept away in the l..su. You can only go through the forest on skis. Severe frosts hit. R..ka is frozen. The guys did a great job. It's always fun at the skating rink.

Russian language lesson in grade 2, level 3 - copy the text, emphasize unstressed vowels. Choose test words. Winter Winter has come. Snow lies like a fluffy carpet on the fields and hills. The trees are quiet. All the paths in the forest were covered with snow. You can only walk through the forest on skis. Severe frosts hit. The river is frozen. The guys made a big skating rink. It's always fun at the skating rink.

Math lesson in 2nd grade. Level 1 - pose a question and solve a problem. Problem: “Vika had 50 rubles. She bought the album for 15 rubles. Level 2 - Complete the condition, pose a question and solve the problem. Problem: “Vika had 50 rubles. She bought the album for ... rub. Level 3 - pose a question and solve a problem. Compose and solve inverse problems. Problem: “Vika had 50 rubles. She bought the album for 15 rubles.

Math lesson in 2nd grade. Level 1 - draw a broken line of three links 2 cm, 3 cm, 4 cm long. Find the length of the broken line. Level 2 - draw a broken line of three links. The length of the first is 2 cm, the length of each next link is 1 cm longer than the previous one. Find the length of the broken line. Level 3 - draw a broken line of three links. The length of the first link is 2 cm, the length of the second link is 1 cm greater than the first, the length of the third link is equal to the length of the first and second links together. Find the length of the broken line.

Lesson of the surrounding world in 2nd grade, level 1 - among the proposed samples, find granite, coal, limestone, oil. Level 2 - find out from the description what kind of mineral we are talking about and find it among the samples. “This rock is very durable, gray or pink in color. Consists of feldspar, mica and quartz. Level 3 - find out from the description what kind of mineral we are talking about, find it among the samples. Name the properties of this rock and its uses.

Thank you for your attention

1. Introduction “Pedagogical technologies”.

In today's world, we teachers must demonstrate technological and information literacy in order to be eligible to teach in school. In the information age, preparing schoolchildren for life requires their close familiarity with the methods of transmitting, receiving and processing information.

“Forcible learning cannot be firm, but what enters with joy and cheerfulness sinks firmly into the souls of those who listen...” Basil the Great. (Appendix 1. Slides 1, 2)

Mass education inevitably requires the use of various teaching methods. technologies. What is technology? (Slide 3)

Technology is a detailed way of carrying out a particular activity within the framework of the chosen method.

A method in didactics is a set of techniques and actions that allow you to implement a specific task. in a certain way. (Slide 4)

Thanks to new technologies, modern schools are developing new relationships in the “teacher-student” system, where the main content is the abolition of coercion (within reasonable limits). Among the various ped. The technologies most frequently used in our school can be identified (Slide 5):

technology of collaborative learning method (small group learning);
technology of the project method (this process is organized on the basis of joint work, cooperation of students and teachers; allows children to master the ability to independently search and explore);
technology modular training(the basis of the educational process of this technology is a lesson; this could be called a lesson-block, emphasizing that a block consists of separate lessons, each of which is a completely logically completed unit).

The essence of the new ped. technology is to go not from the educational subject to the child, but from the child to the educational subject, to go from the capabilities that the child has, to teach him taking into account the potential capabilities that need to be developed, improved, enriched. They fundamentally provide for an individual and differentiated approach to the training and education of students. However, the most modern ped. technologies, even if the teacher knows a person-oriented method, cannot be fully implemented without creating a certain developmental educational environment for the child.

2. “Development of the educational environment.”

Many schools do not provide free movement for children, imposing a sedentary lifestyle. Despite the fact that today it seems to most adults that modern children move a lot freely, scientists and doctors talk about a lack of movement in children, which leads to an increase in the number of children with poor posture. They sit motionless at their desks during lessons; they are most often not allowed to run around the school corridors during recess, not to mention the classroom. And movement for a person, especially for a child, is life.

We are accustomed to the fact that in our schools the standard arrangement of furniture in the classroom prevails: desks (tables) for students, standing in rows, are oriented towards the blackboard and the table for the teacher. Modern technologies assume that the teacher becomes the organizer of everything that happens in the classroom, skillfully poses problems to children and teaches them to independently find solutions through joint discussion, searching for the necessary information in different sources (in reference books, encyclopedias, on the Internet, through experimentation, etc.) The teacher acts together with the children, studies, explores, reads, draws, gives advice and consults with them, shares experience, and plans further actions together with the children. Consequently, to organize and conduct a modern lesson, a different setting and arrangement of school furniture is required:

discuss something comfortably, sitting in a circle or arranging desks in a “square” (Slide 7);
in the case when several children have a common task, it is more convenient for them to sit together (Slide 8);
the need to work independently with a book, with an individual task on a card, writing an essay, etc. involves a separate workplace, although you can sit in pairs (Slide 9);
and for building on the floor of a city, palace or unusually large geometric figure, in order to talk and discuss about what has been created, it is necessary to move tables and chairs to the walls, and free up space in the center of the class (Slide 10);
Some children, in accordance with their mood or well-being, can be offered privacy; for this, a “Seclusion” corner is created in the class; it can be called whatever you like (Slide 11).

For various changes in space, it is necessary to have easily movable furniture in the classroom. One should not be afraid to rearrange objects in the classroom depending on the assigned tasks for a particular lesson or extracurricular activities.

The educational environment can be conditionally classified into one used by the teacher - demonstration and used by students - handout. (Slide 12) This division is very arbitrary; each object is used in different areas and in different types of educational activities. There are many options for great crafted handouts, but I have had success using a variety of handouts: peas, acorns, pine cones, etc.

The use of school furniture, demonstration material, teaching material, PC, projector and other TCO tools help me achieve my goal in creating an educational environment. The classroom should be a place where children get acquainted with real things used at various stages of lessons and extracurricular activities. In my class, “activity centers” have been created with the material located in them: “mathematical” (material for organizing classes and lessons in mathematics) (Slide 13); “language” (materials for written work, rules, exercises) (Slide 14); “literary” (material on speech development, fiction for reading) (Slide 15); “creative” (many tools for designing, sculpting, drawing, cutting, etc.) (Slide 16); “ecological” (devices, equipment for studying the surrounding world, handouts) (Slide 17).

