Collection of assignments on the topic "Use of differentiated technology in primary school»
Elizarova Maria Alekseevna, Teacher primary school, Municipal public educational institution Galkinskaya secondary school, Kamyshlovskiy district, with. GalkinskoyeMaterial Description: I bring to your attention a collection, which reveals the principle of differentiated technology. Purpose: to educate each child at the level of his abilities, abilities and characteristics.
Collection of tasks on the topic
"The use of differentiated technology in elementary school"
Entering the adult world, children find themselves in different conditions, occupy different jobs, can choose their field of activity, types of entertainment, circle of friends and family at will. We often say, "How terrible it would be if everyone were the same." Different children have different characters, different interests, health characteristics and perception of the world.
One of the main directions 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 ped. technology pursues?
Differentiation in translation from the Latin "difference" means division, stratification of the whole into parts. Differentiated learning is a form of organization of the educational process in which the 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 different 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.
In any system of education, to one degree or another, there is a differentiated approach. There are several author's pedagogical technologies for differentiating learning: intra-subject - author Guzik N.P., level-based on the basis of mandatory results - author Firsov V.V., cultural and educating in the interests of children - author Zakatova I.V. But all these technologies pursue one task, 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 their characteristics? Each teacher can find their own options for work. It is important to note that the composition of the groups changes in different lessons or extracurricular activities, since differentiation can be carried out according to different criteria. The advantage of such an organization of classes is the development of independence skills and ample opportunities to help those children who need extra attention.
Differentiation of training and providing this process ped. technology is a system in educational theory and practice.
Scientists, doctors, innovative educators urge us to apply and use everything new in our work more often.
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 pedagogy into practice. technology in our information age. To achieve the tasks and goals set, it is not edifying, forced training, but as Basil the Great said, “Forcible training cannot be hard, but what enters with joy and fun, sinks firmly into the souls of those who listen ...”.
This collection is intended both for primary school teachers and for student trainees studying in pedagogical institutions.
Abstract of a mathematics lesson using differentiated technology "Problem Solving"
Class: 2
Subject:"Problem Solving".
Target: Strengthening the ability to solve word problems.
Tasks:
1. Consolidate the ability to solve equations; repeat knowledge about the perimeter, the formula for finding it;
2. Improve computing skills; develop logical thinking and reasoning skills; logical actions of analysis, synthesis, generalization; develop cognitive sphere Key words: long-term memory, voluntary attention.
3. Cultivate self-control, independence.
During the classes
1. Org. moment
In the morning we go to the yard -
Leaves fall like rain
Rustle underfoot
And fly, fly, fly...
What time of year is the riddle talking about?
- Together with the autumn we will go to her possessions. And we will fly on the leaves and the wind will carry them. (Birch leaf - high level, maple - medium level, oak - low level)
2. Mental count
1. "Pick mushrooms."
Wed. 40:5 9 3 8 4 35:7 27:9
L.L. 6 3 5 5 24:4 15: 3 6 4
(High level children check the correctness of the answers)
Attention task
Here is a fun table
There are only leaves on the table.
Take a closer look:
They are subject to very strict laws.
Look, it's pretty simple.
Unravel the thread to the end
And the sheet - where is the question mark, -
Thinking about drawing.
And what would be the answer if it were not chains, but numeric expressions?
(Low-level children repeat the order rule first)
Fizkultminutka.
Grisha walked, walked, walked,
Found white fungus.
Once a fungus
Two - fungus,
Three - fungus,
He put them in a box.
3. Consolidation of the material covered.
- Let's look into the autumn garden and solve the problem.
1. Problem solving. (orally).
(40 kg of apples were harvested from one apple tree, and only 10 kg from the other. How many more kilograms of apples were harvested from the first apple tree than from the second? How many times less ...?)
- How many tasks do you see? (2)
How are these tasks different? (with questions)
- How to find out “how much more”? (by subtraction action)
- How much less? (By division action)
- And now, together with the fall, we will go to the garden.
2. Problem solving. #2,
(Grandma planted 8 kg of potatoes in the spring, and harvested 40 kg in the fall. How many times more did she harvest potatoes than she planted? Change the question so that the problem can be solved by subtraction, and solve it.)
V.ur.- solve independently, with an additional task: change the question so that the problem can be solved by subtraction, and solve it.
Wed. - solve problems on their own.
L.L.- solve the problem with the teacher.
4. Repetition of the material covered.
- Let's fly to the autumn forest and see how the forest dwellers prepare for the winter.
Who deftly jumps on the trees
And flies up to the oaks?
Who hides nuts in the forest
Dry mushrooms for the winter. (Squirrel)
“Visiting a squirrel” - we solve equations.
L.L.- Solve the equation: x +5= 15
Wed. Find the equation that is wrong. Fix it and solve.
73 - x = 40
50 - x = 64
x + 25 = 50
V.ur. Find an equation that can be solved by addition and solve it.
72 - x = 40
x + 35 = 60
x -24 = 46
25:x=5
9 + x = 59
"Visiting a bee"
housewife
Flies over the lawn.
Pat over a flower -
He will share the honey.
The distance between two anthills is 12 meters. An ant crawled out of one anthill and went to another. Having covered half of the whole path, he found a straw, took it and returned to his anthill. At what distance from the anthill did he find the straw? How many meters did the ant crawl?
"Visiting the Bear"
The owner of the forest wakes up in the spring,
And in winter under a blizzard howl
Sleeping in a snow hut.
- Mishka decided to build a lair. The lair is 5 cm long and 3 cm wide. But here's the problem: he can't find the perimeter.
L.L.- find the perimeter in the easiest way.
Wed.- find the perimeter in different ways.
V.ur.- find the perimeter. Draw a square with the same perimeter.
"Visiting a hedgehog."
Fur coat - needles,
He will curl up - prickly,
You can't take it by hand.
Who is it?..
The host invites you to solve examples. (Independent work: who will solve the most examples in 5 minutes)
15 + 76
93 – 38
47 +29
71 – 5
5. The result of the lesson.
What do you remember most about our trip?
- What were the difficulties?
- What did you achieve the most?
Tasks based on the characteristics of B. Bloom's taxonomy of goals
***
Class: 4.
Lesson type: learning new
Subject: Beginning of human history.
The purpose of the lesson: The formation of students' ideas about the primitive stage in the development of mankind.
Lesson objectives:
1. To form an idea of the origin of human society;
2. Develop the ability to draw generalizing conclusions;
develop the ability to identify common and essential features;
3. Cultivate mutual respect (the ability to work in pairs);
develop positive motivation for the subject.
Tasks:
Knowledge:
What do you know about the primitive period?
Understanding:
Tell in your own words about the life of primitive people.
Application:
Find one incorrect statement about the primitive period and mark it with a "-" sign. Give me an explanation.
Analysis:
Read about appearance primitive man in the textbook.
Synthesis:
Find the similarities and differences between primitive man and modern man.
Grade:
Evaluate your work during class.
***
Thing: Mathematics
Class: 4 b
Lesson type: consolidation of the studied
Lesson topic:"Solving motion problems"
The purpose of the lesson: Consolidation of students' knowledge of the relationship between quantities (speed, time and distance) by solving problems for movement.
Lesson objectives:
1) Know the formulas for finding quantities when solving problems for movement;
practice computing skills
2) Develop the ability to solve problems for movement;
develop the ability to work with diagrams;
develop mental operations: analysis, comparison, generalization;
develop intellectual and communicative general educational skills;
3) Cultivate independence, self-control.
Tasks:
Knowledge:
What formulas for finding quantities in solving motion problems can you name?
Understanding:
I will read the definitions to you, and you raise a blue card if you agree, and a red one if the statement is not true:
To find the distance, you need to multiply the speed by the time!
To find speed, subtract time from distance.
To find the speed, you need to divide the distance by the time.
To find the time, you need to multiply the distance by the speed.
To find the time, you need to divide the distance by the speed.
Application:
Solve the problem:
A bus at a speed of 70 km/h and a passenger car at a speed of 90 km/h left the city at the same time in the same direction. What is the distance between them after 3 hours?
Analysis:
Tell me what each expression for the problem means.
A bus with a speed of 70 km/h and a passenger car left the city at the same time in the same direction, the speed of which was greater than the speed of the bus. After 3 hours, the car was ahead of the bus by 60 km. How fast was she traveling?
a) 70*3; b) 70*3 +60; c) (70*3+60):3; d) 60:3; e) 70+60:3.
Synthesis:
Make a short note to the problem and make a plan to solve it.
Grade:
Test execution. Rate your work. If 5 correct answers - score "5", if 4 correct answers - score "4", if 3 - score "3", if less than 3 correct answers - score "2".
