Technology

differentiated learning

in elementary school lessons.

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

Most of the technologies used in education are focused on a group method of learning with uniform requirements, time expenditure, and volume of material studied without taking into account the characteristics of the individual psychological development of each student, which does not bring significant results in learning. As a result, not only “lazy people” dislike school, but also quite hardworking children.

The success of the learning process depends on many factors, among which an important role is played by teaching according to 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 the same rate of progress for all students in the class.

The effectiveness of students’ assimilation of mental activity techniques depends not only on the quality, but also on the individual psychological characteristics of children, on their ability to learn.

As a practical teacher, 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 development of their problem-solving skills. Most often I distinguish three groups of students in the class.

Pupils of the first group and have gaps in their knowledge of program material, distort the content of theorems when applying them to solving problems, can independently solve problems in one or two steps, and do not know how to search for solutions. This general characteristic does not exclude various individual characteristics of students included 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. At the same time, this group consists of students belonging to different levels of learning ability. Those of them who have a high level of learning ability, after eliminating gaps in knowledge and with appropriate training, usually quickly move to a higher level of development.

Second group students have sufficient knowledge of program material, can apply them to solve standard problems. They find it difficult to move to a new type of solution, but having mastered the methods for solving them, they cope with solving similar problems. These students have not developed heuristic thinking techniques.

Third group consists of students who can reduce a complex problem to a chain of simple subtasks, put forward and justify hypotheses in the process of searching for solutions to problems, and transfer previous knowledge to new conditions.

Knowing the level of development of students’ skills in solving various problems allows me, when preparing for a lesson, to plan in advance all types of differentiated influence, select tasks, and think through forms of assistance for each group of students.

Multi-level assignments, designed taking into account the capabilities 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 weak ones, gain confidence in their abilities. All this contributes to the activation of students’ mental activity and creates positive motivation for learning.

I implement a differentiated approach at certain stages of the lesson. So, at the stage of introducing a new concept, property, algorithm, I work with the entire class, without dividing it into groups. But after several exercises are completed on the board, 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 what is very important is how to present these tasks to students, how to interest them and get the best results.

Level "3" is tasks of a reproductive nature. By completing these tasks, the student masters the material at the State Standard level.

Level “4” - tasks at this level are aimed at complicating work with text and are problematic in nature.

Level "5" - these tasks are of a creative type.

Difficulty indicators for tasks:

1. Problematic task(creative or problematic tasks are more difficult than reproductive ones);

2. Distance from the condition and question to the 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 that need to be established(the more causes or consequences you need to find, the more difficult the task);

4. By the number of sources used(the more sources, the more difficult the task).

In my practice, I often use consultation lessons. For such lessons, I prepare different-level cards with tasks for “3”; to "4"; to “5”. The answers are written on the back of the card. Students complete assignments and check the answers. If the answers are the same, then they do not need consultation. If a student does not understand something, he asks the teacher for advice. Works are assessed taking into account the advice received. The positive results of such consultation lessons are obvious: not only do gaps in students’ knowledge disappear, but they also promote students’ mental activity. Children learn to correctly assess their capabilities and sometimes take risks. Consultation lessons allow you to work individually with each student.

The issue of differentiation of teaching and upbringing has been discussed more than once at teacher councils and in the work of methodological associations of our school staff, and we have come 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 the advanced training of those who are capable learn ahead of time. This conclusion is not a tribute to fashion, but life that has proven that people are still born different.

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

Goals of differentiated instruction:

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

Main task:

Let's dwell on intraclass differentiation.

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

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

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

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

Internal differentiation involves a conditional division of the class:

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

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

Differentiated learning requires teachers to study the individual abilities and learning capabilities (level of development of attention, thinking, memory, etc.) of students, 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 correction effect. The diagnostics of educational opportunities carried out by specialists completes the picture.

In order to implement multi-level learning technology, we diagnose the cognitive processes of each student throughout their entire schooling. The introduction of differentiated education required psychologists to build a system of psychodiagnostics in elementary schools, which made it possible to determine with a greater degree of certainty the level of development of a particular child. Psychodiagnostic work begins with a comprehensive examination of children when they enter school. Of the variety of test methods, priority was given to methods that propose to study the level of intelligence using the Kern-Irasek, Wechsler tests, and proofreading tests of memory, attention, and thinking.

The point of testing is to get, if possible, a real and clear picture of the child’s development. This is especially true today, when the teacher determines the degree of development of the basic qualities of the student’s mental activity. Identifying the level of formation of psychological processes in younger schoolchildren will allow us 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 entering grade 1 suggest that they are characterized by a number of features.

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

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

It is impossible not to note the fact that the level of readiness of students for studying 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 the acceptable limit.

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

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

When implementing a differentiated approach, teachers are guided by the following requirements:

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

Teachers at our school use:

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

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

Based on the diagnostic results, we divide the class into levels:

1st group

, students with higheducational abilities (work with material of greater complexity, requiring the ability to apply knowledge in an unfamiliar situation and independently, creatively approach solving problems), capabilities, performance indicators in certain subjects, able to work well. Students with balanced processes of excitation and inhibition. They have sustained attention and, when observing, identify the characteristics of an object; As a result of observation, they form an initial concept. During training, they successfully master the processes of generalization and have a large vocabulary.