3. “Differentiated learning.”

Differentiation translated from Latin “difference” means division, stratification of the whole into parts. Differentiated learning is a form of organizing the educational process in which a teacher, working with a group of students, takes into account their characteristics. Differentiation of learning(differentiated approach to teaching) is the creation of a variety of learning conditions for different classes and groups in order to take into account their characteristics. A purpose of differentiation– training everyone at the level of their capabilities, abilities, characteristics.

In any education system, there is a differentiated approach to one degree or another. There are several proprietary pedagogical technologies for differentiation of learning: intra-subject - author Guzik N.P., level-based based on mandatory results - author Firsov V.V., cultural education based on the interests of children - author Zakatova I.V. But all these technologies pursue one goal, this is the further development of the child’s individuality, his potential, the development of cognitive interests and personal qualities.

How can a teacher make learning optimal for each child in the class, taking into account his or her characteristics? In my class, I divided the children (conditionally) into three groups according to their performance (Slide 20): first – high, second – medium, third – low. Assigned a color to each group (or a symbol). Each teacher can find his own options for work. It is important to note that the composition of groups changes in different lessons or extracurricular activities, since differentiation can be carried out according to different criteria. The advantage of organizing classes this way is the development of independence skills and ample opportunities to provide assistance to those children who need additional attention.

4. “Organization of mathematics lessons with a differentiated approach to teaching.”

I have been working on L.G.’s textbooks for a long time. Peterson - mathematics course under the School 2100 program. This course is part of a single continuous mathematics course, which is designed in accordance with student-centered, activity-oriented and culturally oriented principles. (Slide 22) Lessons are based on problem-dialogical technology. The main feature of such lessons is when children “discover” mathematical concepts themselves; the teacher only directs the activities of the students; Children and teacher sum up together. All work is thought out in such a way that you can apply a differentiated approach at any stage of the lesson.

The scope of tasks for the lesson is thought out (Slide 23):

careful study with all children of tasks 2-4 (related to the study of a new topic);
the teacher develops the rest of the material at his own discretion;
for those who are weaker, 3-4 key tasks on a new topic and repetition tasks are required;
Stronger children are offered all the tasks that are included in the lesson and additional ones (in time).

Training exercises are performed in parallel with the study of new mathematical concepts, so they do not tire children, especially since, as a rule, they are carried out in a playful way. What is important is that completing all the tasks from the textbook is not mandatory for every child. The volume of tasks in the textbook allows you to take into account the different levels of training of students. Thus, every child with a low level of preparation has the opportunity to “slowly” practice the necessary skill, and more prepared children constantly receive “food for the mind,” which makes mathematics lessons attractive for children.

5. “Level differentiation in problem solving.”

Many teachers, including myself, are familiar with the difficulties associated with organizing frontal or independent work on a text problem in the classroom (Slide 25):

some students are able to see different solutions;
others require significant assistance;
most students are just beginning to understand the content of the task;
the other part, albeit smaller, already knows how to solve it.

How to organize work on a task in a lesson so that it corresponds to the capabilities of students? First, I chose to form mobile groups; I divide them into groups based on the achievement of the students’ level of training. Second, I use different sets of cards, which are prepared in advance in three versions

Their peculiarity is that they offer three options for tasks of varying degrees of difficulty:

No. 1 – difficult.
No. 1-A – less complex.
No. 1-B – easy.

The cards contain pictures, drawings, instructions, and tips. They are selected by topic. First, the work is carried out with a teacher, where the skill of working with such cards is developed, and later independently. I note that for ethical reasons, the level is not indicated in the card offered to the student, and the difference in options can be indicated by circles of different colors, or another symbol, in the upper corner of the card (Slide 26)

Additional tables and diagrams are a huge help. (Slide 27, 28) (Appendix 3)

The organization of such work in the classroom is important. Due to the fact that the variants of the tasks are adapted to the abilities of the students, and the printed form of presenting the task eliminates the difficulties associated with the design, children feel more confident, and the teacher during this work has the opportunity to provide individual assistance to individual students.

Conclusion: working on a text problem in the lesson with the help of task cards, tables, diagrams allows you to organize multi-level work in the lesson, and organically fit into the course of the lesson, it is convenient to organize. Increases students' independence and allows them to develop the ability to solve word problems at an accessible level of complexity.

6. Conclusion.

Differentiation of learning and pedagogical support for this process. technology is a system in educational theory and practice.

Scientists, doctors, innovative teachers urge us to more often apply and use everything new in our work.

And for us, teachers, it is important that we want to learn new things, introduce them into the learning process and not be afraid to put modern teaching into practice. technology in our information age. Once again I would like to return to the beginning of my report; in order to achieve the set tasks and goals, it is not edifying, forced training, but as Basil the Great said, “Forced training cannot be firm, but what enters with joy and cheerfulness sinks firmly into the souls.” listening..." (Slide 30)

Bibliography:

Education Center: “Teaching Technologies” website: math.ru
“Cognitive independence of students and the development of educational technology.” V.V. Guzeev.
"Educational environment: from modeling to design." V.A. Yasvin.
"Social and educational technologies." G.K. Selevko.
Educational system "School 2100"; www.school2100.ru
Monthly magazine "Primary School Plus Before and After".
Math flashcards. M.I. Moreau, N.F. Vapnyar.
Math flashcards. S.I. Volkova.
“Super blitz” arithmetic, geometric problems, logic (first, second parts). M.V. Bedenko.