Tests by levels of education V. P. Bespalko.
***
Class: 2
Subject:"Living and non-living".
Recognition test
Target:
Define what applies to living organisms. Give one answer:
A) a table
B) bike
B) mushroom
D) cloud
Substitution test
Target: testing knowledge on the topic of living and non-living.
Fill in the missing words in the following definitions
Stones, rivers, mountains, lakes exist in nature for a very long time. Nails, cars, planes and many other things people invented and made themselves. All of these are… items. A flower, a dog, a mushroom, and a dragonfly are... organisms, and they are very interesting.
Target: the formation of the ability to classify living and non-living things, to correctly build a statement.
Give an example of a living organism and an inanimate object. Explain your answer.
Creative level test
Target: identification and establishment of patterns between living organisms and inanimate objects.
Do you think living organisms can become non-living? If yes, how does it happen (example) and how to avoid it? If not, why not?
***
Class: 3
Subject:"Generic endings of adjectives".
Recognition test
Target: knowledge test on the topic noun.
Read the words:
native, distant, close,
alien, familiar, low.
Bad, good, cute, nice,
cheerful, affectionate, funny.
What part of speech are these words:
A) noun
B) verb
B) adverb
D) adjective
Substitution test
Target: test knowledge on the topic adjective.
Fill in the missing words:
An adjective is ... a part of speech denoting ... an object and answering the question "...?", "...?", "...?", "...?", "...?".
Productivity test
Target: the formation of the ability to determine the gender of the adjective.
Write by inserting the missing endings of adjectives. Specify genus.
Hot.. baked.. milk (. R.), delicious.. fresh.. bread (. R.), sweet.. juicy.. apple (. R.), fragrant.. mature.. strawberries (. R. ).
Creative level test
Target: identification and establishment of patterns of generic endings of adjectives, through the construction of a phrase.
Think of adjectives for these nouns and write down the resulting phrases. Highlight the ending of the adjective and indicate the gender of the adjective.
Dress, fog, sky, face, textbook, summer, water, suit, forest.
Tasks according to indicators of the degree of training according to V.P. Simonov.
***
Class: 4
Subject:"The life of fresh water"
distinction
Target: recognition of plants and animals that live in water bodies.
Write the names of plants and animals below the pictures.
memorization
Target: checking the knowledge of environmental literacy of students.
Tell me the rules of behavior at the reservoir?
Understanding:
Target: developing the ability to justify your answer.
Tell me how adults and schoolchildren should protect water bodies? Why do you need to do this?
Application:
Target: to form the ability to apply knowledge in practice in the simplest examples.
What is a natural community? Write signs and examples of natural communities.
Transfer
Target: to form the ability to creatively apply the acquired knowledge in practice.
Depict how you imagine a natural community - a reservoir.
***
Class: 2
Subject:"Addition and Subtraction".
distinction
Target: testing knowledge about single-digit numbers and two-digit numbers within 20.
name in this numerical series single digits? Double digits?
2, 4, 6, 8, 10, 12, 14, 16, 18, 20.
memorization
Target: testing knowledge about the rules for addition and subtraction.
What rule do we use when solving these mathematical expressions?
12 – 3 – 5; 12 – (3+5)
Understanding
Target: the formation of the ability to argue howling answer.
Name the learned rule and give an example of this rule.
Application
Target: the formation of the ability to solve mathematical expressions in a rational way.
Solve the mathematical expression in a convenient way.
7 + 3 – 4 ; 7 + 3 + 4
(9 +6) – 5 ; (9 – 5) +6
Transfer
Purpose: the ability to creatively apply the acquired knowledge in practice.
Think of a problem for this diagram.
Differentiated learning- form of organization of the educational process.
Differentiation- creating a variety of conditions for learning (one of the ways of an individual approach)
Technology level differentiation in primary school
“Every child is naturally endowed with the ability
for almost all types human activity:
to the mastery of natural and humanitarian knowledge,
to fine arts, music, etc.
It is important only in the learning process to develop these abilities.
Goncharova L. V., Ph.D. pedagogical sciences
Our modern school teaches children with different levels of development, and since the mass school is not able to offer each student an individual curriculum, our teachers are looking for teaching models that can ensure the development of the individual, taking into account individual psychological and intellectual capabilities.
Today, the school is in a relentless search for new, more effective approaches, means and forms of teaching and educating students.
(slide 2)
In a modern elementary school, the personality of the child and his activities come first. Therefore, among the priority technologies are:
Learner-centered learning
Health saving technologies
Information and Communication Technologies
Technology of level differentiation
Gaming technologies
Collective learning system
Technology of project activity
Currently, modern educational technologies have been developed that make it possible to educational process more efficient. For several years, the problem of the strength of knowledge has been solved through the technology of level differentiation.
History of technology development
For the first time, world pedagogy thought about the differentiation of education in
20s of the last century. At this time, active developments in the field of individualization and differentiation of education began in domestic and foreign pedagogy. In the late 50's early 60's. the question arose of developing a whole system of parameters by which training can be differentiated and within it individual approach to schoolchildren.
(slide 3) In our time, TUD training has been developedFirsov Viktor Vasilievich - Candidate of Pedagogical Sciences, Head of the Center "Education for All", Moscow.
Conceptual provisions according to V.V. Firsov:
. Motivation, not statement.
. Warn, not punish ignorance.
. Recognition of the student's right to choose the level of education.
. The former psychological attitude of the teacher: “the student is obliged to learn everything that the teacher gives him”; a new psychological attitude for the student, "take as much as you can, but no less than the required."
. The student must experience academic success.
(slide 4) Level differentiation - a technology for achieving educational success in the context of the implementation of the Federal State Educational Standard
New educational standards establish requirements for the personal qualities of graduates of educational institutions.
The goal of education is not so much to "teach", but to "educate" a new member of society, able to find their place in a rapidly developing society. Come out in first place personal qualities learning from the very early period learning.
Regulation of the Federal State Educational Standard : “Primary education must guarantee the diversity of individual educational trajectories and educational development»
Convention on the Rights of the Child:
"Children have the right to preserve their individuality"
As there are no two identical flowers in the meadow, so there are no two schoolchildren with the same set of abilities, skills, etc. In primary school individual differences especially noticeable.
The average pace of work chosen by the teacher in the lesson turns out to be normal only for a certain part of the students, for others it is too fast, for others it is too slow. The same learning task for some children is a complex, almost insoluble problem, while for others it is an easy question. Some children understand the same text after the first reading, others need repetition, and others need clarification. In other words, the success of mastering the educational material, the pace of mastering it, the strength of the meaningfulness of knowledge, the level of development of the child depend not only on the activity of the teacher, but also on the cognitive abilities and abilities of students, due to many factors, including the characteristics of perception, memory, and mental activity. physical development.
(Slide 5) As the mainprinciples The following pedagogical technologies were chosen:
universal talent - there are no untalented people, but there are people who are not busy with their own business
mutual superiority - if someone does something worse than others, then something must turn out better; it is something to look for;
the inevitability of change - no judgment about a person can be considered final.
(Slide 6) Technology Aspects (from lat. aspectus - appearance, appearance, look, point of view) - onefrom the sides of the object in question, point of view, the way it is seenfrom a certain position.
1. Accounting for individual (typological and personal) characteristics of students.
2. Grouping students on the basis of individual typological features.
3.Organization learning activities in groups at different levels to master a single program material.
In the transition to multi-level education, one has to face, first of all, the problem of selecting students into groups. In schools, this problem is solved in different ways and not always in the best way.
First of all, when dividing students into levels, it is necessary to take into account the desire of the students themselves to study at one level or another. In order for such a desire not to diverge from the student's capabilities, it is necessary to give students a chance to prove themselves, to assess their strengths and capabilities.
Therefore, as experience shows, it is better to divide students into levels not immediately based on the results of testing or interviews, but after observing, at least for a year, their development, the manifestation of cognitive abilities and interests.
According to the results of diagnosing, the class can be divided into
3 main groups : (slide 7)
1 group - students with a good level of knowledge (high degree of learning), conscious motivation, a high rate of learning, high potential development;
2 group - students who have mastered the material on basic level, with a motivation that is not clearly defined or far from mastering the educational material, an average rate of learning, good development potential;
3 group - students who poorly master the material, with a lack of motivation for learning, with an average or low development potential.