2nd group

- students with averageabilities (performs the task of the first group, but with the help of a teacher according to reference schemes), indicators of learning ability, intellectual performance, educational motivation, interest. Students with a predominance of excitation processes over inhibition processes. They cannot independently identify the characteristics of an object; their ideas are poor and fragmentary. To remember the material, they need repeated repetitions. Outwardly, their mental characteristics manifest themselves in haste, emotionality, inattention and lack of intelligence. Generalization tasks are difficult for these children, since their level of analytical thinking is low.

3rd group

Students with lowlearning abilities (require accuracy in organizing educational tasks, more training work and additional explanations of new things in the lesson), formation of cognitive interest, motivation to learn, performance indicators, rapid fatigue, large gaps in knowledge, and ignoring assignments. Students fall into the category of “weak”. They are slow, apathetic, and cannot keep up with the class. In the absence of an individual approach to them, they completely lose interest in learning and lag 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 fixed forever. The transition is due to a change in the student’s level of development, the ability to fill gaps and an increase in educational focus, expressed in interest in acquiring knowledge.

The composition of the groups allows us to adapt the content of curricula to the capabilities of specific students, helps to develop pedagogical technology focused on the “zone of proximal development” of each student, which in turn creates favorable conditions for the development of students’ personalities, the formation of positive motivation for learning, and adequate self-esteem.

Identifying three groups of students in a class greatly helps teachers in selecting multi-level tasks for them. Each task has specific goals and requirements.

Tasks in groups are completed independently.

Russian language

As an example, let's look at the work of checking homework

Collection of assignments on the topic “Use of differentiated technology in elementary school”

Elizarova Maria Alekseevna, Primary school teacher, Municipal government educational institution Galkinskaya secondary school, Kamyshlovsky district, village. Galkinskoe
Description of material: I bring to your attention a collection that reveals the principle of differentiated technology. Goal: training each child at the level of his capabilities, abilities and characteristics.

Collection of assignments on the topic
"Use of differentiated technology in primary school"

Explanatory note
Entering the adult world, children find themselves in different conditions, occupy different jobs, and can choose their area of ​​activity, types of entertainment, circle of friends and family as they wish. We often say: “How terrible it would be if everyone were the same.” Different children have different characters, different interests, health characteristics and peculiarities of perception of the world.
One of the main directions of modern learning is individualization, where the basis is a differentiated approach to learning. What is differentiation, differentiated learning and what is the purpose of this pedagogy? technology pursues?
Differentiation translated from the Latin “difference” means division, stratification of a whole into parts. Differentiated learning is a form of organizing the educational process in which a teacher, working with a group of students, takes into account their characteristics. Differentiation of learning (differentiated approach to learning) is the creation of a variety of learning conditions for different classes and 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 education system, there is a differentiated approach to one degree or another. There are several proprietary pedagogical technologies for differentiation of learning: intra-subject - author Guzik N.P., level-based based on mandatory results - author Firsov V.V., cultural education based on the interests of children - author Zakatova I.V. But all these technologies pursue one goal, this is the further development of the child’s individuality, his potential, the development of cognitive interests and personal qualities.
How can a teacher make learning optimal for each child in the class, taking into account his or her characteristics? Each teacher can find his own options for work. It is important to note that the composition of groups changes in different lessons or extracurricular activities, since differentiation can be carried out according to different criteria. The advantage of organizing classes this way is the development of independence skills and ample opportunities to provide assistance to those children who need additional attention.
Differentiation of learning and pedagogical support for this process. technology is a system in educational theory and practice.
Scientists, doctors, innovative teachers urge us to more often apply and use everything new in our work.
And for us, teachers, it is important that we want to learn new things, introduce them into the learning process and not be afraid to put modern teaching into practice. technology in our information age. To achieve the set tasks and goals, it is not edifying, forced training, but as Basil the Great said, “Forced training cannot be firm, but what enters with joy and cheerfulness firmly sinks into the souls of those who listen...”.
This collection is intended both for primary school teachers and for student trainees studying in pedagogical institutions.

Summary of a mathematics lesson using differentiated technology “Problem Solving”
Class: 2
Subject:"Problem Solving".
Target: Strengthening the ability to solve word problems.
Tasks:
1. Strengthen 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 the cognitive sphere: long-term memory, voluntary attention.
3. Develop self-control and independence.
During the classes
1. Org. moment
In the morning we go to the yard -
Leaves are falling like rain,
They rustle underfoot
And they fly, fly, fly...
- What time of year is the riddle talking about?
- Together with the fall, we will go through her domain. And we will fly on the leaves and the wind will carry them. (Birch leaf - high level, maple - medium level, oak - low level)
2. Oral counting
1. “Collect mushrooms.”
Average level 40:5 9 3 8 4 35:7 27:9
N. level 6 3 5 5 24:4 15: 3 6 4
(High-level children check the correctness of answers)
Attention task
Here's a fun table
There are only leaves on the table.
Take a closer look:
They obey a very strict law.
Take a closer look, it's quite simple
Unravel the thread completely
And the piece of paper - where is the question mark -
After thinking about it, draw it.

