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

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

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

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

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

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• Introduction
• 1.1 Psychology of learning
• 1.2 Learning process
• ChapterII. Using a differentiated approach to teaching in mathematics lessons in elementary school
• Conclusion

Introduction

We are concerned about the same questions and problems: what needs to be done to give students high-quality knowledge in 45 minutes, how to rationally use time, how to increase students' interest, how to teach them to work independently.

And among the huge number of these problems, painfully solved by the national school and pedagogy, perhaps the most acute is: the problem of differentiation of education, which is the most relevant today.

A differentiated approach to students in the process of collective learning is one of the important principles of didactics, the implementation of which must overcome many contradictions inherent in the classroom system. The classroom system, which has withstood the test of time, remains the main system of education due to the fact that its structure optimally meets the requirements of a unified general education school, the conditions of collective and systematic learning with the rational use of material resources. The classroom system "averages" the knowledge, skills and abilities of students. The problem of differentiated learning was dealt with by Guzik N.P., Firsov V.V., Selevko G.K., Und Inge, Loshnova O.B. and many educators are innovators.

It should be noted that, despite the abundance of work on the implementation of the principle of a differentiated approach, the problem of differentiated learning remains unresolved. Its sharpness is due to the lack of sufficiently clear positions among the researchers involved in its development. Firstly, the principle of differentiated teaching in most cases is studied in isolation from other principles of didactics, which leads to a certain disregard for the latter in the course of the implementation of practical recommendations by teachers. Secondly, the search for optimal ways to implement the principle of a differentiated approach to teaching is often carried out without taking into account the level of qualifications of teachers and the specific conditions of their activities. This circumstance is one of the main obstacles to the differentiation of the educational process. Separating the educational process from the personality of the teacher, researchers often give such recommendations, the implementation of which is generally impossible in school practice.

As observations of the work of teachers show, it is possible to fully implement a differentiated approach only for master teachers with a rich set of knowledge, skills and pedagogical abilities, teachers with a pronounced professional orientation.

Purpose: to consider the influence of various differentiated tasks on the formation of students' mental activity.

Tasks: to analyze the psychological and pedagogical literature on this topic, to consider tasks, exercises that contribute to the formation of interest in learning.

Chapter 1. Implementation of the principle of a differentiated approach to teaching

1.1 Psychology of learning

Educators and psychologists are constantly solving the question of how to build the learning process so that it is interesting and "affordable" for everyone. When we talk about learning, we emphasize the role of the teacher teaching, which, however, is not limited to the transfer of knowledge from teacher to student. The teacher does not just transfer knowledge, does not shift it into the head of the student. In the conditions of interaction between the teacher and the student, under the influence of the activity of both the teacher and the student, the student acquires knowledge, skills and abilities. The teacher manages this process.

With admission to school, the leading activity of children becomes educational activity. Its essence lies in the mastery of knowledge and skills, ways of their practical implementation. Educational activity does not form by itself. If a student goes to school, conscientiously listens to the teacher and does his homework, this does not mean that he is engaged in learning activities. The teacher forms the learning activity of schoolchildren (teaches them to learn).

Educational activity is complex in its structure, there are three main components:

- motivational;

- operational;

- control and evaluation.

It is also worth noting that learning depends, firstly, on the material to be learned, on its content and the system in which it is presented. Secondly, the nature of teaching depends on the methodological skill and experience of the teacher, his personal characteristics, on the specific teaching methodology that the teacher uses in each individual case.

The main aspects of the learning process are as follows:

- the formation of a positive attitude towards learning, social motives for learning among students;

- assimilation of the knowledge system;

- formation of methods (techniques) for performing the relevant activity - skills and abilities;

- mental development of students - the formation of their need and ability to independently replenish and improve knowledge, the development of active, independent, creative thinking;

- education in the learning process.

In this regard, let us consider the features of the cognitive activity of a younger student, which are taken into account when constructing a lesson.

Assimilation of knowledge. Assimilation as an organized cognitive activity of a student includes the activity of perception, memory, thinking and imagination.

There are four main parts of the learning process:

direct perception, observation (obtaining information);

comprehension of the material, its mental processing (processing of the information received);

memorization and preservation of material (storage of received and processed information);

application of knowledge in practice (application of information).

Of course, this division is to a certain extent arbitrary, since these links are not isolated from each other, but are closely intertwined and interconnected.

Perception. Learning activities in primary school stimulates, first of all, the development of mental processes of direct knowledge of the surrounding world - sensations and perception. Younger students are distinguished by sharpness and freshness of perception. A child with lively curiosity perceives the life around him, which every day reveals more and more new sides to him. However, perception in grades 1 and at the beginning of grade 2 is still very imperfect and superficial. Younger schoolchildren make inaccuracies and errors in differentiation when perceiving similar objects. Sometimes they do not distinguish and mix letters and words similar in style or pronunciation, images of similar objects and similar objects themselves. For example, they confuse the letters "sh" and "u", shown in the picture of rye and wheat, pentagons and hexagons. Often children highlight random details, while they do not perceive the essential and important. In a word, younger students do not know how to consider objects.

The next feature of perception at the beginning of primary school age is its close connection with the actions of the teacher. Perception at this level mental development associated with the practical activities of the child. To perceive an object for a student means to do something with it, to change something in it, to perform some action, to take it, to touch it.

A characteristic feature of students in grades 1-2 is a pronounced emotionality of perception. First of all, children perceive those objects or their properties, signs, features that cause a direct emotional response, an emotional attitude. Visual, bright, alive is perceived better, more distinctly. However, the teacher should also strive to ensure that the children clearly perceive the less vivid, less exciting and significant, specifically drawing their attention to this.

Thinking. The thinking of a younger student, especially a first-grader, is visual-figurative. It constantly relies on perceptions and ideas. A verbally expressed thought that does not have support in visual impressions is difficult for younger students to understand.

What categories of signs are distinguished by younger students? Here, too, there is a definite pattern. For example, in grade 1, visual external signs, relating to the actions of the object ("what it does") or its purpose ("what it is for"), i.e. utilitarian and functional signs ("The moon is shining", "Cherries are delicious, they are eaten").