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Features of differentiated learning junior schoolchildren in technology lessons

Introduction

Chapter 1. Psychological and pedagogical features of differentiated education in primary school

1.1 General principles organization of differentiated learning in a modern primary school

1.2 Forms of organizing educational work with children of primary school age during differentiated instruction in technology lessons

1.3 Analysis of the experience of using a differentiated teaching method and its application in technology lessons in primary school

Chapter 2. Experimental study of the use of a differentiated approach when teaching primary schoolchildren in technology lessons

2.1 Ascertaining study of the activities of 2nd grade students

2.2 Specifics of differentiating children in technology lessons

Conclusion

Bibliography

Application

Introduction

Modern concepts of primary education are based on the priority of the goal of educating and developing the personality of a junior schoolchild based on the formation of educational activities.

It is necessary to create certain conditions so that each student has the opportunity to fully realize themselves and their individual characteristics.

Each class consists of students with completely different development and levels of preparedness. They have different attitudes to learning and different interests. Most often, the teacher needs to teach based on the average level of development and training of children. This always leads to the fact that “strong” students are unnaturally restrained in their development, losing interest in learning, and “weak” ones are forced to exist as laggards. Students classified as “average” are also different, having different interests and inclinations, with different characteristics of perception, thinking and memory. Therefore, it is necessary to ensure that each student works to the fullest of his abilities. It is worth noting that the child needs to feel self-confidence and a sense of joy from the learning process.

To do this, the educational process should be built based on the principle of an individual approach.

One of the ways of an individual approach is differentiation of training. Since one or another individual feature is most often characteristic of several students, then individual approach can be carried out to a group of schoolchildren who differ in the same characteristics. In pedagogy, this approach is called differentiated. It in no way excludes individual work with individual students.

The foundations of a differentiated approach were laid in the works of: I.S. Yakimanskaya, P.P. Blonsky, B.M. Teplova, I.I. Rezvitsky.

The founders of the concept of “differentiated approach” in teaching are K. Rogers, V. Fraklja, A. Maslow, R. May, V. Fraklja. This concept first appeared abroad at the beginning of the 20th century.

Currently, a number of scientists like E.V. Bondarevskaya, N.N. Alekseev, D.A. Belukhin, I.D. Demakova, A.M. Kushnir and many others are researching and developing concepts, models, technologies for a differentiated approach to teaching.

The relevance of differentiation of the educational process is due to:

1. The provisions of the Federal State Educational Standard of NEO: “Primary education must guarantee the diversity of individual educational trajectories and educational development.”

2. Convention on the Rights of the Child: “The child has the right to preserve his or her individuality.”

Each period is characterized by characteristic features, its own changes in the development and behavior of the child.

Reasonably organized education should adapt to age characteristics. With age, the growing personality’s relationship to learning, to himself, and to the reality around him changes. A person’s needs, interests, and beliefs change, as well as his outlook on life, his relationship to the entire world around him and to himself. Ignoring or denying the natural stages of development will in any case lead to a false statement, as well as to the opportunity to learn any social experience, any knowledge, skills and abilities at any age, when selecting and applying the appropriate methodology.

Based on this, it was formed research problem: what are the features of differentiated learning for younger schoolchildren in technology lessons?

The solution to this problem is also purpose of the study.

Object of study: activities of junior schoolchildren in technology lessons.

Subject of study: the process of organizing differentiated education for younger schoolchildren in technology lessons.

Research objectives:

consider the problem of periodization of mental development;

consider the approaches of famous psychologists to periodization and methods of its construction;

superimpose the child’s condition at given periods of his development on his performance in technology lessons;

consider all possible options for dividing children into groups according to any psychological characteristics for work in technology lessons in a modern school;

analyze whether the method of dividing children into groups during technology lessons in elementary school will work.

The following methods were used to solve problems:

- Theoretical: analysis of psychological and pedagogical literature;

Empirical (practical):

Testing children for mental disorders

Work with students (conversation, observation, comparison, testing);

Collective and individual work of students;

Analysis of the results of students’ creative work

Experimentalbase was the Municipal Autonomous Educational Institution "Secondary School No. 2".

This work consists of an introduction, two chapters, a conclusion and an appendix. The first chapter is devoted theoretical foundations differentiated learning. The second chapter will examine the application of differentiated instruction in practice and present an analysis of the work done.

Chapter 1. Psychological and pedagogical features of differentiated education in primary school

1.1 General principles of organizing differentiated learning in a modern primary school

One of the important tasks of a modern primary school is to create certain conditions for all children to receive an education (regardless of individual characteristics). The child should be comfortable at the time of training. This is why differentiated learning exists.

Children of the same age category differ from each other in physical and spiritual development, in typological characteristics of higher nervous activity, interests, abilities, etc. A teacher at school will try to take the average bar in order to teach the entire class as a whole. But such training will not be effective and efficient. It turns out that “Strong” students are artificially restrained in their development, thereby losing interest in learning (which does not require mental effort from them), and “weak” students are doomed to chronic lag and their interest in learning also fades away (which requires much more mental effort from them).

To avoid such situations, it is worth building the educational process based on the principle of an individual approach.

The principle of differentiation of teaching is a provision according to which the pedagogical process is structured as differentiated, namely the widespread use of various forms, methods of teaching and organization of educational activities based on the results of psychological and pedagogical diagnostics of students' educational capabilities, inclinations, and abilities.

One of the main types of differentiation is individual education of the child. The technology of differentiated learning consists of a set of organizational solutions, tools and methods. Which cover one of the most important areas of the educational process.

The basis for implementing differentiated learning is the formation of groups. These groups are based on the developmental characteristics of children.

Individual differences also manifest themselves in the types of thinking: in some children, practically effective thinking predominates (solves a problem in the process of practical activity), in others, visual-figurative thinking predominates (involves a visual representation of the situation without real practical actions), and in others, verbal-logical thinking (use concepts, logical constructions). But in real life, all these types of thinking are closely interconnected, and the learning process should be aimed at developing each of them.

Most often, differentiated instruction is necessary for children who do not perceive information the first time. They require a special approach and special teaching methods. The main feature when working with such children is not passive adaptation to mental weaknesses, but the principle of actively influencing the mental development of schoolchildren in order to form them as much as possible, actively countering the idea that they have about their own inability or inferiority.