What would be the answer if these were not chains, but numerical expressions?
(Low level children first repeat the order of actions rule)
Physical education minute.
Grisha walked, walked, walked,
I found a white mushroom.
Once - a fungus,
Two is a fungus,
Three - fungus,
I put them in the 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 collected from one apple tree, and only 10 kg from the other. How many more kilograms of apples were collected 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 autumn, we’ll go to the garden.
2. Problem solving. No. 2,
(Grandmother planted 8 kg of potatoes in the spring, and harvested 40 kg in the fall. How many times more potatoes did she harvest than she planted? Change the question so that the problem is solved by subtraction, and solve it.)
V.level- solve independently, with an additional task: change the question so that the problem is solved by subtraction, and solve it.
Average level. - Solve the problem independently.
N. level– solve the problem with the teacher.

4. Repetition of the material covered.
- Let's fly into the autumn forest and see how the forest inhabitants are preparing for winter.
Who deftly jumps through the trees
And flies up into the oak trees?
Who hides nuts in the forest,
Dries mushrooms for the winter. (Squirrel)
“Visiting a squirrel” - solving equations.
N. level- Solve the equation: x +5= 15
Average level. – Find the equation that is written incorrectly. Correct it and solve it.
73 – x = 40
50 – x = 64
x + 25 =50
V.level- 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.
Will fuss over the flower -
He will share the honey.

The distance between two anthills is 12 meters. An ant crawled out of one anthill and headed towards another. Having covered half the entire 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 the blizzard howl
He sleeps in a snow hut.
- Mishka decided to build a den. The length of the den is 5 cm and the width is 3 cm. But the problem is: he cannot find the perimeter.
N. level- find the perimeter in the simplest way.
Average level– find the perimeter in different ways.
V.level- find the perimeter. Draw a square with the same perimeter.
“Visiting the hedgehog.”
Fur coat - needles,
It will curl up - prickly,
You can't take it with your hand.
Who is this?..
The owner invites you to solve examples. (Independent work: who can solve the most examples in 5 minutes)
15 + 76
93 – 38
47 +29
71 – 5
5. Lesson summary.
- What do you remember most about our trip?
- What were the difficulties?
- What did you succeed the most?

Tasks based on the characteristics of B. Bloom's taxonomy of goals
***
Class: 4.
Lesson type: learning new things
Subject: The beginning of human history.
The purpose of the lesson: Formation of students' ideas about the primitive stage in the development of mankind.
Lesson objectives:
1. Form an idea of ​​the origins of human society;
2. Develop the ability to make generalizing conclusions;
develop the ability to identify general and essential features;
3. Foster mutual respect (the ability to work in pairs);
cultivate positive motivation for the subject.

Tasks:
Knowledge:
What do you know about the primitive period?
Understanding:
Tell us in your own words about the life of primitive people.
Application:
Find one incorrect statement about the primitive period and mark it with a “-”. Give me an explanation.
Analysis:
Read about the appearance of primitive man in the textbook.
Synthesis:
Find the similarities and differences between primitive man and modern man.
Grade:
Evaluate your work during the lesson.

***
Item: Mathematics
Class: 4 b
Lesson type: consolidation of what has been learned
Lesson topic:"Solving motion problems"
The purpose of the lesson: Consolidating students' knowledge of the relationship between quantities (speed, time and distance) by solving motion problems.
Lesson objectives:
1) Know the formulas for finding quantities when solving motion problems;
practice computing skills;
2) Develop the ability to solve movement problems;
develop the ability to work with diagrams;
develop mental operations: analysis, comparison, generalization;
develop intellectual and communicative general educational skills;
3) Foster independence and self-control.

Tasks:
Knowledge:
What formulas for finding quantities when solving motion problems can you name?
Understanding:
I will read the definitions to you, and you will raise a blue card if you agree, and a red card if the statement is not true:
To find the distance, you need to multiply the speed by the time!
To find speed, you need to subtract time from distance.
To find the speed, you need to divide the distance by the time.
To find 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 car at a speed of 90 km/h leave the city simultaneously in one direction. What will be the distance between them after 3 hours?
Analysis:
Tell what each expression in the problem means.
A bus leaving the city at the same time at a speed of 70 km/h and a passenger car, the speed of which was greater than the speed of the bus. After 3 hours, the car was 60 km ahead of the bus. How fast was she going?
a) 70*3; b) 70*3 +60; c) (70*3+60):3; d) 60:3; e)70+60:3.
Synthesis:
Write a short note about the problem and make a plan for solving it.
Grade:
Executing the test. Evaluate 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 nonliving."
Recognition test
Target:
Determine what applies to living organisms. Give one answer:
A) table
B) bicycle
B) mushroom
D) cloud
Test substitution
Target: testing knowledge on the topic living and nonliving.
Fill in the missing words in the following definitions
Stones, rivers, mountains, lakes have existed in nature for a very long time. People invented and made nails, cars, airplanes and many other things themselves. All these are... objects. A flower, a dog, a mushroom and a dragonfly are ... organisms, and they are very interesting.