Group work presents many opportunities for internal differentiation. The task is givenhomogeneous (homogeneousGroup— Thisa group in which all members have betweenhave a lot in common)group (from 2 to 4 people) and not an individual student . In a small group, the student is in more favorable conditions than in frontal work with the whole class. In a conversation within a small group, he can express his opinion, actively participate in the decision learning objectives according to your interests and abilities
Differentiation should be guided by the followingrequirements
:
(slide 8)
. creating an environment conducive to students;
. active communication with students, so that the learning process is motivated; so that the child learns according to his abilities and abilities; to have an idea of what is expected of him;
. students of various levels are invited to learn the program corresponding to their capabilities (each "take" as much as he can).
Forms of work within the technology (slide 9)
For multi-level training use:
Control and independent work of different levels of complexity
Tasks for individual work, taking into account
difficulty level chosen by the student
Tasks-diagrams, informer cards (“helpers”) for self-learning new or consolidating the material covered, including, along with the task for the student, elements of dosed assistance
. Alternative assignments for voluntary completion
. Tasks that help in mastering rational
ways of doing things
Homework - a special kind of independent work, because this work is done without the direct supervision of the teacher. Differentiation of homework helps to eliminate the overload of students with homework. This means both a reduction in the volume of tasks, and an increase in the number of days for its preparation, and individual work with students to increase the pace of their mental activity.
Determining the content, volume and nature of tasks depends on the productivity of the student in the lesson. It is advisable to include in the homework of all students tasks that correct the shortcomings that have arisen for one reason or another, gaps in the knowledge, skills and abilities of students. Taking into account the causes of errors (an unlearned rule, not distinguishing between any concepts, poor command of the method of action) allows not only to correct the mistake made, but also to prevent the occurrence of similar errors. Before differentiating homework, the following goals are set:
Fill a gap in the knowledge of a student (in this case, the task is individual); prepare students for the study of new educational material;
Assist a group of students with homework (the card includes reference material: a rule, a drawing, a diagram, additional questions);
Expand and deepen knowledge, skills and abilities on the topic under study.
Conclusion
(slide 10) Use of technology of level differentiation
makes it possible to take into account the cognitive interests of all students, develop each to the best of his strength and abilities, without limiting the teacher
in the choice of methods, means and forms of training.
Technology
differentiated learning
in elementary school classes.
Primary school is an important stage in the age-related development and formation of the personality of children; it must and certainly must guarantee a high level of education. Our school teaches children with different levels of development, and since the mainstream school is not able to offer each student an individual curriculum, our teachers are looking for teaching models that can ensure the development of the individual, taking into account individual psychological and intellectual capabilities.
Most of the technologies used in education are focused on a group way of learning with uniform requirements, time-consuming, the volume of the studied material without taking into account the characteristics of the individual psychological development of each student, which does not bring significant results in learning. As a result, not only “lazy people”, but also quite hard-working children do not like school.
The success of the learning process depends on many factors, among which learning plays an important role in accordance with the abilities and capabilities of the child, i.e. differentiated learning.
The concept of “Differentiated learning”
translated from Latin “different” means division, decomposition of the whole into various parts, forms, steps.
No matter how well the training is delivered, it cannot ensure a uniform pace of advancement for all students in the class.
The effectiveness of students mastering the methods of mental activity depends not only on the quality, but also on the individual psychological characteristics of children, on their ability to learn.
As a teacher-practitioner, I know quite well the individual characteristics of my students in each class. Therefore, I divide the class into groups in accordance with the level of formation of their ability to solve problems. Most often, I distinguish three groups of students in the class.
The students of the first group have gaps in the knowledge of the program material, distort the content of theorems when applied to solving problems, can independently solve problems in one or two steps, do not know how to search for a solution. This general characteristics does not exclude the different individual characteristics of students in the first group. There may be students who have gaps in knowledge and developmental delays due to frequent absences from classes due to illness, due to poor systematic preparation for lessons. However, this group is made up of students belonging to different levels of learning. Those who have a high level of learning, after eliminating gaps in knowledge and with appropriate training, usually quickly move to a higher level of development.
Students in the second group have sufficient knowledge of the program material, they can apply them in solving standard problems. They find it difficult to move to a solution of a new type, but having mastered the methods of solving them, they cope with solving similar problems. These students do not have heuristics thinking.
third group are students who can reduce a complex task to a chain of simple subtasks, put forward and substantiate hypotheses in the process of finding solutions to problems, and transfer previous knowledge to new conditions.
Knowing the level of formation of schoolchildren's skills in solving various problems allows me, when preparing for a lesson, to plan in advance all types of differentiated impact, select tasks, and think over forms of assistance for each group of students.
Multi-level assignments, tailored to the abilities of students, create a favorable psychological climate in the classroom. The children have a feeling of satisfaction after each correctly completed task. Success experienced as a result of overcoming difficulties gives a powerful impetus to increased cognitive activity. Students, including the weak ones, have confidence in their abilities. All this contributes to the activation of the mental activity of students, creates a positive motivation for learning.
I take a differentiated approach to certain stages lesson. So, at the stage of introducing a new concept, property, algorithm, I work with the whole class, without dividing it into groups. But after a few exercises are completed on the board, the students begin differentiated independent work. To do this, I have and constantly replenish my mathematical piggy bank with various mathematical literature, didactic material, containing multi-level tasks.But it is very important how to present these tasks to students, how to interest them and get the highest result.
Level "3" - these are tasks of a reproductive nature. Performing these tasks, the student learns the material at the level of the State Standard.
Level "4" - tasks of this level are aimed at complicating the work with the text and are of a problematic nature.
Level "5" - these tasks are of a creative type.
Task difficulty indicators:
1. Problematic task(creative or problem tasks are more difficult than reproductive ones);
2. Distance from condition and question to answer(according to the number of links in the chain of reasoning - the larger it is, the more difficult the task);
3. According to the number of causes or effects to be established(the more causes or effects to be found, the more difficult the task);
4. By the number of sources used(the more sources, the more difficult the task).
In the practice of my work I often use lessons-consultations. For such lessons, I prepare different-level cards with tasks for "3"; on "4"; to "5". reverse side cards written answers. Students complete assignments and check answers. If the answers are the same, then they do not need consultation. If the student does not understand something, then he asks the teacher for advice. Works are evaluated taking into account the consultations received. The positive results of such lessons-consultations are obvious: not only gaps in the knowledge of students disappear, but also contribute to the mental activity of students. The guys are taught to correctly assess their capabilities, sometimes take risks. Lessons-consultations allow you to work individually with each student.
The issue of differentiation of education and upbringing was repeatedly considered at the teachers' councils and in the work of the methodological associations of the staff of our school, and we came to the conclusion that differentiated education creates conditions for the maximum development of children with different levels of abilities: for the rehabilitation of those who are lagging behind and for advanced education of those who are able learn ahead of time. This conclusion is not a tribute to fashion, but life, which has proved that people are still born different.
Experience recent years shows that the most effective form of individualization of the educational process, providing the most favorable conditions for the child (when choosing the appropriate level, the complexity of the educational material, observing the didactic principles of accessibility, feasibility), is differentiated education.
The goals of differentiated learning:
organize the educational process on the basis of taking into account the individual characteristics of the individual, i.e. at the level of his capabilities and abilities.
Main task:
Let's stop at intraclass differentiation.
Since the class is made up of children of different levels of development, there inevitably arises the need for a differentiated approach to learning at different levels.
We believe that important aspect in personality development, is the implementation of an individual and differentiated approach to students in the pedagogical process, since it is he who involves the early identification of the inclinations and abilities of children, the creation of conditions for the development of personality. Intra-class differentiation in elementary school has existed for a long time, it is the main way to implement the individualization of education, therefore, teaching children who are different not only in terms of their level of training, but even in educational opportunities, is perhaps the most difficult task facing the primary school teacher. 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, preserves the children's team in which personality development takes place. Its characteristic features are: openness of requirements, providing students with the opportunity to choose the assimilation of the material and move from one level to another. The teacher's work system using this technology includes various stages:
- Identification of backlogs in ZUN;
- Elimination of their gaps;
- Eliminate the causes of failure;
- Formation of interest and motivation to study;
- Differentiation (according to the degree of difficulty) of educational tasks and assessments of the student's activity
Internal differentiation implies a conditional division of the class:
- by the level of mental development (level of achievement);
- by personal-psychological types (type of thinking, character accentuation, temperament, etc.).
The main purpose of our use of level differentiation technology is to train everyone at the level of his capabilities and abilities, which gives each student the opportunity to obtain the maximum knowledge according to his abilities and realize his personal potential. This technology makes the learning process more efficient.
Differentiated learning requires teachers to study the individual abilities and learning opportunities (the level of development of attention, thinking, memory, etc.) of students, to diagnose their level of knowledge and skills in a particular subject, which makes it possible to carry out further individualization in order to achieve a corrective effect. Diagnostics of educational opportunities, which was carried out by specialists, completes the picture.