Also, differentiated learning is important for children who have a high level of mental development. Studying with children with developmental delays will lead to difficulties.

Differentiation in the educational process can be divided into types:

by level of creativity (Determine the child’s creative approach to a particular task)

work based on a model, work to reproduce knowledge

by difficulty level

by volume of work performed and degree of independence

by the nature of mutual assistance to comrades

When dividing students into groups, it is necessary to choose what type of division this division will take.

Currently, teachers are trying to resort to differentiated instruction less and less often. It is believed that every child has the right to receive knowledge on an equal basis with everyone else (even if the child has serious developmental disabilities). Of course, every child should receive knowledge, but in this case, the knowledge gained will not be of high quality, since all children are different and their performance is accordingly different.

One of the American psychologists gives a figurative comparison of all children with a flock of birds flying south in the fall: in the middle there is a solid cloud of birds, in front and behind the solid mass thins out, the same goes for schoolchildren. Ahead are those who are achieving, behind are those who are lagging behind and those who are not achieving.

Currently, there are 5 models of differentiation in global educational practice:

selective-stream (three streams - lightweight, basic, advanced. Classes within streams are homogeneous, transition from stream to stream is possible only at the end of the academic year);

selective-level (within classes there are groups of facilitated learning, basic and advanced; transition is possible two or three times a year);

mixed abilities (classes are small and homogeneous. Children begin studying the topic together, then testing is carried out and the class is divided into two streams);

integrative (mixed ability groups);

innovative (within a class or group);

These models include three options for differentiating student learning:

1. Formation of homogeneous classes from the initial stage of schooling based on the diagnosis of dynamic personality characteristics and the level of mastery of general educational skills.

2. Intraclass differentiation at the secondary level, carried out through the selection of groups for separate training at different levels (basic and variable), enrollment in groups is made on a voluntary basis according to the levels of cognitive interest of students.

3. Profile training in primary school and high school, organized on the basis of psychological diagnostics, expert assessment, recommendations from teachers and parents, self-determination of schoolchildren.

There are two main forms of organizing differentiated learning: internal and external differentiation.

External differentiation of education is the main form of differentiated education for students, which involves the creation of relatively stable groups and specialized classes in which the content of education and the educational requirements for students differ. Stable groups of specialized classes of students are created on the basis of certain criteria, namely: cognitive interests, general and special abilities that are achieved in training, results and performance, projected professional activity etc.

Working in such classes, a characteristic feature is the transfer of the center of gravity from teaching to learning (as independent study and assimilation of information, mastery of educational skills). In this case, the teacher is no longer the only or even the main

source of information. First of all, he is the organizer of students’ independent work and their consultant.

Groups are created taking into account: interests, inclinations; abilities; achieved results; projected profession.

"External differentiation"

Table 1

Internal differentiation of instruction is a form of differentiated instruction that is carried out by dividing all students into certain groups within the class. The purpose of organizing educational work when using various methods training, at different levels of mastering program material is internal differentiation. This form of differentiation gives us different variations in the pace of studying educational program material, the choice of educational tasks and different types of pedagogical activities in the lessons, while determining the nature and extent of assistance from the teacher.

Internal differentiated instruction is most often organized in large groups of students or in the whole class. Study groups are selected according to certain criteria and characteristics depending on the goals and objectives of the lesson. The main feature of internal differentiation of student learning is its focus not only on students with learning difficulties, but also on gifted children.

1. Model of heterogeneous classes. A student studies in the same heterogeneous class in all subjects.

2. Integrated model. Children with different abilities placed in one group, the emphasis is on individuality, individual development and independent learning.

"Level differentiation- organization of education in which schoolchildren, studying according to one program, have the right and opportunity to master it at various planned levels: at compulsory (basic, standard education) and advanced

The process of child development, first of all, must be considered as a stage-by-stage process. The most essential thing for child psychology is to clarify the transition from one stage (or period) to another. At the same time, those general provisions with which we have already become acquainted will be specified.

What's happened childhood, period? Are there objective signs, criteria for these periods? Some authors consider this process in time coordinates, dividing time into intervals without distinguishing stages.

A certain age in a child’s life, or the corresponding period of his development, is a relatively closed period, the value of which is determined, first of all, by its place and functional significance on the general curve child development. Each age, or period, is characterized by the following indicators:

A certain social situation of development or that specific form of relationship into which a child enters with adults in a given period;

The main or leading type of activity (there are several various types activities that characterize certain periods of child development);

The main mental neoplasms (in each period they exist from individual mental processes to personality traits).

The above indicators have complex relationships. Thus, new formations that arise during this period change the social situation of child development: the child begins to demand a different system of relations with adults, looks at the world differently and, with the help of adults, changes the system of relations with them. In other words, having arisen in a certain social situation, new formations come into conflict with it and naturally destroy it.”

table 2

Criteria and indicators of differentiated learning

According to the theory of differentiated learning, the differentiated organization of students' educational activities creates favorable conditions for the interaction and mutual enrichment of its various, sometimes opposite directions to a qualitatively new level, and raises the process of content integration educational process, within which differentiation itself is possible.

It is known that currently there are many points of view on the process of child development as a whole. Some scientists believe that this process is continuous, while others consider this process to be discrete.

Supporters of continuous development believe - “That the process goes on without stopping, without accelerating or slowing down. There are no boundaries separating one stage from another. According to adherents of discrete development, it proceeds unevenly, sometimes speeds up, sometimes slows down, and has a main, leading development factor. That is why it is necessary to distinguish stages and phases of development that will be qualitatively different from each other. It is believed that children move through all stages of development sequentially, without skipping a single stage or getting ahead of themselves.”

Nowadays, preference is given to a discrete position in the development of children.

There are two known approaches to the periodization of development: spontaneous and normative. Proponents of the spontaneous approach believe that the development process is influenced by many random factors and circumstances. They happen in the life of every child. The ideal development process is considered normative, taking into account all influencing factors with the correct organization of training and education.