Target: formation of the ability to classify living and nonliving things, and correctly construct a statement.
Give an example of a living organism and a nonliving object. Explain your answer.
Creativity test
Target: identifying and establishing patterns between living organisms and inanimate objects.
Do you think living organisms can turn into non-living ones? If so, how does this happen (example) and how to avoid it? If not, why not?

***
Class: 3
Subject:"Gender endings of adjectives."
Recognition test
Target: testing knowledge on the topic noun.
Read the words:
dear, distant, close,
stranger, familiar, low.
Bad, good, sweet, nice,
cheerful, affectionate, funny.
What part of speech are these words:
A) Noun
B) Verb
B) Adverb
D) Adjective
Test substitution
Target: testing knowledge on the topic adjective.
Fill in the missing words:
An adjective is... a part of speech that denotes... an object and answers the question “... ?”, “... ?”, “... ?”, “... ?”, “... ?”.
Productivity test
Target: developing the ability to determine the gender of an adjective.
Write by inserting the missing endings of adjectives. Specify gender.
Hot.. baked.. milk (. r.), tasty.. fresh.. bread (. r.), sweet.. juicy.. apple (. r.), fragrant.. ripe.. strawberries (. r. ).
Creativity test
Target: identifying and establishing the pattern of generic endings of adjectives through the construction of phrases.
Come up with an adjective 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 on indicators of the degree of training according to V. P. Simonov.
***
Class: 4
Subject:"Life of Freshwater"
Discrimination
Target: recognition of plants and animals that live in bodies of water.
Write the names of plants and animals under the pictures.
Memorization
Target: testing students' environmental literacy knowledge.
Tell us the rules of conduct near a pond?
Understanding:
Target: developing the ability to justify your answer.
Tell me how adults and schoolchildren should protect water bodies? Why do this?
Application:
Target: develop the ability to apply knowledge in practice in the simplest examples.
What is a natural community? Write the characteristics and examples of natural communities.
Transfer
Target: develop the ability to creatively apply acquired knowledge in practice.
Depict how you imagine a natural community - a body of water.

***
Class: 2
Subject:"Addition and Subtraction."
Discrimination
Target: Test your knowledge of single-digit numbers and double-digit numbers within 20.
Name the single-digit numbers in this number series? Double digit numbers?
2, 4, 6, 8, 10, 12, 14, 16, 18, 20.
Memorization
Target: testing knowledge of the rules for addition and subtraction.
What rule do we use when solving these mathematical expressions?
12 – 3 – 5; 12 – (3+5)
Understanding
Target: developing the ability to give reasons for your answer.
Name the rule you learned and give an example of this rule.
Application
Target: developing 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
Goal: the ability to creatively apply acquired knowledge in practice.
Come up with a problem for this diagram.

Using the technology of multi-level differentiation in primary school

Loving children is not enough

You need to know them.

Prof. M.N.Gernet(1)

I agree with L.S.’s statement. Vygotsky: “What today a child can do in cooperation and under guidance, tomorrow he becomes able to do independently...” Think, knowing the individual characteristics of each student(level of training, development, peculiarities of thinking, cognitive interest in the subject),

it is possible to determine for him the most appropriate 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 a teacher physically and professionally take into account the individual characteristics of each of the 30 students within the framework of a 45-minute lesson and the mandatory implementation of the curriculum?”

“How to work in a lesson with the whole class and at the same time with each student?” (2)

How to make the learning process more flexible, more tailored to each student? The answer to this question is given by teaching 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 level differentiation technology is training 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 student’s individuality and preserve it, help the child to believe in himself, to ensure his maximum development.

It is not surprising(4) that the workload on schoolchildren is growing at an alarming rate. Not all parents can cope with the proposed tasks “Mathematics”, 3rd grade. Children have always begun, and will continue to begin, studying the school curriculum with different initial prerequisites (5). Most students (about 65%) enter school with approximately the same level of mental development, and this is what is accepted as the norm; 15% exceed this level to a greater or lesser extent, and 20% of children, on the contrary, do not reach it.(6)

When implementing a differentiated approach, the teacher should be guided by the following requirements:

 creating an atmosphere favorable for students;

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

 students of various levels (7) are invited to master a program appropriate to their capabilities (each “take” as much as he can).

What does the technology of a multi-level approach provide? (8).Stages (9)

Multi-level lesson scheme (10)

(Teachers for multi-level teaching use:

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

 Alternative tasks for voluntary completion

 Tasks, the content of which was found by the student

 Tasks that help in mastering rational methods of activity

Differentiation of the content of educational knowledge can be carried out: (11)

- according to the degree of independence;

- by level of creativity;

-by level of difficulty;

- by volume;

-by the nature of the assistance

students.

Multi-level differentiation of teaching is widely used in different lessons (12) and stages of the educational process: learning new material; differentiated homework; taking into account knowledge in the lesson; ongoing testing of mastery of the material covered; independent and control work; organization of work on errors; consolidation lessons.

Differentiated Teaching Techniques (21)

when questioning, submitting homework and assessing students

Techniques for questioning students

Very often in lessons, survey forms are aimed at finding gaps and shortcomings in students’ knowledge. But this should be a search for merits, knowledge and skills. The main task during the survey is to support, help, teach.