In order to implement the technology of multi-level education, we diagnose the cognitive processes of each student throughout the school years. The introduction of differentiated education required psychologists to build a system of psychodiagnostics in elementary school, which made it possible to determine the level of development of a particular child with a greater degree of certainty. Psychodiagnostic work begins with a comprehensive examination of children when they enter school. Of all the variety test methods priority was given to methods that offer to study the level of intelligence according to the tests of Kern-Irasek, Veksler, according to corrective tests of memory, attention, thinking.
The point of testing is to get, if possible, a real and clear picture of the development of the child. This is especially true today, when the teacher determines the degree of development of the basic qualities of the student's mental activity. Revealing the level of formation of psychological processes in younger students will allow to individualize or differentiate the learning process and provide the child with the necessary psychological and pedagogical support.
Survey data over the past five years of children enrolled in grade 1 suggest that they are characterized by a number of features.
Children have always started and will start learning school curriculum with different backgrounds. In quantitative terms, it looks like this: the majority of students (about 65%) enter school with approximately the same level of mental development, it is he who is taken as the norm; 15% - to a greater or lesser extent exceed this level, and 20% of children, on the contrary, do not reach it.
As practice shows, normal (having indicators of the norm for all levels of development) children are found only in books. Almost every child has one or another (albeit minor) deviations, which in the future can lead to a lag in educational activities.
It should be noted that the level of readiness of students to study at school (the educational process) is not the same and decreases every year. For some, it corresponds to the conditions for the success of their further education, for others it barely reaches an acceptable limit.
The 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.
When organizing multi-level training, we take into account intellectual ability children and at the end of grade 4 they reach the level of the age norm, this indicates positive influence multi-level education for the development of the child.
Implementing a differentiated approach, teachers are guided by the following requirements:
- creating an environment conducive to students;
- actively communicate with students in order to motivate the learning process; so that the child learns according to his abilities and abilities; to have an idea of what is expected of him;
- students of various levels are invited to learn the program corresponding to their capabilities (each “take” as much as he can).
Teachers of our school for multi-level education use:
- Informative cards, including, along with the task for the student, elements of dosed assistance
- Alternative assignments for voluntary completion
- Assignments found by the student
- Tasks that help in mastering rational ways 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; current verification of the assimilation of the material covered; independent and test papers; organization of work on errors; reinforcement lessons.
According to the results of diagnosing, the class is divided into levels:
1st group
, students with highlearning abilities (they work with material of greater complexity, requiring the ability to apply knowledge in an unfamiliar situation and independently, creatively approach problem solving), opportunities, performance indicators in certain subjects, able to work well. Students with balanced processes of excitation and inhibition. They have stable attention, when observing, they isolate the signs of an object; as a result of observation, they form an initial concept. In the course of training, they successfully master the processes of generalization, own a large vocabulary.
2nd group
- students with secondaryabilities (performs the task of the first group, but with the help of a teacher according to reference schemes), learning indicators, intellectual performance, learning motivation, interest. Students with a predominance of excitation processes over inhibition processes. They cannot independently identify the features of the subject, their ideas are poor and fragmentary. To memorize the material, they need multiple repetitions. Outwardly, their mental characteristics are manifested in haste, emotionality, inattention and slow thinking. For these children, generalization tasks are difficult, since the level of their analytical thinking is low.
3rd group
Students with lowlearning abilities (require accuracy in the organization learning tasks, more training work and additional explanations of the new in the lesson), the formation of cognitive interest, motivation for learning, performance indicators, fatigue, with large gaps in knowledge, ignoring tasks. Students fall into the category of "weak". They are slow, apathetic, do not keep up with the class. In the absence of an individual approach to them, they completely lose interest in learning, fall behind the class, although in fact they can study successfully.
It is important that with a differentiated learning process, it is possible for students to move from one group to another, i.e. The composition of the group is not permanently fixed. The transition is due to a change in the level of development of the student, the ability to fill in the gaps and an increase in the educational orientation, expressed in an interest in gaining knowledge.
The composition of the groups allows us to adapt the content of the curricula to the capabilities of specific students, helps to develop a pedagogical technology focused on the "zone of proximal development" of each student, which in turn creates favorable conditions for the development of the personality of students, the formation of positive motivation for learning, the adequacy of self-esteem.
The selection of three groups of students in the classroom greatly helps teachers in the selection of tasks of different levels for them. Each task involves certain goals and requirements.
Tasks in groups are performed independently.
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Peculiarities of differentiated teaching of junior schoolchildren at technology lessons
Introduction
Chapter 1. Psychological and pedagogical features of differentiated education in elementary school
1.1 General principles for organizing differentiated learning in a modern primary school
1.2 Forms of organizing educational work with younger children school age with differentiated learning in technology lessons
1.3 Analysis of the experience of using a differentiated teaching method and its application in technology lessons in elementary school
Chapter 2 Pilot study using a differentiated approach in teaching younger students at technology lessons
2.1 Ascertaining the study of the activities of students in grade 2
2.2 The specifics of differentiating children in technology lessons
Conclusion
Bibliography
Appendix
Introduction
Modern concepts of primary education proceed from the priority of the goal of educating and developing the personality of a younger student on the basis of the formation of educational activities.
It is necessary to create certain conditions so that each student has the opportunity to fully realize himself, his individual characteristics.
Each class consists of students with completely different development and degree of preparedness. They have different attitudes towards learning and different interests. Most often, the teacher needs to conduct training based on the average level of development and learning of children. This always leads to the fact that the "strong" students are unnaturally restrained in their development, while losing interest in learning, and the "weak" ones are forced to exist as lagging behind. Students classified as "average" are also different, with different interests and aptitudes, with different features perception, thinking and memory. Therefore, it is necessary to make sure that each of the students works to the fullest of his strength. It is worth noting that the child needs to feel self-confidence, a sense of joy from the educational 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 the differentiation of training. Since one or another individual feature is most often characteristic of several students, an individual approach can be carried out to a group of students who differ in the same features. In pedagogy, this approach is called differentiated. It by no means precludes 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. Rogders, V. Frakl, A. Maslow, R. May, V. Frakl. This concept first appeared abroad in the early 20th century.
At present, a number of scientists like E.V. Bondarevskaya, N.N. Alekseev, D.A. Belukhin, I.D. Demakova, A.M. Kushnir and many others research and develop concepts, models, technologies for a differentiated approach to learning.
The relevance of the differentiation of the educational process is due to:
1. The position of the Federal State Educational Standard of the IEO: "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 relationship of the growing personality to the teaching, to himself, to the reality around him changes. The needs, interests, beliefs of a person are changing, as well as his views on life, attitudes to the whole world around him and to himself. Ignoring or denying the natural stages of development - in any case, will 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, formed research problem: what are the features of differentiated teaching of younger students in technology lessons?
The solution to this problem is also research goal.
Object of study: activities of younger schoolchildren in technology lessons.
Subject of study: the process of organizing differentiated learning for younger students 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;
impose the state of the child in these periods of his development on his performance in technology lessons;
consider all possible options for dividing children into groups according to some psychological characteristics for work in technology lessons, in a modern school;
analyze whether the method of dividing children into groups in technology lessons in elementary school will work.
The following methods were used to solve the 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 General 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. In the second chapter, the application of differentiated learning in practice will be considered and an analysis of the work carried out will be presented.
Chapter 1. Psychological and pedagogical features of differentiated education in elementary school
1.1 General principles for organizing differentiated learning in a modern primary school
One of the important tasks of a modern elementary school is the creation of certain conditions for the education of all children (regardless of individual characteristics). The child should be comfortable at the time of learning. That's what differentiated learning is for.
Children of the same age category differ from each other in physical and spiritual development, in typological features of the highest nervous activity, interests, abilities, etc. The teacher in the school will try to take the middle bar in order to teach the whole class as a whole. But such training will not be efficient and effective. It turns out that “Strong” students are artificially restrained in 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 is also fading away (which requires much more mental effort from them).
In order to avoid such situations, it is worth building the educational process based on the principle of an individual approach.
The principle of differentiation of education is the provision according to which the pedagogical process is built as a differentiated one, namely, the widespread use of various forms, teaching methods and organization of educational activities based on the results of psychological and pedagogical diagnostics of students' learning opportunities, inclinations, and abilities.
One of the main types of differentiation is individual training child. The technology of differentiated learning consists of a set of organizational solutions, means and methods. Which cover one of the most important areas of the educational process.
The basis for the implementation of differentiated learning is the formation of groups. These groups are based on the characteristics of the development of children.