Approximately from the 2nd grade, schoolchildren are noticeably freed from the inspiring influence of visual signs and rely more and more on signs that reflect the connections and relationships between objects and phenomena.

Grade 3 students are capable of a higher level of generalization associated with the establishment of subordination of concepts: children isolate broader and narrower concepts.

The student develops the ability for verbal-logical thinking, reasoning, conclusions, conclusions. If students of grades 1 and partly 2 often replace argumentation and proof by simply pointing to real fact or rely on an analogy (not always legitimate), then 3rd grade students, under the influence of learning, are able to give a reasonable proof, expand the argument, build a deductive conclusion.

Imagination. A feature of the imagination of younger students is its reliance on perception. It is sometimes quite difficult for students in grades 1-2 to imagine something that does not find support in nature or in a picture. But without a recreative imagination it is impossible to perceive and understand the educational material. The main trend in the development of imagination in primary school age is the improvement of the recreative imagination. It is associated with the presentation of previously perceived or the creation of images in accordance with a given description, diagram, drawing, etc.

Of great importance is the inclusion of the student in creative work (drawing, craftsmanship, folk art circle). The role of special methodological techniques is important here - stories and compositions from pictures, drawing illustrations for texts, a mental journey through geographical map with a visual description of nature, a journey into the past with a visual representation of that era.

Memory. In life, one can observe significant individual differences in the field of memory. Different types of memory are distinguished depending on what a person remembers more successfully and how he prefers to remember.

First, people remember different material in different ways. Some people remember pictures, faces, objects, colors, sounds most well. These are representatives of the visual-figurative type of memory. Others better remember thoughts and verbal formulations, concepts, formulas, etc. These are representatives of the verbal-logical type of memory. Still others remember both visual-figurative and verbal-logical material equally well. These are representatives of the harmonic type of memory.

Secondly, people prefer to remember in different ways. Some remember better visually, others - by ear, others - with the help of motor sensations, and fourth - with a combined method.

A person's memory can also be characterized depending on how developed his individual memory processes are. We say that a person has a good memory if he is different:

memorization speed

strength of preservation

fidelity

the ability to extract from memory reserves.

Far from often there are people who quickly memorize, and remember for a long time, and accurately reproduce, and remember at the very moment when it is needed.

Among schoolchildren, there are often children who, in order to memorize the material, only need to read or listen carefully to the teacher's explanations once. Moreover, these children not only memorize quickly, but also retain what they have learned for a long time, easily and fully reproduce it. Such students stand out among other students by their success in mastering knowledge.

The most difficult case is slow memorization and quick forgetting of educational material. Such children spend a lot of time and effort memorizing material, reproduce it inaccurately and quickly forget. The weak productivity of their memory is explained various reasons. As a rule, poor memorization is observed in schoolchildren who often miss classes, do not systematically complete learning tasks, and do not master memorization techniques. These children should be regularly helped, patiently taught the methods of rational memorization.

Very often, insignificant results of memorization do not depend on bad memory but from poor attention.

When organizing learning activities for a younger student, it is necessary to take into account the influence on the success of memorizing interests, emotional attitude to educational material, and active work with it. The teacher must always remember that in each class there are students of different types of memory, and therefore he needs to turn to different analyzers (motor, visual, auditory). And, finally, it is important for the teacher to know the individual characteristics of the memory of his students: this gives him the opportunity, on the one hand, to rely on more strengths their memory, and on the other hand, purposefully work to improve the weaknesses of the memory of students.

Skills skills. While studying at school, students acquire a variety of skills and abilities through exercise and training.

An exercise, as a necessary condition for the formation and consolidation of skills, must meet the following conditions:

you should know exactly the purpose of the exercise, what results should be achieved;

it is necessary to monitor the accuracy of the exercise in order not to reinforce mistakes if they occur, monitor the results of the exercises, compare your actions with the standard, be aware of what successes have already been achieved and what shortcomings should be fixed in order to eliminate them;

exercises should not be a random set of the same type of actions, they should be based on a certain system, it is necessary to plan correct sequence them, constantly complicate;

exercises should not be interrupted for long time, since in these cases the skill is formed slowly;

exercises must be differentiated, since a weak student needs help with some exercises, although a strong one performs it without difficulty.

Peculiaritiesbuildingprocesslearningatjuniorschoolboy.

At each age stage of human development, it is formed as general properties inherent in a social group, as well as specific, individual characteristics. Children of the same age differ from each other in typological features of higher nervous activity, physical and spiritual development, abilities, interests, etc. Thus, the class consists of students with different development, different preparedness, different academic performance and attitude to learning, different features attention and memory. From the first grade, the teacher often conducts training in relation to the average level - to average development, average readiness, average academic performance. This often leads to the fact that "strong" students are artificially restrained in development, lose interest in teaching, which does not require mental effort from them: "weak" students, on the contrary, are often doomed to chronic lag and also lose interest in teaching, which requires too much mental stress from them. The question arises of how to build a learning process so that a "weak" student would be able to do it and be interesting, and a "strong" student would not lose the desire to work because of the ease and simplicity of teaching.

Students with learning disabilities are especially in need of a differentiated approach in order to prevent their transition to the category of chronically underachieving or to overcome their underachievement. In the primary grades, there may be children with a lack of sufficient cognitive activity, intellectually passive, as psychologists call them.

These children show normal intellectual development, which is manifested in games and practical activities. But in educational activity they are not yet accustomed to and do not know how to think; they are characterized by the desire to avoid active mental activity.

Psychologists substantiated optimal ways teaching children with low learning ability and intellectually passive children. Training must be built on the basis of the peculiarities of their psyche - a slow type of formation of generalized knowledge, intellectual passivity, increased fatigue during mental activity. At first, for this category of schoolchildren, learning is optimal at a somewhat slower pace, with broader visibility and verbal concretization. general provisions large quantity exercises, the performance of which relies on a direct demonstration of decision techniques, with constantly decreasing outside help and also a constantly increasing degree of difficulty of the tasks.