Reception 1. Solidarity poll.

A student called to the board cannot complete the task. We address the class with a question: Who will help complete this task? Then, from among those willing, we choose an explainer, and invite him to help his friend in a whisper and teach him so that he can complete the task himself.

If the student has completed the task, he receives a high-quality assessment in points and verbal encouragement; we also evaluate the work of the trainers; if the experience is not successful, an unsatisfactory grade is not given, and the teacher thinks about other ways and tasks that will allow the student to achieve success.

Reception 2. Mutual survey.

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 interested. If a student has signed up for 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. Quiet 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.

Technique 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 your knowledge before each lesson. If you get caught, you are punished; if you don’t get caught, you are 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, lying something to make it more convincing. A kind person will scold you and promise to test your knowledge later, but, overwhelmed with numerous school tasks, he will most likely forget. This situation also has a negative effect on the student and is psychologically disadvantageous for the teacher. What should I do?

Each of the students may warn before class about failure to complete homework; parents can also report this. The teacher, keeping the situation under control, will ask the student next time.

Reception 5; The perfect survey.

An ideal survey is when there is no survey, but its functions are performed. Students themselves assess the level of their preparation and report this to the teacher.

Homework Submission Techniques

A harmful and fairly common technique - punishment with homework of increased volume or complexity. But if you are going to ask, then ask with maximum benefit.

Reception 1. Three levels of homework. Pros: multi-level differentiation. Minuses: the volume of material being tested increases.

The teacher assigns three levels of homework at the same time.

First level - mandatory minimum. The main property of this task: it must be absolutely understandable and feasible for any student.

Second level – training. It is performed by students who want to know the subject well and master the program without much difficulty. These students may be exempt from the first type of assignment.

Third level used or not by the teacher depending on the topic of the lesson and the preparedness of the class. This is a creative task. It is usually done on a voluntary basis and is encouraged by the teacher with high marks and praise. The range of creative tasks is wide:

 ditties, fables, fairy tales, fantastic stories on educational topics, etc.;

 Chinawords, scanwords, crosswords, etc.;

 educational comics;

 posters – reference signals;

 mnemonic formulas, poems, etc.

Reception 2. Array assignment. At a math lesson a large number of examples are given for the order of actions, for consolidating computational skills, in this case there are 84 of them. The execution time is arbitrary. The student chooses the start after the New Year, during the holidays, and the end. You can finish it in two weeks, you can do it in three months. During the work being done, the teacher keeps everything under control. All results are checked at any time. The result is excellent - children learn to perform expressions by actions.

During literary reading lessons. During the holidays, a list of poems is determined for memorization. K. Balmont's poem is evaluated in a month on December 5th.

A large array of tasks is assigned at once for a fairly large period of time. For example, out of 50 tasks, a student must complete 20. An important psychological effect: independent choice of a task provides the opportunity for self-realization for the student; self-harmonization occurs between the child and the level of tasks that he solves. The scope of the task can be varied.

Reception 3. You are your 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 comes up with some kind of homework for himself will do it. For those who couldn’t or didn’t want to come up with ideas, we formulate the homework ourselves.

Reception 4. The perfect assignment.

The teacher does not give any specific task, but the function of homework is performed, that is, the teacher asks students to do work at home according to their own choice and understanding.

Assessment techniques(22)

At the time of assessing the results, the teacher is required to have emotional balance necessary for an objective assessment, goodwill - at the time of announcing grades of any level, the ability to take into account the capabilities and real achievements of each student. The main thing is that the assessment in the lesson becomes an incentive for further effort. A person needs success.

Reception 1. A grade is not a mark.

We evaluate not only by numbers. We evaluate with words, intonation, gestures, 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 complete it. Teacher: “Well, what should we do with you? You’ll ruin my golden fund of uncompleted assignments! Next time...”

After completing the work, the student gives himself a mark. The teacher also gives a mark for the same work. We write down the fraction. For example, 4/5. The teacher’s task is to accustom the student to regular evaluation of his work.

The technique is introduced for the period of agreement on the marking criteria, and after some time the numerator and denominator increasingly coincide.

Reception 3. Credit of trust.

In some cases, we put a “credit” mark. A controversial quarter. A subject of worries and hopes. Teacher: “According to the marks, you barely finished at “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 grade, and in the next quarter it will become clear how right we were.”

Reception 4. Incentive system.

Option 1. Leaflet with deferred assessment.

Not wanting to give a low grade, we give the student a piece of paper on which he writes down the topic, the question asked or the task he failed to complete, the date and returns it to the teacher. During the next survey, we invite the student to answer or complete the task contained in the set aside sheet.

Option 2. Detailed assessment.

Along with the digital assessment, we make a record that reveals our attitude towards the student and his achievements.

Option 3.

A good enough estimate would be:

 small letter;

 a letter of gratitude or diploma “For victory in the lesson”, “For a small discovery”, “For helping a friend”;

 gratitude entry in the diary;

 a book, a postcard with a dedicatory inscription, a poem dedicated to the student.