According to L.S. Vygotsky, all periodizations can be divided into three groups.

The first group includes periodizations built on the basis of external criteria associated with the development process. This includes periodization created according to the biogenetic principle of periodization by K. Bühler (author of the theory of three stages of development). He believed that a child begins to realize something after preschool age.

The French psychologist R. Zazzo built his periodization in such a way that the systems of education and training coincide with the stages of childhood:

0-3 years - early childhood;

3-5 years - preschool childhood;

6-12 years old - primary school education;

12-16 years old - secondary school education;

17 years and older - higher and university education.

Many scientists proposed to highlight some feature when constructing periodization, for example, P.P. Blonsky proposed building a periodization based on the change of teeth: toothless childhood, deciduous childhood, and the period of permanent teeth.

The second group includes periodizations based on one internal criterion, chosen arbitrarily.

3. Freud built a periodization taking into account puberty. He identified the following stages: oral, anal, phallic, latent, genital, corresponding to asexual, neutral, bisexual and sexual childhood.

American psychologist L. Kohlberg (1927-1987) placed the main emphasis on moral development. He identified three levels:

1. fear of punishment (up to 7 years): fear of the right of force, fear of being deceived and not receiving enough benefits.

2. shame in front of people around (13 years old): in front of comrades, immediate environment; shame of public condemnation, negative assessment of large social groups.

3. conscience (after 16 years): the desire to conform to one’s moral principles, one’s own system of moral values.

In his periodization, E. Erikson identified eight stages:

1) trust - distrust (1 year);

2) achieving balance: independence and indecisiveness (2-4 years);

3) enterprise and guilt (4-6 years);

4) skill and inferiority (6-11 years);

5) personality identification and role confusion (12-15 years old - girls and 13-16 years old - boys);

6) intimacy and loneliness (the beginning of maturity and family life);

7) universal humanity and self-absorption (mature age);

8) integrity and hopelessness.

At each stage something new is formed. It is necessary for social life, preparation for the next stage of life is underway.

J. Piaget included intellectual development in the basis of his periodization. He identified four stages:

1) sensorimotor stage (from birth to 18-24 months);

2) preoperative stage (from 1.5-2 to 7 years);

3) stage of specific operations (from 7 to 12 years);

4) stage of formal operations (from 12 to 17 years).

The third group includes periods of development based on essential criteria and characteristics. This group includes:

Periodization L.S. Slobodchikova

1st stage - revitalization (from birth to 1 year); 2nd stage - animation (from 1 year to 5-6 years); 3rd stage - personalization (from 6 to 18 years);

Stage 4 - individualization (from 17 to 42 years old).

Periodization by A. Disterweg:

Stage 1 - dominance of sensation: Stage 2 - dominance of memory;

Stage 3 - dominance of reason.

The problem of identifying the main age periodization still remains relevant. None of the proposed periodizations has been confirmed in specific results of studying human mental development.

L.S. Vygotsky, working on the problem of periodization, wrote: “Only internal changes in development itself, only fractures and turns in its

current can provide a reliable basis for determining the main eras in the construction of a child’s personality.” He proposed that when creating periodizations, use an analysis of the social situation of the child’s development and mental neoplasms, and also take into account the transitional critical periods of development from birth to adolescence.

This problem was of interest not only to L.S. Vygotsky, but also A.N. Leontyev. In his article he wrote: “Towards the theory of development of the child’s psyche” he introduced the concept of “leading type of activity.” A.N. Leontyev revealed that with age the child’s place in the system of social relations changes. He explained that this is accompanied by the child’s activity, which is decisive in his development.

Ideas L.S. Vygotsky and A.N. Leontyev served as the basis for the creation of D.B. Elkonin age periodization of child development.

Now this periodization is generally accepted in developmental psychology.

Elkonin proceeded from the following provisions:

Age-related development is a general change in personality, the formation of a new plan of reflection, a change in activity and life position, establishing special relationships with others, forming new motives of behavior and value systems;

Development is a dialectical process, determined by internal contradictions, purposeful, uneven, with critical periods;

The nature of childhood should be considered in its concrete historical understanding;

Periodization is based on the patterns of development of activity and a growing person.

All mental activity a person is considered as a process of continuous change of activity.

1.2 Forms of organizing educational work with children of primary school age during differentiated learning in technology lessons

The technology of differentiated learning is presented as a set of organizational solutions, means and methods of differentiated learning. It covers only a certain part of the educational process. It is necessary to take into account the features of differentiated learning technology:

1. The procedural two-way nature of the interconnected activities of the teacher and the student

2. Availability of a set of methods and techniques

3. Design and organization

4. Availability of comfortable conditions

In order to determine the student’s level of development, he is given a task that lasts 8 minutes. If a student has completed the task within a given period of allotted time, it means that he is in the zone of actual development. Students who cannot cope with a given task within a certain time are in the zone of proximal development.

The main form of organizing learning in a modern school is the lesson, which is characterized by a variety of ways to organize educational activities. The following forms of educational work in the classroom are distinguished:

frontal;

group;

individual

With frontal teaching, the teacher fully controls the educational activities of the entire class. One task is given to the whole class. The teacher exerts a direct ideological and emotional influence on students, organizes their cooperation, and sets a uniform pace of work for them.

But this form of educational organization does not take into account the individual differences of students. The pace of the lesson may seem high for weak students, and low for strong students. For this reason, weak students will leave the lesson without mastering educational material, and the strong will not learn anything new from the lesson.

When working with a group form of training, we note that K.D. Ushinsky, when considering the issues of organizing the educational process in schools, advised dividing the class into groups in order to give all children tasks in accordance with their preparation. He wrote: “This division of the class into groups, of which one is stronger than the other, is not only not harmful, but even useful if the teacher knows how, while working with one group himself, to give the other two useful independent exercises.”