Individual differences are also manifested in the types of thinking: in some children, practically actionable thinking(solves the problem in the process of practical activity), the second - visual - figurative (involves a visual representation of the situation without real practical actions), and the third - verbal-logical (use of concepts, logical structures). But in real life all these types of thinking are closely related, and the learning process should be aimed at the formation of each of them.
Most often, differentiated learning is necessary for children who do not perceive information the first time. They need a special approach and special teaching methods. The main feature when working with such children is not a passive adaptation to the weaknesses of the psyche, but the principle of actively influencing the mental development of schoolchildren in order to form them as much as possible, active opposition to their ideas of their own inability or inferiority.
Also, differentiated learning is important for children who have a high level of mental development. When studying with children with developmental delays, difficulties will arise.
Differentiation in the educational process can be divided into types:
by level of creativity (Define creativity child to a particular task)
work on the model, work on the reproduction of knowledge
by level of difficulty
by the amount of work performed and the degree of independence
by the nature of mutual assistance to comrades
When dividing students into groups, you must choose by what type this division will occur.
Currently, teachers are trying less and less to resort to differentiated teaching. It is believed that every child has the right to receive knowledge on an equal basis with everyone (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, respectively, too.
One of the American psychologists gives a figurative comparison of all children with a flock of birds flying south in autumn: in the middle there is a solid cloud of birds, in front and behind the solid mass is thinning, the same is true of schoolchildren. Ahead - successful, behind - lagging behind, unsuccessful.
Currently, 5 models of differentiation have developed in the world educational practice:
selective streaming (three streams - lightweight, basic, advanced. Classes within the streams are homogeneous, the transition from stream to stream is possible only at the end of the academic year);
selective-level (within classes, groups of facilitated learning are distinguished, basic and advanced; the transition is possible two or three times a year);
mixed abilities (classes are few and homogeneous. Children start studying the topic together, then testing is carried out and the class is divided into two streams);
integrative (groups of mixed abilities);
innovative (within a class or group);
These models include three options for differentiating student learning:
1. Completion of classes of homogeneous composition with initial stage learning at school based on diagnostics dynamic characteristics personality and the level of mastery of general educational skills.
2. Intra-class differentiation in the middle link, carried out by selecting groups for separate education at different levels (basic and variable), enrollment in groups is carried out on a voluntary basis according to the levels of cognitive interest of students.
3. Profile training in elementary school and senior classes, 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 learning 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 academic performance, projected professional activities, etc.
Working in such classes, a characteristic feature is the transfer of the center of gravity from learning to teaching (as an independent study and assimilation of information, mastery of educational skills and abilities). In this case, the teacher is no longer the only and even the main
source of information. First of all, he is the organizer of independent work of students and their consultant.
Groups are created taking into account: interests, inclinations; abilities; results achieved; projected profession.
"External Differentiation"
Table 1
Internal differentiation of learning is a form of differentiated learning, which is carried out by dividing all students into certain groups within the class. The purpose of organizing educational work when using various teaching methods, at different levels of assimilation of program material is internal differentiation. This form of differentiation gives us different options for the pace of studying the educational program material, the choice of training tasks and different types of pedagogical activity in the classroom, while determining the nature and extent of the amount of assistance from the teacher.
Internal differentiated learning is most often organized in large groups of students or in the whole class. Study groups are selected according to certain criteria and features, depending on the goals and objectives of the lesson. The main feature of the 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 in all subjects studies in the same heterogeneous class.
2. Integrated model. Children with different abilities are 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 learn it at various planned levels: at compulsory (basic, standard of education) and advanced
The process of child development, first of all, should be considered as a stage process. The most essential thing for child psychology is the elucidation of the transition from one stage (or period) to another. At the same time, those general provisions which we have already met.
What is a child's age, 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 significance of which is determined primarily by its place and functional significance on the general curve of child development. Each age, or period, is characterized by the following indicators:
A certain social situation of development or that specific form of relationship that the child enters into with adults in a given period;
The main or leading type of activity (there are several different types of activity that characterize certain periods of child development);
The main mental neoplasms (in each period they exist from separate mental processes to personality traits).
These indicators are in complex relationships. Thus, neoplasms that have arisen in 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 in a different way, and with the help of adults changes the system of relations with them. In other words, having arisen in a certain social situation, neoplasms 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' learning activities creates favorable conditions for the interaction and mutual enrichment of its various, sometimes opposite directions to a qualitatively new level, raises the process of content integration educational process within which differentiation is possible.
It is known that at present 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 the adherents of discrete development, it is uneven, sometimes accelerating, sometimes slowing down, and has the main, leading factor of development. That is why it is necessary to single out the stages and stages of development, which will be qualitatively different from each other. It is believed that children consistently go through all stages of development, not missing a single stage and not looking ahead.
Now preference is given to a discrete position in the development of children.
There are two approaches to periodization of development: spontaneous and normative. Proponents of the spontaneous approach believe that the development process is formed under the influence of many random factors and circumstances. They happen in every child's life. An 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 an external criterion associated with the development process. This includes periodization created according to the biogenetic principle of periodization by K. Buhler (author of the theory of three stages of development). He believed that the 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 - primary school education;
12-16 years old - education in secondary school;
17 years and older - higher and university education.
Many scholars have proposed to single out some feature when constructing periodization, for example, P.P. Blonsky proposed to build a periodization according to the change of teeth: toothless childhood, milk teeth, 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 singled out the following stages: oral, anal, phallic, latent, genital, corresponding to asexual, neutral-sex, bisexual and sexual childhood.
The American psychologist L. Kohlberg (1927-1987) made the main emphasis on moral development. He identified three levels:
1. fear of punishment (up to 7 years): fear of the right to power, fear of being deceived and not receiving benefits.
2. shame in front of other people (13 years old): in front of comrades, inner circle; shame of public condemnation, negative assessment of large social groups.
3. conscience (after 16 years): the desire to comply with one's moral principles, one's own system of moral values.
In his periodization, E. Erickson identified eight stages:
1) trust - distrust (1 year);
2) achieving balance: independence and indecision (2-4 years);
3) enterprise and guilt (4-6 years);
4) skill and inferiority (6-11 years);
5) identification of personality and confusion of roles (12-15 years old - girls and 13-16 years old - boys);
6) intimacy and loneliness (beginning of maturity and family life);
7) general humanity and self-absorption (mature age);
8) integrity and hopelessness.
At each stage, something new is formed. It is necessary for social life, preparations are underway for the next stage of life.
J. Piaget included intellectual development as 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) the stage of specific operations (from 7 to 12 years);
4) the stage of formal operations (from 12 to 17 years).
The third group includes periods of development based on essential criteria, signs. This group includes:
Periodization L.S. Slobodchikov
Stage 1 - revitalization (from birth to 1 year); Stage 2 - animation (from 1 year to 5-6 years); Stage 3 - personalization (from 6 to 18 years old);
Stage 4 - individualization (from 17 to 42 years).
Periodization by A. Diesterweg:
Stage 1 - the dominance of sensation: Stage 2 - the dominance of memory;
Stage 3 - the dominance of the mind.
The problem of identifying the main age periodization is still relevant. None of the proposed periodizations has been confirmed in the specific results of the study of 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
course can provide a reliable basis for determining the main epochs in the construction of the child's personality. He suggested - creating periodization, use an analysis of the social situation of the child's development and mental neoplasms, as well as 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. Leontiev. In his article, he wrote: "On the theory of the development of the child's psyche" introduced the concept of "leading type of activity." A.N. Leontiev revealed that the place of the child in the system of social relations changes with age. He explained that this is accompanied by the activity of the child, which is decisive in his development.
Ideas L.S. Vygotsky and A.N. Leontiev 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 development is a general change in personality, the formation of a new reflection plan, a change in activity and life position, the establishment of special relationships with others, the formation of new motives for behavior and value orientations;
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 of 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 with differentiated learning in technology lessons
The technology of differentiated learning is presented as a set of organizational decisions, means and methods of differentiated learning. It covers only a certain part of the educational process. It is necessary to take into account the signs of differentiated learning technology:
1. The procedural bilateral nature of the interrelated activities of the teacher and the student
2. The presence of a set of methods and techniques
3. Design and organization
4. Availability of comfortable conditions
In order to determine the level of development of the student, he is given a task that is designed for 8 minutes. If the student completed the task within the given period of time, it means that he is in the zone of actual development. Students who fail to complete the task in 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 learning activities. There are the following forms of educational work in the lesson:
frontal;
group;
individual
With frontal learning, the teacher fully controls the learning activities of the entire class. One task is set for the whole class. The teacher has a direct ideological and emotional impact on students, organizes their cooperation, sets them a single pace of work.