The implementation of the principle of a differentiated approach in teaching means attention not only to those who find it difficult to study, but also to those who show a high level of mental development, show pronounced interests, inclinations and abilities for any kind of activity.

differentiated approach mathematics learning

1.2 Learning process

The learning process is a purposeful, consistently changing interaction between teachers and students, during which the tasks of education, upbringing and general development trainees. The learning process is part of the whole pedagogical process.

Basic learning functions.

Based on the overall goal of the school, the learning process is designed to carry out three functions: educational, upbringing, developing. Modern didactics emphasizes that the tasks of the educational process cannot be reduced only to the formation of knowledge, skills and abilities. It is designed to have a complex effect on the personality. The conditional allocation of these functions is useful for the practical activities of teachers, especially when planning learning tasks in the classroom.

The unity of these functions is carried out by combining a variety of methods, forms and means of teaching.

The structure of the learning process

When considering the structure of the learning process, it is necessary to identify its structure and main components.

The learning process consists of two interrelated processes - teaching and learning

Learning is impossible without the simultaneous activity of the teacher and students, without their didactic interaction. No matter how actively the teacher strives to communicate knowledge, if there is no active activity of the students themselves in mastering knowledge, if the teacher does not provide motivation and accessibility of learning, didactic interaction does not really function. Therefore, in the learning process, it is not just the influence of the teacher on the student, but precisely their interaction, the unity of the trainees and the personal influences of the teacher is realized, the emergence of independent efforts of the student to master knowledge, skills and abilities.

Based on the characteristics of the process of activity, we can holistically imagine the constituent elements of the learning process:

- target;

- stimulating and motivational;

- operational and activity;

- control and regulation;

- evaluative and effective.

The content of training is determined curriculum and programs. The content of the lessons is specified by the teacher, taking into account the tasks set, the need to reflect the specifics of the school, the level of preparedness, and the interests of students in the content of the subjects.

1.3 The essence of learning differentiation

L.S. Vygotsky noted: “According to his characteristics, a child is capable of taking on some new cycle of learning that was previously inaccessible to him. interests, according to the level of his thinking, he can assimilate it to the extent that it is his own program.

The requirement to take into account the individual abilities of the child in the learning process is very long tradition. The need for this is obvious, because students are very different from each other.

One of the requirements of the teacher's activity and the condition effective organization the educational process is to ensure the complete assimilation of knowledge by all students. Can you imagine how many more lessons the teacher needs to give in order for the students of the second, and especially the third group, to learn new material? The teacher may be happy to work with them, but driven by the program, he goes further, starts studying a new topic.

The individual development of students is also manifested in the level of working capacity. On this basis, students can be divided into three groups:

The first one is characterized by high working capacity (there are 36% of such students)

The second - medium (50-55%)

Third - low (8-17%)

It is noteworthy that students with low working capacity are more likely than others to fall into the ranks of those who do not succeed, although most of them do not suffer from mental deficiency or lack of interest in learning at all. No, they just need a different pace of work.

It is the working capacity, both low and high, that is an indicator of the student's belonging to certain type nervous system. Students with a weak nervous system work slowly, but very thoroughly. They, of course, need much more time. They are pedantic, very sensitive and vulnerable. Therefore, their learning failures should be assessed very carefully, avoiding harsh expressions, insulting reproaches.

Individual differences are also manifested in the types of thinking: in some children, practically actionable thinking, the second - visual-figurative, and the third - verbal-logical. AT real life All three types of thinking are interconnected, and the learning process should be aimed at the formation of each of them.

The influence of the type of thinking on the strength of the assimilation of knowledge was proved in the experiment. Students of mathematical and art schools were asked to memorize a series of numbers written in different fonts and colors. Some time later, they were asked to reproduce these figures. "Mathematicians" reproduced the numbers themselves, while their "artist" peers paid attention to the color and font of the numbers.

The traditional education system and the proposed approaches to its modernization affect the main contradiction in education - between the high needs of society for the quality of education of all its members and the psycho-physiological characteristics of children. At present, world pedagogy is increasingly aware that the crisis caused by the above contradictions cannot be resolved within the framework of the old system and requires a change in teaching technology.

It is necessary to create optimal conditions for the development of the personality of the most complete account of the individual differences of students. The way to create these conditions is the differentiation of learning

Differentiation in translation from the Latin "difference" means division, stratification of the whole into various parts, forms, steps.

Differentiated learning:

- this is a form of organization of the educational process, in which the teacher, working with a group of students, takes into account the presence of any qualities that are significant for the educational process (homogeneous group);

- it is also part of the general didactic system, which provides specialization of the educational process for various groups trainees.

Differentiation of learning (differentiated approach to learning):

- this is the creation of a variety of learning conditions for various schools, classes, groups in order to take into account the characteristics of their contingent.

- This is a set of methodological, psychological, pedagogical, organizational and managerial measures that provide training in homogeneous groups.

The purpose of differentiation is to teach everyone at the level of their capabilities, abilities, to adapt learning to the characteristics of different groups of students.

According to the characteristic individually - psychological characteristics children, which form the basis for the formation of homogeneous groups, distinguish differentiation:

- by age composition (school classes, age parallels, different age groups);

- by gender (male, female, mixed classes, teams);

- by personal-psychological types (type of thinking, temperament);

- according to the level of health ( physical culture groups, groups of impaired vision, hearing);

- according to the level of mental development (level of achievement);

- by area of ​​interest (humanitarian, historical, mathematical).

Differentiation according to the level of mental development does not receive an unambiguous assessment in modern didactics; It has some negative aspects as well as positive ones.

Positive aspects of level differentiation:

- unjustified and inappropriate for society "equalization" and averaging of children are excluded;

- the teacher has the opportunity to help the weak, pay attention to the strong;

- the absence of lagging behind in the class eliminates the need to reduce the overall level of teaching;

- there is an opportunity to work more effectively with difficult students who do not adapt well to social norms;

- the desire of strong students to move faster and deeper in education is realized;

- the level of "I - the concept" rises: the strong are affirmed in their abilities, the weak get the opportunity to experience educational success, get rid of the inferiority complex;

- increases the level of learning motivation in strong groups;

- in a group where the same children are gathered, it is easier for a child to learn.