Reception 5. Peer review. Perform tests at home. You need to check, there are up to 30 questions. The workbooks are collected, then distributed again; whoever comes across their own notebook is replaced. We begin the agreed inspection. We read the question and the children give the correct answer. In the case of a creative task, several answers are read, each answer 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 aspects of differentiated instruction (23)

Negative aspects of differentiated instruction (24)

Among the above techniques, 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, the techniques give a “rainbow” effect. You cannot paint a multi-colored picture in one fell swoop. Patience and gradualism! The best way to ruin pedagogical equipment is to grab onto everything at once.

Let us know (25) that in our professional activities as 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 on men,
Murder is the least
The hardest thing is education.

And let us remember that “teaching techniques are a teacher’s everyday tool. A tool without work rusts... But with work it improves.” (A. Gin).

Teacher's code of honor (principles of attitude towards a 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 children teach me.

3. Sometimes I need shelter, so I will give it to children.

4. I love to be accepted for who I really am, so I will strive to empathize with and appreciate the child.

5. I am fallible, so I will be patient with the child's humanity.

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 learned almost everything I know from my own experience, so I will let my children learn theirs.

8. I find support and will to live within myself, so I will recognize and affirm my child's sense of self.

9. I cannot make a child's fear, pain, disappointment and stress disappear, but I will try to soften the blow.

10. I feel fear when I am defenseless, so I will touch the child’s inner world with kindness, affection and tenderness.

The Positives of Differentiated Instruction:

 students are happy to choose task options that correspond to their abilities and try to complete tasks of an advanced level;

 students feel successful and confident; the degree of their psychological comfort in the classroom increases;

 the level of teaching at school is rising;

 differentiated (multi-level) education allows you to organize the educational process based on taking into account individual characteristics of the individual, ensuring that all students master the content of education.

Literature

1. Gin A. Techniques of pedagogical techniques. – M., “Vita-Press”, 1999.

2. Guzeev V.V. Pedagogical technology in the context of educational technology. M., 2001.

Differentiated learning- form of organization of the educational process.

Differentiation- creating a variety of learning conditions (one of the ways of an individual approach)

Technology of level differentiation in primary school

“Every child is naturally endowed with abilities

to almost all types of human activity:

to mastering natural and humanitarian knowledge,

to fine arts, music, etc.

It is only important to develop these abilities during the learning process.”

Goncharova L.V., Ph.D. pedagogical sciences

Our modern school educates children with different levels of development, and since a mass school is not able to offer each student an individual curriculum, our teachers are looking for teaching models that can ensure personal development, taking into account individual psychological and intellectual capabilities.
Today, the school is in a tireless search for new, more effective approaches, means and forms of teaching and educating students.
(slide 2) In a modern primary school, the child’s personality and his activities come first. Therefore, priority technologies include:

Student-centered learning

Health-saving technologies

Information and communication technologies

Level differentiation technology

Gaming technologies

Collective education system

Technology of project activities

Currently, modern educational technologies have been developed to make the educational process more effective. For several years, the problem of knowledge strength has been solved through the technology of level differentiation.

History of technology development

For the first time, world pedagogy thought about the differentiation of teaching 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 50s early 60s. The question arose about developing a whole system of parameters by which differentiation of learning and within it an individual approach to schoolchildren could be carried out.

(slide 3) Nowadays, TUD training has been developedFirsov Viktor Vasilievich - Candidate of Pedagogical Sciences, Head of the Education for All Center, Moscow.

Conceptual provisions according to V.V. Firsov:

. Motivation, not a statement.

. To warn, not to punish ignorance.

. Recognition of the student's right to choose the level of study.

. The teacher’s previous psychological attitude: “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 not less than is 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 purpose of training is not so much to “teach” as to “educate” a new member of society who is able to find his place in a rapidly developing society. The personal qualities of the student come first from the earliest period of training.

Federal State Educational Standards Regulations : “Primary education must guarantee the diversity of individual educational trajectories and educational development”

Convention on the Rights of the Child:

“The child has the right to preserve his individuality”

Just as there are no two identical flowers in a meadow, so there are no two schoolchildren who have the same set of abilities, skills, etc. In elementary school, individual differences are especially noticeable.

The average pace of work chosen by the teacher during 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 educational 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 require repetition, and still others need clarification. In other words, the success of mastering educational material, the pace of mastery of it, the strength and meaningfulness of knowledge, the level of development of the child depend not only on the activities of the teacher, but also on the cognitive capabilities and abilities of students, determined by many factors, including the characteristics of perception, memory, and mental activity physical development.

(Slide 5) As mainprinciples The following pedagogical technologies were selected:

universal talent - there are no untalented people, but only those who are busy with other things

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 Latin aspectus - appearance, appearance, glance, point of view) - onefrom the sides of the object under consideration, point of view, how it is seenfrom a certain position.

1. Taking into account the individual (typological and personal) characteristics of students.

2. Grouping students based on individual typological characteristics.

3.Organization of educational activities in groups at different levels to master a single program material.

When switching 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 to not be at odds with the student’s capabilities, it is necessary to give students a chance to prove themselves, to evaluate their strengths and capabilities.