The task is given to the group, not to the individual student. In a small group, the student is in more favorable conditions than when working frontally with the whole class, given the opportunity to act in accordance with his individuality. In a conversation within a small group, a child can express his opinion and participate more actively in solving educational problems in accordance with his interests and abilities.

The third and main form of educational work in the lesson is individual. It is an organization of learning in which each student works independently. This is how the child shows initiative and interest. The pace of work depends on the learning capabilities and preparedness of the student. Differentiation of learning here can be achieved through individualized independent work. It consists in the fact that students are given different tasks, which vary depending on the characteristics of the students. The teacher offers tasks of the appropriate type to each group of students. Having assigned different types of tasks to the groups, the students’ independent work is monitored. He must keep in mind and be prepared for the fact that lagging students timidly take on the task. So they don't have complete

For a technology lesson, the possibility of its composition may vary across all three forms. The first two forms can most often be found in the activities of a technology teacher.

Frontal work in technology lessons (Fig. 1) is convenient for: modeling, appliqué, etc. With this type of work, the children will be faced with one task (despite the fact that the task will be the same, the children’s work will be completely different, each work is a reflection of the child’s inner world.)

Rice. 1. “Front work”

Group work is also very common in technology classes. This form of work is relevant because it develops thinking and imagination more strongly than other forms (since children are not put into strict frameworks when completing a task). Working in a group, children work together on one idea. After completing the task, children present their work, tell a story or describe what they did.

Rice. 2. Group work - “Application on a free topic”

It is rare to see individual assignments completed in technology lessons. This type work is possible in the case when the child managed to complete the work assigned to him by the teacher ahead of time. Then the teacher can give him an individual task.

For example, in the film “Adventure Electronics”, the teacher gave an individual task to Seryozha - to draw a portrait of a classmate (and the whole class had a different task). The reason for this assignment was that this boy had a talent for drawing portraits. Thus, the teacher wanted the boy’s talent not to go to waste.

If differentiated instruction relates to an individual student, then it becomes individual. Its practical implementation begins with finding out who needs it. First of all, it is for children who are not ready for school. The differences between children starting school are very significant. From complete ignorance and inability to already formed knowledge and skills in certain areas. The teacher will carefully look at the behavior of students, test them in order to determine the level of capabilities, as well as choose a way to work with each of them. They also need advice from their children’s parents.

Rice. 3. “Portrait of Kukushkina”

Technology lesson obeys general patterns, principles and rules of didactics. It is a specific lesson. This lesson allows us to talk about its features, as well as some fundamental differences from other lessons (at the initial stage of training).

In a technology lesson, children are involved in two types of activities at the same time: work and study. Each of these types of activities has its own motivation and purpose, its own patterns, special structure and organization. In the lesson, all these types of activities are closely interconnected. They form a complex complex of educational and labor actions and operations, while mutually influencing each other.

At different stages of a technology lesson, one or another type of activity can play a dominant role. Constantly switching from one type of activity to another, the student must follow the course of his work in the lesson, its logic, consistently moving towards the goal. This is quite a difficult task for a younger student. The activity in which children are involved in a technology lesson integrates the properties and qualities of two rather different types of activity and can rightfully be called a complex educational and labor activity.

The duality of the purpose of the lesson is the main feature of the technology lesson. The work of children in the classroom is not the same work that adults do. The teacher includes children in the labor process during the lesson, that is, this is an educational and labor process. Each type of activity in such a process is aimed at its final result, this is the goal of the activity. For labor activity, this is a specific product of labor: the product that children are engaged in making, or some kind of service. Obtaining this product is the ultimate goal of their work in this lesson.

When implementing differentiated instruction, the teacher will:

have a clear idea of for what purpose, in what lessons and how specifically he will use it;

to study children’s readiness for educational activities and for the perception of specific educational material;

anticipate difficulties that may arise while mastering new material and performing differentiated tasks;

use individual and group assignments in the lesson system;

constantly analyze the effectiveness of individual and differentiated training;

have a clear idea of how to continue the work started in the next lessons;

use differentiated learning not sporadically, but systematically, i.e. practice it throughout your studies.

In technology lessons, the atmosphere of psychological relief is also of great importance. To create such an environment, leisurely work and calm, measured activity of children help. Children should feel comfortable in class. Of course, it is very difficult for a teacher to focus the attention of all children. This is why differentiated teaching exists, thanks to which the teacher can pay more attention to the children, they will be comfortable, and they will show interest in learning.

1.3 Analysis of experience in using a differentiated teaching method and its application in technology lessons in primary school

Not in all schools, teachers in technology lessons use the method of differentiated teaching. Many people believe that in elementary school children should not be divided into groups when teaching. The easiest way is to give all the children one task and just monitor that everything goes as it should. This method will not always be justified. Children with different levels of development will learn information in completely different ways. It is enough for some to see it once and they will immediately be able to reproduce everything identical to the example shown. For others, it will be possible to explain it several times, but in the end they will not understand the task.

Teachers who believe that children in elementary school technology lessons should not be divided into groups based on the specific characteristics of the children will face numerous problems. By the end of the lesson, the result will not be what you would like to see. Only a few will cope with the task set by the teacher. Some will not have time to complete the work on time, others will not understand the task and will do what they see fit. But the teacher will expect good results from more than half of the class. Because he tried, explained, clearly showed everything, but did not see any results.

Also, we must not forget about safety precautions during technology lessons. Often, when planning original tasks for children, you may need items that, if used incorrectly in your work, can harm the child’s health. There are a lot of children in modern classrooms. How to keep track of so many children? All children are different: some sit quietly and wait for the teacher to “give the command - now we do it ourselves,” while others cannot sit still (as a result, they can overhear how to do the work). Thus, they can be injured while performing this or that work.

It can be concluded that a qualified organization of a differentiated approach to teaching technology requires a huge amount of time when planning and implementing the educational process. It is important for the teacher to familiarize himself with the existing best practices in the compilation and use of various objects (manuals) for differentiated work with students.