Negative aspects of level differentiation:

- the division of children according to the level of development is inhumane;

- the weak are deprived of the opportunity to reach out for the stronger, to teach help from them, to compete with them;

- socio-economic inequality is highlighted;

- transfer to weak groups is perceived by children as a humiliation of their dignity;

- the imperfection of diagnostics sometimes leads to the fact that extraordinary children are transferred to a number of weak ones;

- the level of "I-concept" goes down: in elite groups there is an illusion of exclusivity, an egoistic complex; in weak groups, the level of self-esteem decreases, an attitude towards the fatality of one's weakness appears.

1.4 Lesson organization with a differentiated approach to teaching

The principle of learning differentiation itself is not new.

Even Pestalozzi warned teachers against trying to "cut all children with the same brush" and pedagogy has always declared the need for a differential approach to children, taking into account individual developmental characteristics, inclinations, etc. However, without denying the need for differentiation, pedagogy suggests two extreme options:

First, each child is individual, which means that his upbringing is unique, and each child needs his own special approach to upbringing and education. It is extremely difficult or impossible to implement this option in practice in the specific conditions of the school, which means it remains available. The second option is universal equality, uniformity in the approach to different children and differentiation only for certain groups of children with pronounced developmental features (impairment, giftedness, etc.).

In direct dependence on the accepted approach to differentiation is the organization of the educational process and its main form - the lesson.

In elementary school, a lesson is practically the only form of study, regardless of programs and approaches. The content and methods of work in the lesson can be different and even varied, but in form it is a traditional lesson, when all students perform the same types of work at the same time.

The traditional lesson, when the teacher works for everyone, with everyone, asks everyone (a rare exception is independent work, work on cards, but still with strict time regulation for everyone), more and more fetters the teacher. Each teacher realizes and experiences in practice the difficulty of working with everyone as "with one", understands that children have a different pace of activity, "get involved in work" in different ways, and switch to a new type of activity in different ways.

However, realizing these problems, many believe that it is impossible to change the system of work in the classroom.

Is it so? Perhaps differentiation does not seem so necessary, but then it is worth asking other questions - is it possible without differentiation, is such frontal learning effective?

Let's try to figure it out. For example, it is well known that a child who is often ill is usually characterized by low and unstable working capacity, increased fatigue, difficulties in organizing activities, etc., in addition, he has to "catch up" with classmates after illness. And if on reading or labor it does not cause serious problems, then it is impossible to "catch up" while mastering new material in mathematics or literacy, which means it is worth turning the child off from the system common work and work with him (not after the lessons, when he is no longer able to study) in the lesson. At the same time, it is not difficult to find three or four more students who also need to parse the same material.

Program elementary school available for all children (without pronounced deviations). However, effective learning is possible only when "it makes sufficiently high demands on the more capable and does not violate the trust and attitude to learning among the less capable." (J. Bruner)

The need for individualization and differentiation of training is undeniable, but then it is required to find acceptable modern school organization of work in the classroom.

One option may be to create three groups and work individually with each (the size and composition of the group may vary).

How can the lesson be organized in this case?

Lesson work is carried out in small groups of 6-8 people. Each of the groups works in any lesson with a teacher from 7 to 10 minutes (this is the optimal duration of effective intensive work). Thus, in 45 minutes, each group (and therefore each child) has a chance to work with a teacher.

The advantage of this option is that the teacher gets the opportunity to more evenly distribute his attention between the students of each group. At that moment, when the teacher works with the next group, the rest either independently prepare to work with the teacher, or also independently perform tasks.

The advantage of such an organization of classes is the development of independent work skills and ample opportunities to help those children who need extra attention. From observations, we can conclude that children highly appreciate the opportunity to work with the teacher "eye to eye", ask their questions, get clarifications, and even more they like to do written work without rushing: if they are not urged, they get used to such a system of work .

For convenience, you can assign a specific symbol, color to each group, make an activity wheel with the group and hang it in a conspicuous place. The arrow shows which group is working with the teacher. The circle can be rotated by combining a certain symbol (color) with the arrow. You can attach a task to the circle for each group. Each teacher can find their own options for work.

It is important to note that the composition of the group can and should change, it will be different in different classes, since differentiation can be carried out according to different criteria. Sine qua non successful work in groups is the teacher's good knowledge of the characteristics of each child, the ability to build individual program learning.

Those. working with each group, which is made up of students of the same level of learning (level of development, etc.), the teacher can work with each student individually.

Differentiation of education covers the education of the individual in the broad sense of this concept. It creates the prerequisites for the development of the interests and social abilities of the child, while trying to take into account existing cognitive interests and encourage new ones. Differentiation preserves and develops the individuality of the child, brings up such a person who would be a unique personality. Purposeful differentiated work mitigates the shortcomings of home education, it is especially necessary for those students who grow up in unfavorable families. In this sense, a mission of great social significance falls on differentiation.

Differentiation is applied in various parts of the learning process

The study new material

In preparing for the passage of new material, differentiation is necessary, since the skills and abilities of students are different. Some students need simple assignments, others may receive assignments that, from the point of view of a particular problem, included in the topic being studied, successfully integrate with the existing fund of students' prior knowledge on this topic.

- When passing a new topic, it is necessary to take into account the differences between students, primarily in learning skills and mental abilities. These properties determine what kind of guidance they need and how difficult the task they can choose for independent work.

- Compared to other parts of the learning process, differences in students' knowledge can be less taken into account here. But this account becomes relevant when a student has a much more extensive knowledge than his classmates.

- When presenting new material, one should, if possible, address various analyzers (visual, auditory, motor, etc.), because this favors better comprehension and consolidation.

Orientation on the finite result

Orientation to the final result determines the differentiated attitude of the teacher to the input material. Weak students should be given enough time to work out new material, and after explaining the topic, strong students can be given self-fulfillment training exercises.

Anchoring passed.

The need for differentiation is especially great when consolidating and applying knowledge. Therefore, students need reinforcement and exercises not at the same level and not in the same amount. For stronger students at this stage of work, time is freed up to perform additional tasks that expand and deepen their knowledge and skills.