Therefore, as experience shows, it is better to divide students into levels not immediately based on the results of a test or interview, but after observing, for at least a year, their development, manifestation of cognitive abilities and interests.

Based on the diagnostic results, the class can be divided into

3 main groups : (slide7)

1 group - students with a good level of knowledge (high degree of training), conscious motivation, high rate of knowledge acquisition, high development potential;

2nd group - students who have mastered the material at a basic level, with motivation that does not have a clear definition or is far from mastering the educational material, an average rate of knowledge acquisition, and good development potential;

3 group - students who poorly assimilate the material, with a lack of motivation to learn, with average or low development potential.

Group work provides many opportunities for internal differentiation. The task is givenhomogeneous (Homogeneousgroup— Thisa group in which all members sharehave a lot in common)group (from 2 to 4 people), and not to an individual student . In a small group, the student is in more favorable conditions than when working frontally with the whole class. In a conversation within a small group, he can express his opinion, participate more actively in solving educational problems in accordance with his interests and abilities

When making differentiation, you need to be guided by the followingrequirements : (slide 8)
. creating an atmosphere conducive to students;
. active communication with students to ensure that the learning process is motivated; so that the child learns according to his capabilities and abilities; so that he has an idea of ​​what is expected of him;
. Students of various levels are invited to master a program appropriate to their capabilities (each “take” as much as he can).

Forms of work within the technology (slide 9)
For multi-level training use:

Tests and independent work of varying difficulty levels

Tasks for individual work, taking into account

difficulty level chosen by the student

Tasks-schemes, information cards (“helpers”) for independent learning of new things or consolidation of the material covered, including, along with the task for the student, elements of dosed assistance
. Alternative tasks for voluntary completion
. Tasks that help in mastering rational

ways of doing things

Homework - a special type of independent work, because this work is performed without the direct supervision of the teacher. Differentiation of homework helps to eliminate homework overload for students. This means reducing the volume of assignments, increasing 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 student’s productivity in the lesson. It is advisable to include in all students’ homework assignments that correct deficiencies and gaps in students’ knowledge, skills and abilities that have arisen for one reason or another. Taking into account the causes of errors (an unlearned rule, failure to distinguish between any concepts, poor command of the method of action) allows not only to correct the mistake, 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 to learn new educational material;

Provide assistance to a group of students in completing homework (the card includes reference material: rule, drawing, diagram, additional questions);

Expand and deepen knowledge, skills and abilities on the topic being studied.

Conclusion

(slide 10) Using level differentiation technology

makes it possible to take into account the cognitive interests of all students, to develop each to the best of his strengths and abilities, without limiting the teacher

in the choice of methods, means and forms of training.

The turn of schools in Russia towards the student has aroused great interest in the pedagogical community in the ideas of student-centered education, which currently determines the direction of innovative activity.

The main goal of a secondary school is to promote the mental, moral, emotional and physical development of the individual, to fully reveal his creative potential, to provide a variety of conditions for the flourishing of the child’s individuality, taking into account his age characteristics - this is a person-oriented education. All learning in its essence is the creation of conditions for personal development. Personality is the mental, spiritual essence of a person, appearing in various generalized systems of qualities. Personality-oriented education is focused on the student, on his personal characteristics, on culture, on creativity as a way of self-determination of a person in culture and life. The principle of a differentiated educational process contributes in the best possible way to the personal development of students and confirms the essence and goals of general secondary education.

A differentiated learning process is the widespread use of various forms, methods of teaching and organization of educational activities based on the results of psychological and pedagogical diagnostics of students' educational capabilities, inclinations, and abilities. The use of these forms and methods, one of which is level differentiation, based on the individual characteristics of students, creates favorable conditions for personal development in a personality-oriented educational process. This implies:

• building a differentiated learning process is impossible without the individuality of each student as an individual and the personal characteristics inherent only to him;
• training based on level differentiation is not a goal, it is a means of developing personal characteristics as an individual;
• only by revealing the individual characteristics of each student in development, i.e.
• in a differentiated learning process, it is possible to ensure the implementation of a student-oriented learning process.

The main task of the differentiated organization of educational activities is to reveal individuality, help it develop, settle, manifest itself, gain selectivity and resistance to social influences. Differentiated learning comes down to identifying and maximizing the development of the inclinations and abilities of each student.

The development of a student’s personality in the conditions of differentiated learning in personality-oriented education aims to provide students with a free choice of learning on a variable basis of a differentiated approach to individual personality characteristics based on the state educational standard of education, brought to the semantic level.

The use of a differentiated approach to students at various stages of the educational process is ultimately aimed at mastering a certain program minimum of knowledge, skills and abilities by all students.

Differentiation of teaching and upbringing is based on the differences in the characteristics of the student’s personality, his abilities, interests, inclinations, and readiness for education.

It should be flexible and mobile, allowing the teacher to approach each student individually during the teaching process and contribute to the overall activation of the class. The constant implementation at all stages of the educational process of “unity of requirements” for all students without taking into account the characteristics of their individual psychological development inhibits their normal learning and becomes the reason for the lack of educational interests.