But this form of organization of education does not take into account the individual differences of schoolchildren. The pace of the lesson taken may seem high for weak learners and low for strong learners. For this reason, weak students will leave the class without learning educational material and the strong will learn nothing new from the lesson.
When working with a group form of education, we note that even K.D. Ushinsky, when considering the organization of 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: “Such a division of the class into groups, of which one is stronger than the other, is not only not harmful, but even useful if the mentor is able, while studying with one group himself, to give the other two a useful independent exercise”
The task is given to the group, not to the individual student. In a small group, the student is in more favorable conditions than in frontal work with the whole class, in conditions of the opportunity to act in accordance with his individuality. In a conversation within a small group, the child can express his opinion, actively participate in solving educational problems in accordance with his interests and abilities.
The third and main form of educational work in the classroom is individual. It is a learning organization in which each student works independently. So the child shows initiative and interest. The pace of work depends on the learning abilities and preparedness of the student. Differentiation of learning here can be carried out with the help of 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. After assigning tasks of different types to the groups, the independent work of the students is monitored. He must bear in mind and be prepared for the fact that lagging students with timidity take up the task. So they don't have a complete
For a technology lesson, the ability to compose it can vary across all three forms. The first two forms are most often found in the activities of a technology teacher.
Frontal work at technology lessons (Fig. 1) is convenient for: modeling, appliqué, etc. With this type of work, the children will have one task (despite the fact that the task will be the same, the work of the children will be completely different, each work is a reflection of the inner world of the child.)
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 than other forms (because children are not put into strict limits when completing a task). Working in a group, children work together on a single idea. After completing the task, the 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 the performance of individual tasks in technology lessons. This type of 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 Serezha - to draw a portrait of a classmate (and the whole class had another 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 learning refers to an individual student, then it becomes already individual. Its practical implementation begins with finding out who needs it. First of all, it is for children who are not ready for schooling. The differences between children starting their studies at 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 the 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 the advice of their parents.
Rice. 3. "Portrait of Kukushkina"
Technology lesson obeys general patterns principles and rules of didactics. It is a specific lesson. This lesson allows you to talk about its features, as well as some fundamental differences from other lessons (at the initial stage of education).
At the technology lesson, children are involved in two types of activities at the same time: work and study. Each of these activities has its own motivation and purpose, its own patterns, special structure and organization. In the classroom, all these activities are closely related to each other. They form a complex set of educational and labor activities and operations, while mutually influencing each other.
At different stages of the technology lesson, one or the other type of activity can play a dominant role. Constantly switching from one type of activity to another, the student must progress 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 it 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 work that adults do. The teacher includes children in the labor process in the classroom, that is, it 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. Getting this product is the ultimate goal of their labor activity in this lesson.
Through differentiated teaching, the teacher will:
have a clear idea of for what purpose, in what lessons and how specifically he will use it;
to study the readiness of children for educational activities, for the perception of specific educational material;
anticipate the difficulties that may arise during the assimilation of new material and the performance of differentiated tasks;
use individual and group tasks in the system of lessons;
constantly analyze the effectiveness of individual and differentiated learning;
have a clear idea of how to continue the work begun in the following lessons;
use differentiated learning not sporadically, but systematically, i.e. practice it throughout the course.
Technology lessons great importance It also has an atmosphere of psychological relief. Slowness in work, calm, measured activity of children helps to create such an environment. Children should feel comfortable in the classroom. Of course, it is very difficult for a teacher to focus the attention of all children. For this, there is differentiated teaching, thanks to which the teacher can pay more attention to children, they will be comfortable, and they will show interest in learning.
1.3 Analysis of the experience of using a differentiated teaching method and its application in technology lessons in elementary school
Not in all schools, teachers in technology classes use the method of differentiated teaching. Many people think that in elementary school it is not worth dividing children into groups when teaching. The easiest way is to give all the children one task and just control that everything goes as it should. This method will not always be justified. Children with different levels of development will absorb information in completely different ways. It is enough for one to see once and they will immediately be able to reproduce everything identically to the example shown. For others, it will be possible to explain several times, but in the end they will not understand the task.
Teachers who believe that it is not worth dividing children into groups in a technology lesson in elementary school, based on the specifics of children, will face numerous problems. By the end of the lesson, the result will not be what we would like to see it. Units will cope with the task set by the teacher. Some will not have time to do the work on time, the third 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. Since he tried, explained, clearly showed everything, but did not see the return.
Also, do not forget about safety in technology lessons. Often, when planning original tasks for children, items may be needed, if they are used incorrectly in work, they can harm the health of the child. There are a lot of kids in today's 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 are doing it on our own”, while others cannot sit still (as a result, they can listen to how to do the work). Thus, they can be injured while doing 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 in planning and implementing the educational process. It is important for the teacher to familiarize himself with the existing best practices in compiling and using various subjects (manuals) for differentiated work with students.
How to differentiate learning in technology lessons? For this you need:
to clarify and concretize according to what criteria, abilities, knowledge, skills, the differentiation of learning in the lesson will be carried out;
develop or use ready 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;
in the event that individual students clearly cannot cope with a differentiated task, or it turned out to be too simple and easy for them, transfer the student to a stronger or, conversely, weaker group (if there is such an opportunity and a sufficient number of technology teachers);
if the student successfully completes certain tasks of tasks of a reduced level of complexity, transfer the student to another group;
create, systematize and continuously improve the “bank of differentiated tasks” according to the selected criterion, ability, skill, using task cards, slides, computer programs (depending on the topic of the lesson) for this.
In a technology lesson, it is quite difficult to implement differentiated groups of students. The variability of tasks that can be given to children is not so 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". Absolutely everything can be molded from plasticine, even an integral satellite of the planet Earth - the Moon. When building a lesson on this topic, you can divide the children, depending on their level of development. Children who are very developed, like to work actively in the classroom, can be given more difficult task- make the entire solar system. Children who are less active in the classroom can be offered a choice of one object from the solar system, and then from all the objects, also make a solar system. In doing so, we will touch upon all areas of differentiated learning. In fact, everyone has the same theme - but the methods of its implementation are different.
It can also be done as a group work. The theme 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, the sun and the moon from plasticine"
Carefully preparing for a technology lesson, it is necessary 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 such techniques that will give students a sense of independence, creative and active participation in the learning process. decisive and important role, plays the differentiation of tasks according to the degree of assistance to the student by the teacher according to the degree of independence of students in the performance of tasks. This is especially important for weak students.
The main tasks of the teacher are: bringing these students to the average level, as well as teaching them the methods of mental activity. Strong students need tasks of increased difficulty (in works of a creative nature). This will allow them to maximize and develop their learning opportunities. To work with strong students in technology lessons, you can use the following forms and techniques:
1. Keep students in "working form", that is, increase the amount of work according to their capabilities, which ensures the employment of students in the classroom.
2. Increase the amount of work due to additional tasks:
apply tasks of increased difficulty:
independent selection by students of additional tasks; creative tasks: do the work according to the model.
The problem of managing the learning process in technology lessons is especially acute when working with weak students. Such students do not know how to apply their knowledge in practice, they do not know the techniques necessary for educational activities.
Some forms and methods of working with weak students:
development of visual memory;
check if the task was completed correctly;
completion of optional tasks
performance of tasks with the presence of a sample;
Differentiated learning is necessary in technology lessons, for the best results of the work of children and for the development of the abilities of each child (regardless of developmental delays or other deviations).
Scientists, doctors, innovative teachers urge teachers to apply and use everything new in their work more often. For teachers, it is important that they want to learn new things, introduce them into the learning process and not be afraid to put into practice modern pedagogical technologies in our information age.
psychological differentiated learning technology
Chapter 2
2.1 A stating study of the activities of grade 2 students in technology lessons
There are many options for testing children to determine the level of preparation and development, to study the personality of the child. Consider the technique - "non-existent animal".
The purpose of the methodology: to reveal the hidden, veiled sides of the personality of students, the degree of aggressiveness, the level of development of creative abilities.
Description of the technique:
“Projective methodology of personality research; proposed by M.Z. Drukarevich.
The subject needs to come up with and draw a non-existent animal, come up with a non-existent nickname for it. There is no specific system for evaluating a drawing today. 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 the examination of children.
Instruction:
“The subject is asked to come up with and draw a non-existent animal that has never been seen or existed anywhere before (you cannot use various heroes of fairy tales and cartoons).
You need to come up with a nickname for your animal. It should be individual (previously such nicknames should not exist).
Instructions for group testing (extended version)
“The task is proposed for the disclosure of creative abilities, imagination.
Within 30 minutes you need to come up with and draw a non-existent animal. It is important not to use image prompts previously invented by other people for visual material.