It is during the execution learning objectives there is an assimilation of theoretical knowledge, practical skills are formed, therefore, at the stage of consolidation, the efforts of the teacher should be concentrated. At the same time, it is very important to organize educational work in such a way that each student does the work that is feasible for himself, getting the opportunity to experience educational success at each lesson.

Didactic support for a differentiated approach to students at the stage of consolidating the material is the selection of a system of exercises. Such a system of tasks should include:

- a wide range of tasks of a mandatory level;

- a task to prevent common mistakes;

- tasks increased complexity designed for students who are rapidly advancing in the assimilation of the material.

Control

Based on the main goals of developmental education, Abasov Z.V. provisions were formulated on the issue of monitoring and evaluating the educational activities of students.

Position 1: The pedagogical activity of teachers at the stage from the first to the third (fourth) grades is aimed at developing the ability to learn in students, which includes two actions.

a. The child's ability to different stages learning (at the beginning together with the teacher, then in cooperation with peers, then individually) to determine the boundary of their ignorance.

b. Make meaningful a targeted request to various sources knowledge (to the teacher, to peers, to parents, to literary sources, etc.).

To implement this very important skill, it is necessary to focus the teacher's attention on the formation of children's abilities for mutual and self-control, mutual and self-esteem. The absence of these educational actions on the part of children leads to the destruction of all educational activity: it turns into a formal "farce" that does not give the final result.

Position 2: Control and evaluation by the teacher of the activities of each student is present in without fail in pedagogical activity. However, the teacher needs to take into account a number of features.

Monitoring and evaluation are aimed not only, and this is very important, at identifying a certain result in knowledge and skills, but, above all, at the process of forming this knowledge among students to ensure targeted and timely correction.

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

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

In pedagogy, the following forms of control are distinguished:

- test work,

- Independent work,

- Test papers,

- Checking robots,

- final work,

- Starting work.

When conducting independent work, the goal here is to identify the level of mathematical training of children and to eliminate the existing knowledge gaps in a timely manner. At the end of each independent work, there is a place for working on mistakes. At first, the teacher should help the children in choosing knowledge that allows them to correct their mistakes in a timely manner.

Control works sum up the result of this work. Their main function is knowledge control. From the first steps, the child should be taught to be especially attentive and precise in his actions during the control of knowledge. results control works are not corrected - you need to prepare for knowledge control before it, and not after. At the same time, preparatory work, timely correction of errors during independent work gives a certain guarantee that the test will be written successfully.

Independent work is designed, as a rule, for 7-10 minutes. If the child does not have time to complete the task within the allotted time, then after checking the work by the teacher, he finalizes these tasks at home.

The assessment for independent work is put after the work on the bugs has been carried out. It is not so much what the child managed to do during the lesson that is evaluated, but how he eventually worked on the material. Therefore, even those works that are not written very well in the lesson can be evaluated with an excellent and good score. In independent work, the quality of work on oneself is fundamentally important and only success is evaluated.

30-40 minutes are allotted for examinations. If one of the children does not fit into the allotted time, then at the initial stages of training, some additional time can be allocated for him to give him the opportunity to calmly finish the work. The assessment for the control work is corrected in the next control work.

Independent work is offered approximately 1-2 times a week, and control 2-3 times a quarter. At the end of the year, children first write a translation paper that tests their ability to continue their education in the next grade in accordance with the State Standard of Knowledge, and then a final test. The main goal of the final work is to reveal the real level of knowledge of children, their mastery of general educational skills and abilities, to enable children themselves to realize the result of their work, to experience the joy of victory.

Home Work

Particularly great opportunities for differentiation open up in homework.

In pedagogy, the following ways of differentiating homework are known:

- Additional tasks students;

- development of special tasks for different students (differentiation of tasks);

- explanation of the meaning and content of the task, briefing.

There are many ways to help students prepare for homework:

- point to analogies,

- explain with examples

- to understand the difficult aspects of tasks.

- explain the content of the work,

- give an algorithm,

- inform the methods of performing tasks,

Some teachers practice flashcards and homework charts that they give weak students to help them highlight the main points in the material. The younger the students, the more specific the teacher's instructions should be.

The problem of homework is closely connected with the ways of further development of the school, the improvement of all its links. The first step in improving homework is to optimize it. The second, more distant stage is the embodiment of ideas about the voluntariness of doing homework, its differentiation and individuality.

Chapter II. Using a differentiated approach to teaching in mathematics lessons in elementary school

2.1 Level differentiation in teaching mathematics to younger students

Level differentiation can be organized in a variety of forms, which significantly depend on the individual approaches of the teacher, the characteristics of the class, and the age of the students. As the main way to implement differentiation in training, we choose the formation of mobile groups. The division into groups is carried out on the basis of reaching the level compulsory training. The teacher plans to work with leveling groups and with advanced level groups. Level differentiation gives the teacher clear guidelines for the selection of content, allows you to make it purposeful.

The peculiarity of using a differentiated approach is that for independent work the student is offered three options for tasks of varying degrees of complexity:

Option 1 is the most difficult

Option 2 - less difficult

Option 3 is the easiest.

Each student has the opportunity to choose the most optimal option for himself when compiling educational tasks of varying degrees of difficulty, teachers Fomenkova M.V., Khaustova N.I. suggest considering the following:

1) The first step actions (addition, multiplication) are easier to perform compared to the second step actions (subtraction, division).

2) Expressions containing several actions are more complex than expressions containing only one action (for example, 48+30, 32+13-10).

3) Actions containing a large number of elementary operations require more high level student development

Another set is cards, the peculiarity of which is that, in addition to the material with tasks for independent work, additional cards are given for each series (C-1A C-1B; C-2A C-2B, etc.)