How to differentiate learning in technology lessons? To do this you need:

clarify and specify by what criteria, abilities, knowledge, skills differentiation of learning in the lesson will be carried out;

develop or use ready-made tasks (for a technology lesson) that allow you to differentiate students according to your chosen criterion;

use differentiated tasks taking into account the results of preliminary diagnostics of students;

if individual students clearly cannot cope with a differentiated task or it turns out to be too simple and easy for them, transfer the student to a stronger or, conversely, weaker group (if there is such a possibility and a sufficient number of technology teachers);

if the student successfully completes certain goals of tasks of a lower level of complexity, transfer the student to another group;

create, systematize and continuously improve a “bank of differentiated tasks” according to a selected criterion, ability, skill, using task cards, slides, computer programs (depending on the topic of the lesson).

In a technology lesson, it is quite difficult to implement differentiated groups of students. The variety of tasks that can be given to children is not that great. Moreover, technology lessons are often traumatic (children have to work with: scissors, small parts (beads), etc.).

Knowing the characteristics of each child in the class, the teacher must come up with different options for presenting the same topic (the same task).

For example: the topic of the lesson is “Modeling from plasticine solar system" You can mold absolutely anything from plasticine, even the integral satellite of planet Earth - the Moon. When constructing a lesson on this topic, you can divide the children depending on their level of development. Children who are very developed and like to work actively in class can be given a more complex task - to make the entire solar system. Children who are less active in class can be offered a choice of one subject from the solar system, and then from all the subjects they can also make a solar system. At the same time, we will touch on all areas of differentiated learning. In fact, everyone has the same theme - but the methods of its implementation are different.

Also this work can be done as a group work. The topic for all children will be the same - “Planets of the solar system”; the task for all is the same - to make a model of any planet in the solar system. At the same time, weak children and strong children will have equal positions.

Fig 4. “Planets, sun and moon made of plasticine”

When carefully preparing for a technology lesson, you need to pay attention to the uniqueness of the class, its psychology, and the potential capabilities of each student. It is worth trying to find and implement techniques that will give students a sense of independence, creative and active participation in the learning process. A decisive and important role is played by the differentiation of tasks according to the degree of assistance to the student by the teacher and the degree of independence of students in completing tasks. This is especially important for weak students.

The main tasks of the teacher are: bringing students to an average level, as well as teaching them methods of mental activity. Strong students need assignments increased difficulty(in works of a creative nature). This will allow them to fully realize and develop their learning capabilities. To work with strong students in technology lessons, you can use the following forms and techniques:

1. Keep students in “working shape,” that is, increase the amount of work according to their capabilities, which ensures students are busy in class.

2. Increase the amount of work through additional tasks:

apply tasks of increased difficulty:

independent selection of additional tasks by students; creative tasks: complete the work according to the sample.

The problem of managing the learning process in technology lessons is especially acute when working with weak students. Such schoolchildren do not know how to apply their knowledge in practice and do not possess the techniques necessary for educational activities.

Some forms and methods of working with weak students:

development of visual memory;

check whether the task was completed correctly;

completing optional tasks

completing tasks with a sample;

Differentiated instruction is necessary in technology lessons for the best performance of children and for the development of the abilities of each child (regardless of developmental delays or other disabilities).

Scientists, doctors, innovative teachers urge teachers to more often apply and use everything new in their work. For teachers, it is important that they want to learn new things, introduce it into the teaching process and not be afraid to put modern pedagogical technologies into practice in our information age.

psychological differentiated learning technology

Chapter 2. Experimental study of the use of a differentiated approach when teaching primary schoolchildren in technology lessons

2.1 Ascertaining study of the activities of 2nd grade students in technology lessons

There are many options for testing children to determine the level of training and development, and to study the child’s personality. Let's consider the “non-existent animal” technique.

The purpose of the methodology: to identify hidden, veiled sides of students’ personalities, the degree of aggressiveness, and the level of development of creative abilities.

Description of the technique:

“Projective methodology for personality research; proposed by M.Z. Drukarevich.

The subject needs to invent and draw a non-existent animal, come up with a non-existent nickname for it. Today there is no specific system for evaluating drawings. This test, like many others, is aimed at diagnosing personal characteristics and developing creative abilities.

This technique is one of the most popular drawing techniques today. Now it is widely used in examining children.”

Instructions:

“The subject is asked to invent and draw a non-existent animal that has never been seen or existed anywhere before (you cannot use various characters from fairy tales and cartoons).

You need to come up with a nickname for your animal. It must be individual (previously such nicknames should not exist).”

Instructions for group testing (advanced version)

“A task is proposed to reveal creative abilities and imagination.

Within 30 minutes you need to come up with and draw a non-existent animal. It is important not to use image hints previously invented by other people for visual material.

The invented animal must be called non-existent, so that this nickname matches the drawn animal according to some parameter (in appearance, in some specific detail, etc.). The nickname must consist of one word. At the same time, its parts should not reflect words already existing in the Russian language.

It is necessary to write a description of it (about 10-15 sentences). It is advisable to reflect the following points in the description: the size of the animal; where he lives; with whom does he live? what does it eat; his fears; reflect the external qualities that show his habits; etc. The list of these questions is a guide only. You need to show your imagination. At the top of the sheet you need to put a conditional number, today's date. Below is a painting. This part of the study can also be carried out orally (personal communication with each child, by asking them questions).”

Processing and interpretation

“The position of the drawing on the sheet:

The drawing should be located in the center of the sheet.

The sheet of paper should be white.

Use a medium soft pencil;

You cannot draw with a pen or felt-tip pen.

The position of the picture is closer to top edge leaf (the closer, the more pronounced) means high self-esteem. This is dissatisfaction with their position in society, non-recognition of their personality from the outside

The position of the picture at the bottom of the sheet is an indicator of self-doubt, low self-esteem, depression, indecisiveness, and disinterest in one’s position in society. Lack of self-affirmation.

The central semantic (main) part of the figure: (the head or a part replacing it)

The head is turned to the right - a stable tendency towards activity. Everything that is thought out, planned, carried out or begins to be carried out (even if not completed). The subject actively proceeds to the implementation of his plans and inclinations.