The invented animal must be called non-existent, so that this nickname fits the drawn animal according to some parameter (in appearance, according to some specific detail, etc.). Nickname must be one word. At the same time, its parts should not reflect the words already existing in the Russian language.
It is necessary to write a description of it (about 10-15 sentences). In the description, it is desirable to reflect the following points: the size of the animal; where he lives; with whom he lives; what it eats; his fears; reflect the external qualities that show his habits; etc. The list of these questions is an orientation. You need to show your imagination. At the top of the sheet, you must put a conditional number, today's date. Below is a painting. Also, this part of the study can be carried out orally (personal communication with each child, ways of asking them questions).
Processing and interpretation
"The position of the picture on the sheet:
The picture should be centered on the sheet.
The sheet of paper must be white.
Use a pencil of medium softness;
Pen, felt-tip pen - you can not draw.
The position of the picture - closer to the top edge of the sheet (the closer, the more pronounced) means high self-esteem. This is dissatisfaction with their position in society, non-recognition of their personality by
The position of the picture at the bottom of the sheet is an indicator of self-doubt, low self-esteem, depression, indecision, disinterest in one's position in society. Lack of self-assertion.
The central semantic (main) part of the figure: (head or replacement part)
The head is turned to the right - a steady tendency to activity. Everything that is thought about, planned, carried out or begins to be carried out (even if it is not brought to the end). The subject actively proceeds to the implementation of his plans, inclinations.
The head is turned to the left - a tendency to reflection and to various reflections. 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 at the drawing person. This is characteristic egocentrism. Also, details can be located on the head 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 something in order to win a positive evaluation. Or is it only important for him to evaluate others, which would correspond to emotional reactions (joy, pride, resentment, grief), while not changing his further behavior.
A slightly open mouth in combination with the tongue in the absence of a lip edging is interpreted as a large speech activity (talkiness). If it is combined with the drawing of the lips, then it is interpreted as sensuality. It is also possible to have all of these together. Open mouth without apprehensions and fears. A mouth with teeth is verbal aggression, most often defensive (snarls, bullies, is rude in response to being addressed inappropriately). For children and adolescents, a pattern of a drawn round mouth is characteristic (fearfulness, anxiety).
The eyes are of particular importance. 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 - hysteroid-demonstrative behavior. Also, their presence means - interest in the admiration of others by external beauty and manner of dressing and attaches great importance to this.
An enlarged (relative to the figure as a whole) size of the head indicates that the subject appreciates the rational principle (perhaps erudition) in himself and those around him. Additional details can 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 - a tendency to self-decoration and self-justification, to demonstrativeness. The mane, the hair, the semblance of a hairstyle - sensuality, emphasizing one's gender and sometimes orientation to one's sexual role.
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 whole figure and in shape:
a) thoroughness, deliberation, rationality of decision-making, ways to conclusions, formation of judgment, reliance on significant provisions and significant information;
b) superficiality of judgments, frivolity in conclusions and unfounded 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 unidirectionality of the shape of the paws, any elements of the supporting part - the conformity of judgments and attitudes in decision-making, their standardity, banality. The variety in the form and position of these details is the originality of attitudes and judgments, independence and non-banality; sometimes even creativity(according to the unusual form) or dissent (closer to pathology).
Parts rising above the level of the figure:
“Wings, extra legs, tentacles, shell details, feathers, bows like curls, flower-functional details - the energy of embracing different areas of human activity, self-confidence, “self-propagation” with indelicate and indiscriminate oppression of others, or curiosity, desire to participate as much as possible in the affairs of others, winning a place under the sun, dedication to one's activities, courage of enterprises (according to the meaning of the Detail of the symbol - wings or tentacles, etc.). Decorating details are demonstrativeness, a tendency to attract the attention of others, mannerisms (for example, a horse or its non-existent likeness in a peacock feather plume).
“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 indicate an attitude towards one's actions and behavior. Tails turned to the left mean attitude towards one's thoughts, decisions; to missed opportunities, as well as to their own indecision. The positive or negative coloring of this ratio is expressed by the direction of the tails. If the tail is directed upwards, then confidently, positively, cheerfully; and if the tail is depicted with a falling downward movement, then dissatisfaction with oneself, doubt in one's own rightness, regret about what was done, said, remorse, etc. Attention should be paid to the tails, consisting of several, sometimes repeating, links, to especially magnificent tails, especially long and sometimes branched.
Shape contours:
“They are analyzed by the presence or absence of protrusions (shields, shells, needles), drawing and darkening of the contour line. This is protection from others, aggressive - if it is made in sharp corners; with fear and anxiety - if there is a darkening, "staining" of the contour line; with apprehension, suspicion - if shields, "barriers" are set up, the line is doubled.
The direction of such protection is in accordance with the spatial arrangement: the upper contour of the figure is against the superiors, against persons who have the opportunity to impose a ban, restriction, to exercise coercion, i.e. against elders, parents, teachers, bosses, leaders; the lower contour is protection against ridicule, non-recognition, lack of authority among lower subordinates, juniors, fear of condemnation; lateral contours - undifferentiated apprehension 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 body of the animal itself. On the right - more in the process of activity (real), on the left - more protection of one's opinions, beliefs, tastes.
Total energy:
“The number of details depicted is estimated - is it only the necessary amount in order to give an idea of an imaginary 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 complicate additional details. Accordingly, the more constituent parts and elements (beyond the most necessary), the higher the energy. In the opposite case, energy saving, asthenia of the body, chronic somatic disease (the same is confirmed by the nature of the line - a weak cobweb-like line, "carries a pencil on paper" without pressing it). The reverse character of the lines
Bold with pressure - is not polar: it is not energy, but anxiety. You should pay attention to sharply pressed lines, visible even on the reverse side of the sheet (convulsive, high muscle tone of the drawing hand) - sharp anxiety. Pay attention also to what detail, what symbol is made in this way (that is, what the alarm is attached to).
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Using the technology of multi-level differentiation in elementary school
Loving children is not enough
You need to know them.
Prof. M.N.Gernet(1)
I agree with the statement of L.S. Vygotsky: “What a child can do today in cooperation and under guidance, tomorrow he becomes able to do it on his own ...”. Think, knowing the individual characteristics of each student(level of preparation, development, peculiarity of thinking, cognitive interest in the subject),
possible to determine for him the most expedient and effective type of activity, forms of work and types of tasks in the lesson.
Differentiation of learning through its forms is necessary for optimal pedagogical support for the development of individuality.
"Can the teacher physically and professionally take into account the individual characteristics of each of the 30 students within the 45-minute lesson and the mandatory curriculum?»
"How to work in the classroom with the whole class and at the same time - with each student?" (2)
How to make the learning process more flexible, more adapted to each student? The answer to this question is learning technology "Level differentiation", which involves such forms of education that allow for the development of the individual, taking into account individual psychological and intellectual capabilities.
The main goal (3) of using the technology of level differentiation is teaching everyone at the level of his capabilities and abilities, which gives each student the opportunity to obtain the maximum knowledge according to his abilities and realize his personal potential.
Main task: to see the individuality of the student and preserve it, to help the child believe in himself, to ensure his maximum development.
Not surprisingly(4), the burden on schoolchildren is growing at an alarming pace. Not all parents can cope with the proposed tasks "Mathematics", grade 3. Children have always started and will start learning the school curriculum with different starting points(5). Most students (about 65%) enter school with approximately the same level of mental development, and it is he who is accepted as the norm; 15%, to a greater or lesser extent, exceed this level, and 20% of children, on the contrary, do not reach it. (6)
Implementing a differentiated approach, the teacher should be guided by the following requirements:
creation of an atmosphere favorable for students;
actively communicate with students in order to motivate the learning process; so that the child learns according to his abilities and abilities; to have an idea of what is expected of him;
students of different levels (7) are invited to master the program corresponding to their abilities (each one “takes” as much as he can).
What does the technology of a multi-level approach give? (8).Steps (9)
Scheme of a multi-level lesson (10)
(Teachers for multi-level education use:
Cards-informers, including, along with the task for the student, elements of dosed assistance
Alternative tasks for voluntary performance
Assignments whose content is found by the student
Tasks that help in mastering rational ways of activity
Differentiation of the content of educational knowledge can be carried out: (11)
- by degree of independence;
- by the level of creativity;
-by level difficulties;
- by volume;
-the nature help
students.
Multi-level differentiation of learning is widely used at different lessons (12) and stages of the educational process: learning new material; differentiated homework; taking into account knowledge in the lesson; current verification of the assimilation of the material covered; independent and control work; organization of troubleshooting; reinforcement lessons.