Additional cards contain drawings, drawings, instructions and tips that should help the student if he cannot cope on his own with the main task. In this case, you should always remember that cards with indices A and B have no independent meaning. They are additional to the cards of the main series. Children need to be taught how to work with cards of this type. Having received one (or two) additional cards, the student should read the main task, and then cards A and B. Students should clearly imagine that they should use the additional instructions and tasks contained in the cards when completing the main task. More prepared students do not need additional guidance. For the same students whom the teacher deems it necessary to provide some help, he will give an additional card with index A, on which the children will see a schematic drawing illustrating the condition of the problem and the task. For many children, obviously, such help will be enough, since by examining the drawing and answering the question posed, they receive the key to solving the problem. Children who are less prepared for work than others may not be able to cope with the task even under such conditions. For them, the teacher has another additional card (with index B). Such a task, of course, to a large extent deprives the independence of solving the task, since the student does not have much left to do, but still, in this case, the task requires awareness of the method of solving, the particularity of the issue of the problem. For students who easily and quickly completed the main task, a number of cards also contain tasks marked with an asterisk (as a rule, these tasks are more difficult, deepening the knowledge of children).

Among the reasons that determine the insufficient level of formation of students' ability to solve problems, the following can be distinguished:

The first is in the teaching methodology, which for a long time oriented the teacher not to the formation of generalized skills in students, but to "learning" ways to solve problems of certain types.

The second reason lies in the fact that students objectively differ from each other in the nature of mental activity carried out in solving problems.

Many teachers are familiar with the difficulties that are associated with the organization of frontal work on a text task in a lesson. Indeed, at a time when most of the students in the class are just starting to comprehend the content of the problem together with the teacher, the other, albeit a smaller part, already knows how to solve it. Some students are able to see different ways of solving, others need a lot of help in order to simply solve the problem. At the same time, a certain part of the students in the class remains underloaded, since the proposed tasks are too simple for them. In this regard, the question arises: "How to organize the work on the task in the lesson so that it corresponds to the abilities of the students?" To do this, it will be necessary to study the analysis of the work of psychologists, which will make it possible to highlight the levels of ability to solve problems by younger students.

Low level. The perception of the task is carried out by the student superficially, incompletely. At the same time, he singles out disparate data, external, often insignificant elements of the task. The student cannot and does not try to foresee the course of her decision. A typical situation is when, having not properly understood the task, the student already proceeds to solve it, which most often turns out to be a random manipulation of numerical data.

Average level. The perception of the task is accompanied by its analysis. The student strives to understand the task, highlights the data and what is being sought, but at the same time is able to establish only separate connections between them. Due to the lack of a unified system of relationships between quantities, it is difficult to predict the subsequent course of solving the problem. The more developed this network, the greater the probability of an erroneous decision.

High level. Based on a complete comprehensive analysis of the problem, the student identifies an integral system (complex) of relationships between the data and the desired. This allows him to carry out a holistic planning of solving the problem. The student is able to independently see different ways of solving and select the most rational of the possible.

It is obvious that the educational influence that is appropriate for high-level mental activity will be inaccessible for understanding and assimilation at a low level. Therefore, to improve the effectiveness of learning to solve problems, it is necessary to take into account baseline the formation of this skill in the student (this is intuitively done by an experienced teacher).

In order to organize multi-level work on a task at the same time allotted for this in the lesson, you can use individual task cards that are prepared in advance in three versions (for three levels). These cards contain task systems related to the analysis and solution of the same problem, but at different levels. In a duplicated form, they are offered to students in the form of a printed basis. The student completes the task in writing in a specially designated place. Offering the student a variant of the optimal level of complexity for him, we carry out the differentiation of search activity in solving the problem.

Here are some examples of such cards. Note that for ethical reasons, the level offered to the student is not indicated in the card, and the difference in options is indicated by circles. different color in the top corner of the card.

A task. (III class.). From two piers, the distance between which is 117 km, two boats set off simultaneously towards each other along the river. One walked at a speed of 17 km/h, the other - 24 km/h. What is the distance between the boats 2 hours after the start of the movement?

1 level.

Consider the drawing for the task and complete the tasks:

a) draw a line with a blue pencil indicating the distance traveled by the first boat in 2 hours. Calculate this distance.

b) draw a line with a red pencil indicating the distance traveled by the second boat in two hours. Calculate this distance.

c) consider the segments denoting the distance traveled by two boats during this time. Calculate this distance.

d) read the question of the problem and mark the segment corresponding to the desired one with an arc in the drawing. Calculate this distance.

If the problem is solved, then write down the answer.

Answer:

Consider again task I and write down a plan for solving this problem (without calculations).

Check yourself! Answer: 35 km.

This problem has a more rational way to solve it. But it is usually more difficult for weak students, since it involves operating with a less specific concept of "speed of convergence." Therefore, you can invite students to consider this way of solving and explain it. This task is designated in the card as an additional one.

Additional exercise.

Consider another way to solve this problem. Write explanations for each action and calculate the answer.

17+24=

…х2=

117-…=

Answer: ... km

2 level.

Finish the drawing for the task. Mark on it the data and the desired:

Consider the "reasoning tree" from the data to the question. Indicate on it the sequence of actions and the arithmetic signs of each action.

Using the "reasoning tree", write down a plan for solving the problem.

Write down the solution to the problem:

a) by actions

b) an expression.

Answer

Additional task.

Using the drawing, find another way to solve the problem and write it down. (because the other solution is more obvious, students can find it on their own, without aids).

by action with explanation

expression.

Answer.

Check yourself! Compare the answers obtained in different ways.

3 level.

Complete the drawing for the task.

Using the drawing, find a more rational way to solve. Make up a "reasoning tree" for this method (children independently compose a "reasoning tree" as in the second version).

Write down a plan for solving the problem in accordance with the "reasoning tree".

Using the plan, write down the solution to the problem:

by actions;

expression.

Answer:

Check yourself! Answer of the problem: 35 km.

Additional exercise.

Find out what distance will be between the boats at the same speed and direction of movement after 3 hours? 4 hours?

In tasks, the solution plan is deliberately isolated from computational actions (in practice, "step-by-step" planning prevails as more accessible). This is done in order to form the ability to carry out a holistic planning of solving the problem. Its advantage over "step by step" is seen in the fact that in this case the attention of students is concentrated on the search for a generalized way of solving the problem, regardless of specific numerical data, being distracted from them.

Let's consider another example.

A task. From two cities, the distance between which is 770 km, two trains left at the same time towards each other. The speed of the first train is 50 km/h, the speed of the second is 60 km/h. In how many hours will these trains meet?