The head is turned to the left - a tendency towards reflection and various thoughts. Such a person has only a small part of his plans in the process of implementation. Also fear of active action and indecision, fear of the collective (society).

The “full face” position means that the head is directed towards the person drawing. This characteristic egocentrism. Also on the head there may be details that correspond to the sense organs (ears, mouth, eyes). “Ears” – interest in information, dependent on the opinions of others.

There are other indicators and their combinations. They determine whether the subject is doing anything to win a positive assessment. Or he cares exclusively about the assessment of others, which would correspond to emotional reactions (joy, pride, resentment, grief), without changing his further behavior.

A slightly open mouth in combination with the tongue in the absence of drawing the edging of the lips is interpreted as greater speech activity (talkativeness). If it is combined with the drawing of the lips, then it is interpreted as sensuality. It's also possible that it's all together. Open mouth without apprehension or fear. A mouth with teeth - verbal aggression, most often defensive (snarls, bullies, is rude in response to being addressed inappropriately). Children and adolescents are characterized by a pattern of a drawn, rounded mouth (fearfulness, anxiety).

Particular importance is attached to the eyes. This is a symbol of fear and is emphasized by the sharp drawing of the iris. It is worth paying attention to the presence or absence of eyelashes. Eyelashes are hysterical and demonstrative behavior. Their presence also means an interest in admiring others for their external beauty and manner of dressing and attaches great importance to this.

An increased (relative to the figure as a whole) size of the head indicates that the subject values the rational principle (possibly erudition) in himself and those around him. Additional details may also be located on the head: horns - protection, aggression. Determine by combination with other signs - claws, bristles, needles - the nature of this aggression: spontaneous or defensive-response. Feathers are a tendency towards self-decoration and self-justification, towards demonstrativeness. Mane, fur, a semblance of hairstyle - sensuality, emphasizing one’s gender and sometimes orientation towards one’s sexual role.”

Load-bearing, supporting part of the figure:

“It includes (legs, paws, sometimes a pedestal). The solidity of this part is considered in relation to the size of the entire figure and shape:

a) thoroughness, thoughtfulness, rationality of decision-making, paths to conclusions, formation of judgment, reliance on essential provisions and significant information;

b) superficiality of judgments, frivolity in conclusions and unfoundedness of judgments, sometimes impulsive decision-making (especially in the absence or almost absence of legs).

Pay attention to the nature of the connection of the legs with the body: accurately, carefully or carelessly, weakly connected or not connected at all - this is the nature of control over reasoning, conclusions, decisions. Uniformity and one-directionality of the shape of the paws, any elements of the supporting part - conformity of judgments and attitudes in decision making, their standardness, banality. The diversity in the form and position of these details is the originality of attitudes and judgments, independence and non-banality; sometimes even creativity (corresponding to the unusual form) or dissent (closer to pathology).”

Parts that rise above the level of the figure:

“Wings, extra legs, tentacles, shell details, feathers, bows like curls, flower-functional details - the energy of covering different areas of human activity, self-confidence, “self-propagation” with indelicate and indiscriminate oppression of others, or curiosity, desire participate as much as possible in more affairs of others, winning a place in the sun, passion for one’s activities, courage in enterprises (according to the meaning of the Symbol Details - wings or tentacles, etc.). Decorating details - demonstrativeness, a tendency to attract the attention of others, mannerisms (for example, a horse or its non-existent likeness in a plume of peacock feathers).”

“They express their attitude to personal actions, decisions, conclusions, to their verbal products - judging by whether these tails are turned to the right (on the sheet) or to the left. Tails turned to the right mean attitude towards your actions and behavior. Tails turned to the left mean an attitude towards your thoughts and decisions; to missed opportunities, as well as to one’s own indecision. The positive or negative coloring of this relationship is expressed by the direction of the tails. If the tail is directed upwards, then it is confident, positive, cheerful; and if the tail is depicted with a falling downward movement, then dissatisfaction with oneself, doubt about one’s own rightness, regret about what was done or said, repentance, etc. You should pay attention to tails consisting of several, sometimes repeating, links, especially bushy tails, especially long and sometimes branched.”

Figure contours:

“Analyzed by the presence or absence of protrusions (shields, shells, spines), drawing and darkening of the contour line. This is protection from others, aggressive - if it is done in sharp corners; with fear and anxiety - if there is a darkening, “smudging” of the contour line; with fear, suspicion - if shields, “screens” are put up, the line is doubled.

The direction of such protection is according to the spatial location: the upper contour of the figure is against superiors, against persons who have the opportunity to impose a ban, restriction, or exercise coercion, i.e. against elders, parents, teachers, bosses, managers; lower contour - protection against ridicule, non-recognition, lack of authority among lower subordinates, juniors, fear of condemnation; lateral contours - undifferentiated caution and readiness for self-defense of any order and in different situations; the same thing - elements of “protection” located not along the contour, but inside the contour, on the animal’s body itself. On the right - more in the process of activity (real), on the left - more defense of one’s opinions, beliefs, tastes.”

Total energy:

“The number of depicted details is assessed - is it only the necessary amount in order to give an idea of an invented non-existent animal (head, body, tail, limbs or body, wings, etc.): with a sketched outline (without shading and additional lines and parts) - or there is a bright image, as well as designs that are complicated by additional details. Accordingly, the more components and elements (besides the most essential), the higher the energy. In the opposite case - saving energy, asthenicity of the body, chronic somatic disease (the same is confirmed by the nature of the line - a weak cobweb-like line, “moving a pencil on paper” without pressing on it). The reverse nature of the lines

Fat with pressure is not polar: it is not energy, but anxiety. You should pay attention to the sharply pressed lines, visible even on the back of the sheet (convulsive, high tone of the muscles of the drawing hand) - sharp anxiety. Pay attention also to what detail, what symbol is made in this way (i.e. what the alarm is attached to).”

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