Differentiated Learning Techniques (21)
when interviewing, submitting homework and assessing students
Student Survey Techniques
Very often in the classroom, survey forms are aimed at finding gaps and shortcomings in the knowledge of students. But it should be a search for virtues, knowledge and skills. The main task during the survey is to support, help, teach.
Reception 1. solidarity survey.
The student called to the board cannot cope with the task. We turn to the class with the question: Who will help to complete this task? Then, from among those who wish, we choose an explainer, and we invite him to help his friend in a whisper and teach him so that he can complete the task himself.
If the student coped with the task, he receives a high-quality mark in points and encouragement in words, we also evaluate the work of trainers, if the experience does not work out, an unsatisfactory mark is not given, and the teacher thinks about other ways and tasks that allow the student to succeed.
Reception 2. Interrogation.
Three students prepared to conduct a survey of those who would like to answer "5", "4" and "3", each sit in their own row and invite those who wish. If the student enrolled in a group, where he quickly answered the questions and received "3", he can migrate to a higher quality group and try his luck there.
Reception 3. Silent poll.
The conversation with one or more students takes place in a half-whisper, while the class is busy with another activity suggested by the teacher.
Reception 4. Protective sheet.
A student often comes to class unprepared for many reasons: training, games, trips….
In such cases, two scenarios are common.
First: a strict teacher checks knowledge before each lesson. Caught - punished, not caught - lucky ... Such a game of "cat and mouse" gives rise to mistrust and many other negative effects.
Second: It is beneficial for a good teacher to confess before the lesson, adding something for persuasiveness. The kind one scolds, promises to check the knowledge later, but, being overwhelmed with numerous school affairs, is likely to forget. This situation also has a negative effect on the student and is psychologically losing for the teacher. How to be?
Each of the students can warn before the lesson about the failure to complete homework, it is possible for parents to declare this. The teacher, keeping the situation under control, will ask the student next time.
Reception 5; The perfect poll.
An ideal survey is when there is no survey, but its functions are performed. Students themselves assess the degree of their preparation and report this to the teacher.
Methods for submitting homework
Harmful and fairly common technique - punishment with homework of increased volume or complexity. But if you really ask, then ask with maximum benefit.
Reception 1. Three levels of homework. Pros: multilevel differentiation. Minuses: the volume of material being tested increases.
The teacher asks at the same time homework three levels.
First level is the required minimum. The main property of this assignment is that it should be absolutely understandable and feasible for any student.
Second level - training. It is performed by students who wish to know the subject well and master the program without much difficulty. These students can be exempted from the first type task.
Third level used or not by the teacher depending on the topic of the lesson, the readiness of the class. This is a creative task. It is usually performed on a voluntary basis and stimulated by the teacher with high marks and praise. The range of creative tasks is wide:
ditties, fables, fairy tales, fantastic stories learning topics etc.;
chainwords, crosswords, crosswords, etc.;
educational comics;
posters - reference signals;
mnemonic formulas, verses, etc.
Reception 2. Array assignment. At the math lesson a large amount of examples are given for the procedure, for consolidating computational skills, in this case there are -84 of them. The execution time is arbitrary. Start after the New Year, during the holidays, the end - the student chooses on his own. You can finish in two weeks, you can do in three months. During the work performed, the teacher keeps everything under control. All results are checked at any time. The result is excellent - children learn to perform expressions by actions.
In the lessons of literary reading. During the holidays, a list of poems for memorization is determined. The poem by K. Balmont is estimated in a month on December 5th.
A large array of tasks is set immediately for a sufficiently large period of time. For example, out of 50 tasks, a student must complete 20. An important psychological effect: an independent choice of a task provides an opportunity for self-realization for the student, there is a self-consistency between the child and the level of tasks that he solves. The scope of the task can be varied.
Reception 3. My own teacher.
During the last 10 minutes of the lesson, we invite students to come up with the most interesting form and content of homework. Whoever came up with what kind of homework for himself, he will do it. Who could not or did not want to come up with, we formulate the homework ourselves.
Reception 4. The perfect job.
The teacher does not give any specific task, but the function of homework is performed, that is, the teacher invites students to do homework of their own choice and understanding.
Assessment techniques(22)
From the teacher at the time of evaluating the results is required emotional balance, necessary for an objective assessment, goodwill - at the time of the announcement of grades of any level, the ability to take into account the possibilities and real achievements of each student. The main thing is that assessment in the lesson becomes an incentive for further application of strength. Man needs success.
Reception 1. Rating is not a grade.
We evaluate not only by numbers. Evaluate with words, intonation, gesture, facial expressions ...
Option: the teacher, rubbing his palms, with a sly look, gives the groups a tricky but feasible task on a piece of paper ... After 10 minutes, the students cope. Teacher: “Well, what should I do with you! You will ruin my golden fund of unfulfilled tasks! Next time…”
After completing the work, the student himself put a mark on himself. The teacher marks the same work. We write down the fraction. For example, 4/5. The task of the teacher is to accustom the student to the regular evaluation of his work.
The reception is introduced for the period of agreement on the criteria for the mark, and after a while the numerator and denominator increasingly coincide.
Reception 3. Credit of trust.
In some cases, we put a mark in the "credit". A controversial quarter. The subject of excitement and hope. Teacher: "According to the marks, you have a little finished on" 4 "(" 5 "). But I got the impression that you can and want to. This is true? If yes, then let's try to give you a high mark, and in the next quarter it will become clear how right we were.
Reception 4. Incentive system.
Option 1. A leaflet with deferred evaluation.
Not wanting to give a low mark, we give the student a piece of paper in which he writes down the topic, the question asked or the task that he did not cope with, the date and returns it to the teacher. At the next survey, we invite the student to answer or complete the task that is contained in the postponed sheet.
Option 2. Expanded assessment.
Along with the digital assessment, we make a record that reveals our attitude towards the student and his achievements.
Option 3.
A reasonably good estimate would be:
small diploma;
a letter of thanks or a diploma "For the victory in the lesson", "For little opening”, “For helping a friend”;
a note of gratitude in the diary;
a book, a postcard with a gift inscription, a poem dedicated to a student.
Reception 5. Mutual verification. Doing tests at home. It is necessary to check, up to 30 questions. Workbooks are collected, then distributed again, whoever comes across their own notebook is replaced. We begin the coordinated check. We read the question, give the children the correct answer. When creative task, multiple responses are read, each response is accepted.
Result: according to the proposed criteria: 15.14 + mark "5", 11,12,13 + "4", from 8 to 10 + "3", less than 7+ mark "2".
Positive sides differentiated learning(23)
Negative aspects of differentiated learning.(24)
Among the above methods, there is no one that can be called the most important. A rainbow of one color is not a rainbow. Only by supporting each other, techniques give a "rainbow" effect. A multi-colored picture cannot be painted in one fell swoop. Patience and gradualness! The best way to ruin a pedagogical technique is to grab everything at once.
We will know (25) that in our professional activity teachers, the main thing is not to teach, but to think.
Let our motto be the words of the wonderful poet Maximilian Voloshin:
Of all the violence
Created by man over people,
Murder is the least
The hardest thing is education.
And let's remember that "pedagogical techniques are the teacher's everyday tool. The tool rusts without work... And it improves in work" (A. Gin).
The teacher's code of honor (principles of attitude towards the child, formulated by G.L. Landgret):
1. I want to be loved, so I am open to children.
2. I know so little about the complex labyrinths of childhood that I let my children teach me.
3. Sometimes I need shelter, so I will give it to my children.
4. I love to be accepted for who I really am, so I will strive to empathize with the child and appreciate him.
5. I tend to make mistakes, so I will be patient with the human nature of the child.
6. I am the only one who can live my life, so I will not seek to control the life of a child.
7. I have learned almost everything I know on own experience so I'll let the kids get their own.
8. I draw support and the will to live from within, so I will recognize and affirm the child's sense of self.
9. I can't make the child's fear, pain, frustration, and stress go away, but I will try to soften the blow.
10. I feel fear when I am defenseless, so I will touch inner world child with kindness, affection and tenderness.
Benefits of differentiated learning:
students are happy to choose options for tasks that correspond to their abilities and try to complete tasks of an increased level;
students feel successful and confident; the degree of their psychological comfort in the classroom increases;
the level of teaching at school is raised;
differentiated (multi-level) education allows organizing the educational process on the basis of taking into account the individual characteristics of the individual, ensures the assimilation of the content of education by all students.
Literature
1. Gin A. Pedagogical techniques. - M., "Vita-Press", 1999.
2. Guzeev V.V. Pedagogical technique in the context of educational technology. M., 2001.