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Differentiated and individual approach to learning

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

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

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

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

In the conditions of the class-lesson system, when in the class there are children with different abilities, interests, different mental and physical development, a differentiated approach to it is necessary to ensure effective learning.

Carefully observing the students, the teacher sees that some of them have unstable attention, it is difficult for them to concentrate on the educational material, others tend to memorize the rules mechanically, and others are slow in work. As a rule, children develop memory in different ways; in some it is visual, in others it is auditory, and in others it is rudimentary. Our task is to study the individual characteristics of students and facilitate their learning process. The most important thing is to arouse in children an interest in learning and a desire to fill gaps in their knowledge. To do this, you need to put faith in your strength in them, indicate the reasons for their lagging behind and together find ways to overcome difficulties, and be sure to celebrate their slightest successes. A differentiated approach allows students to constantly feel their progress, because even a slight success inspires children, encourages them to work better, and increases their interest in knowledge.

How to build a process of differentiated learning?

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

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

For myself, I broke this work into several stages:

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

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

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

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

2. Identification of separate groups of students that differ:

Different levels of assimilation of the material on this moment;

The level of efficiency and pace of work;

Features of perception, memory, thinking;

The balance of the processes of excitation and inhibition.

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

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

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

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

Group 1 - children requiring constant additional assistance.

Group 2 - children who can cope on their own.

Group 3 - children who are able to cope with the material for short term With high quality and provide assistance to others.

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

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

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

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

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

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

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

For most students, such preparatory work is enough to update the necessary knowledge, skills, and abilities. But students with a predominance of nervous processes of inhibition over the processes of excitation need to complete a number of tasks aimed at highlighting key issues. Although slowly, they learned the educational material, however, to restore it, they need a question, some kind of reminder.

Children with a predominance of nervous processes of excitation over processes of inhibition, in which the process of writing, solving, answering is ahead of the process of thinking, analyzing, exercises with commentary are needed. Rule repetition must be reinforced practical work with an explanation of each action, arguing what and for what purpose should be done, what first, what then.

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

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

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

The third is balanced, thoughtful, concentrated.

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

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

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

The consolidation stage is predominantly an independent activity of students, which is the most important way of forming a student's creative individuality. It is necessary to form in children both mental methods of rational educational actions, and original ones, i.e. develop creativity. At this stage, the teacher can use various options for differentiated tasks according to the degree of difficulty, according to the degree of assistance, basic and additional tasks, tasks by volume, and also taking into account the interests and inclinations of children.

In Russian language lessons, task options by degree of difficulty are usually associated with the level of complexity of the language material for exercises. The propensity is determined, for example, by the choice of words for parsing by composition and writing a missing spelling, the prevalence of the sentence and the order of words in it (for parsing), the frequency of using sentences and the selection of related words.

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

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

A differentiated approach when checking ZUN is applied in the form of multi-level tests. We also use it when working on bugs. The memo "How to work on mistakes" is often very cumbersome or designed for a strong student who can independently determine in which part of the word and on which rule he made a mistake. But a weak student is lost and does not know what rule the error was made on. Based on this, a weak student needs a memo that would tell him which rule was wrong and in which a model was given indicating how to correctly correct such a mistake. When assigning homework, we also use a differentiated approach.

In order for a differentiated approach to make the lesson the most effective, it is necessary to carry out this work constantly, the tasks must be capacious and specific, the nature of the tasks must be only practical, and their verification and evaluation must be regular.

Note for troubleshooting.

Hyphenation.

Small, small cue

Application I,application, application.

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

(Write the correct word, pick three more words for this rule)

Machine, awl, cast iron, thicket, pike, river.

3. Capital letter in proper names.

Moscow - city name.

Ivanov Ivan Sergeevich - Full Name.

4. Unstressed vowels in the root, checked by stress.

Thunderstorms - thunderstorms, snow - snow.

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

Mushrooms - mushroom, fur coat - fur coat.

6. Unpronounceable consonants at the root of the word.

The sun is the sun, dangerous is dangerous.

7. Spelling prefixes and suffixes.

From kindergarten, transition.

8. Separating b and b.

Entrance, blizzard.

9. Separate spelling of a preposition with a word.

In the forest, in the dense forest.

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

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

11. Unstressed vowels in the endings of adjectives.

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

12. Unstressed case endings of nouns.

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

13. Unstressed personal endings of verbs.

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

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

14. Verbs 2 person singular.

You play - 2 person, singular

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

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

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

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

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

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

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

Examples.

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

"Unstressed vowels".

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

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

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

spring, brownie, house,

forest, forest, pines, water,

pines, water.

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

b-gun - Algorithm.

x-dit- 1. Read the word.

sl-dy- 2. Put the stress.

yes - 3. Select the root.

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

v-lna - test words.

5. Write a word, insert a letter.

6. Designate the spelling.

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

prol-tat-

d-waiting-

in-senny-

gr-call-

tr-wink-

str-la-

Maths.

Topic "Solving problems for differential comparison."

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

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

2+3 3-2 3+2

2 group . Write an expression for the problem.

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

3 group . Make up an expression. Come up with your own problem for the expression.

On Wednesday, Mitya learned 2 poems, and on Thursday - 3 more. How many poems did Mitya learn on Thursday?

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

Topic: "Checked vowels", Grade 2.

Exercise. Words given:

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

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

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

3 group . Divide the words into two groups.

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

1 group . Narrative.

2 group . Interrogative.

3 group . Incentive.

For lessons of generalization of the studied material, I widely use such known shape learning control asoffset .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Variants of tasks according to the degree of difficulty.

1 . First group .

Solve an example:

(3+2) x 19

Second group .

Solve the example in different ways:

(3+2) x 19

Third group .

Solve the example in a rational way:

(3+2)x19

2. Draw a rectangle with sides 3 and 7 cm. Calculate its perimeter.

First group .

Calculate based on the drawing.

Second group.

Consider the drawing. Remember! The perimeter of a rectangle is equal to the sum of the lengths of all its sides. Calculate the perimeter.

Third group .

Complete the task yourself.

3. Remember which rains are in summer and which are in autumn.

First group .

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

Second group .

Make up a story based on the sentences: It rains in summer .... than in autumn. summer rains... pass ... and autumn .... , go ... . Showers and thunderstorms are more frequent .... , and ... go protracted, endless.

Third group .

Write a story about summer and autumn rains.

First group.

Form words from the root -let- and from the prefixes from-, you-, at-. Write down the words.

Second group .

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

Third group .

Review action plans. Form words with prefixes from the word walks. Write them down.

Conclusion:

When working with differentiated tasks, it is important to take into account the zone of current and immediate development. And for this, it is important to constantly monitor the results of work, diagnose both after studying each topic and during the study of the topic.

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

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

It is well known that teaching mathematics, like any other subject, can become effective tool the formation of personality, to achieve the immediate goal - a lasting and conscious assimilation of its content - only if the basis of training will be certain provisions arising from the basic laws of didactics, confirmed by teaching experience.

The system of such provisions, focused on the features of mathematics as an academic subject, includes the most important didactic principles that characterize the approach to teaching mathematics at school.

I want to offer you a series of articles devoted to the "principles of teaching mathematics" that will help you broaden your horizons and make your lessons more interesting and productive.

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The principle of differentiated learning

In the monograph by R.A. Uteeva gives various definitionsprinciple of differentiated approachLet's look at some of them.

A differentiated approach to students is:

1. didactic position, involving the division of the class into groups, a necessary condition for the successful implementation of an individual approach (Rabunsky E.S.);
2. a special approach of the teacher to different groups of students, which is traced in the organization academic work, different in content, volume, complexity, methods and techniques (Kirsanov A.A.);
3. a system for managing the individual activities of students, taking into account both individual mental and dominant characteristics of groups of students (Gleizer G.D.);
4. an optimization method that offers the optimal combination of class-wide, group and individual forms of education (Babansky Yu.K.);
5. some conditional division of schoolchildren into mobile groups (Kolyagin Yu.M.).

Differentiated learningrepresents a conditional division into relatively equal groups in terms of learning ability:

1 group - students with a high rate of progress in learning, who can independently find a solution to modified typical or complicated problems that involve the use of several well-known methods of solving.

2 group - students with an average rate of progress in learning, who can find solutions to modified and complicated problems, based on the instructions of the teacher.

3 group - students with a low rate of progress in learning, who experience certain difficulties when mastering new material, in many cases need additional explanations, they will master the obligatory results after a sufficiently long training, they do not yet show the ability to independently find solutions to modified and complicated tasks.

Children get the right and the opportunity to choose the level of assimilation that corresponds to their needs, interests, abilities.

A differentiated approach organizationally consists in a combination of individual, group and frontal work, using the technologies of collective learning methods and group learning methods. Multi-level tasks facilitate the organization of classes in the classroom, create conditions for the advancement of students in their studies in accordance with their capabilities. Multi-level tasks, tailored to the abilities of students, create a favorable environment in the classroom. psychological climate. The children have a feeling of satisfaction after each correctly solved task. Success experienced as a result of overcoming difficulties gives a powerful impetus to increased cognitive activity. Students, including the weak ones, have gained confidence in their abilities, they no longer feel fear of new tasks, they risk trying their hand in an unfamiliar situation, they take on solving tasks of a higher level. All this contributes to the activation of the mental activity of students, the creation of positive motivation for learning. With this method of presenting the material, its development, students develop logical thinking, develop communication skills, and increase activity.

INDIVIDUAL APPROACH- organization of the upbringing and educational process on the basis of a comprehensive consideration of the individual characteristics of each individual child. Individual approach- the most important psychological and pedagogical principle, according to which all the individual characteristics of each child should be taken into account in educational work with children.

DIFFERENTIATED APPROACH- taking into account in educational work the typical features characteristic of a certain group of pupils.

Theoretical basis individual approach to children. The problem of individualization of learning is multifaceted both in theory and in practical plans and extremely controversial in attempts to resolve it. The individuality of a person is multifaceted. It includes both quality and quantitative characteristics. Individuality is a single whole, inimitable, unique, internally coordinated, aimed at the implementation of the vital functions of self-preservation, development and destruction. A great contribution to the development of the issue of an individual approach was made by foreign and domestic teachers: Ya.A. Komensky, I.G. Pestalozzi, J.-J. Rousseau, K.D. Ushinsky, L.N. Tolstoy; in the Soviet period - A.S. Makarenko, E.A. Arkin, V.A. Sukhomlinsky. Modern teachers and psychologists (V.M. Galuzinsky, A.V. Zosimovsky, V.L. Krutetsky, L.I. Knyazeva, Ya.I. individual characteristics, the social environment in which he is located.

The essence of an individual approach. An individual approach to the child is the most important principle of education and training. Pedagogy of an individual approach means adapting the methods and forms of work to these features in order to successfully realize the goal common to all of the versatile development of the personality, the formation of individuality. Adapting work methods to the individual characteristics of children should slow down the development of those traits and qualities that do not meet or contradict the requirements of society, its progress, and, conversely, promote the development or formation of traits and qualities that represent a certain social value. This is achieved without a painful breakdown of the personality and with less effort and money, which is the meaning of the individual approach. Each child needs an individual approach, and not just those who, for some reason, stand out from the group of children. Every child has something of his own, special, unique - it needs to be found and put to use.

In this way, the essence of the individual approach lies in the fact that the general tasks of education that the teacher, working with a team of children, are solved by him through pedagogical influences on each child, based on knowledge of his mental characteristics and living conditions.

Features of a differentiated approach. With all the diversity of individual characteristics in children, there are some common, typical features on which a differentiated approach to their upbringing and education is based. The differentiated approach is specific form intragroup division of children into subgroups according to similar, typical features. These subgroups are temporary, they are dynamic; the transition from one group to another is carried out taking into account the level of development of each child.

An individually differentiated approach to pupils must be carried out in stages: I) the study of the individual characteristics of children; 2) setting the objectives of pedagogical work, i.e. personality design; 3) selection of methods and means of educational influence; 4) analysis of the work done and its adjustment for the subsequent period.