The differentiated organization of educational activities, on the one hand, takes into account the level of mental development, psychological characteristics of students,
abstract-logical type of thinking. On the other hand, the individual needs of the individual, his capabilities and interests in a specific educational field are taken into account. With a differentiated organization of educational activities, these two sides intersect.

Its implementation in student-centered education will require:

• studying the individual characteristics and educational capabilities of students;
• determining criteria for dividing students into groups;
• the ability to improve students’ abilities and skills with individual guidance;
• the ability to analyze their work, noticing shifts and difficulties;
• long-term planning of student activities (individual and group) aimed at guiding the educational process;
• the ability to replace ineffective methods of differentiating leadership with more rational ones.

Each student, as a carrier of his own (subjective) experience, is unique. Therefore, from the very beginning of training it is necessary to create a non-isolated training for everyone. And a more diverse school environment that gives you the opportunity to express yourself. And only when this opportunity is professionally identified by the teacher, can we recommend differentiated forms of education that are most favorable for the development of students.

Taking this into account, it is necessary to clearly understand what the development of personality consists of in the conditions of differentiated learning, what driving forces determine the qualitative changes in students in the structure of their personality, when these changes occur most intensively and, of course, under the influence of what external, social, pedagogical and internal factors. Understanding these issues allows us to identify both general and individual trends in personality formation, the growth of age-related internal contradictions, and choose the most effective ways to help students.

A person-centered approach is the main idea in the program for the humanization of modern education. In this regard, the organizational, content and managerial components of the educational process need to be revised from the point of view of their influence on personal development and improving the quality of education. An important aspect of the implementation of this strategy is the implementation of an individual differentiated approach to students in the pedagogical process, since it is this that presupposes the earlier identification of children’s inclinations and abilities. Creating conditions for personal development. The skillful use of techniques and methods of internal differentiation makes the pedagogical process natural - to the maximum extent adequate to the uniqueness of the individual nature of the student’s personality and significantly contributes to the formation of his unique traits and qualities.

Modern concepts of primary education are based on the priority of the goal of educating and developing the personality of a junior schoolchild based on the formation of educational activities. It is important to create conditions for each student to become a genuine subject of learning, willing to learn. Education, as Sh.A. Amonashvili puts it, should be “variable to the individual characteristics of schoolchildren.” Differentiation of education is one of the means of implementing an individual approach to children. A differentiated educational process is considered to be one that is characterized by taking into account the typical individual differences of students.

Differentiation in teaching involves dividing students into groups according to some characteristics, which is carried out for subsequent grouping, i.e. in differentiation there is necessarily integration, expressed in unification
Students. Another equally important aspect is the different structure of the learning process in groups. Thus, when differentiating learning, individual typological characteristics of the individual are taken into account in the form of grouping of students and different construction of the learning process in selected groups.

The teacher’s organization of intraclass differentiation includes several stages:

1. Determination of the criterion on the basis of which groups of students are allocated for differentiated work.
2. Carrying out diagnostics according to the developed criterion.
3. Distribution of children into groups taking into account diagnostic results.
4. Selecting methods of differentiation, developing multi-level tasks for created groups of students.
5. Implementation of a differentiated approach to schoolchildren at various stages of the lesson.
6. Diagnostic control over the results of students’ work, according to which the composition of groups and the nature of differentiated tasks can change.

I have been using group learning in my classes for many years to provide differentiated instruction. I form children into groups based on their learning method, as well as on the basis of individual characteristics, abilities, and interests.

The first group is made up of students with a high level of educational capabilities and high academic performance, and I also included here students with average educational capabilities and a high level of development of cognitive interest. For this group, the main thing is to organize training at an appropriate pace, without inhibiting the natural accelerated process of development of psychological functions. An essential point is the focus on student independence. I develop individual tasks and exercises for the most gifted children.

The second group consists of students with average academic performance in the subject. For this group, the most important activity for the teacher will be the formation of voluntary internal motivation of students, stabilization of school interests and personal focus on intellectual work.

The third group consists of students with low cognitive abilities, low levels of cognitive interest, and low academic performance in subjects.

Working with schoolchildren of the third group requires the greatest effort. The heterogeneity of the individual characteristics of students in this group suggests the implementation of differentiation and an individual approach to learning within the group itself.

When carrying out group differentiation, I am guided by the following requirements: I create an atmosphere favorable for students, because in order for the educational process to be motivated and the child to learn according to his individual capabilities and characteristics, he must clearly imagine and understand what is expected of him.

When working with primary schoolchildren, it is advisable, in my opinion, to use two main differentiation criteria: “training” and “learnability.” According to psychologists, training is a certain result of previous training, i.e. characteristics of the child’s psychological development that he has developed to date. Indicators of training can be the achieved level of knowledge acquisition, the quality of knowledge and skills, methods and techniques for their acquisition.

Learning ability is the student’s receptivity to mastering new knowledge and ways of acquiring it, readiness to move to new levels of mental development.

Important indicators of a high level are receptivity to the help of another person, the ability to carry out transfer, the ability to self-learn, efficiency, etc.

Differentiated learning is a multifaceted concept in its structure, therefore, in my lessons, introducing elements of differentiation, I mainly adhere to one goal - to ensure the same pace of progress for each student when performing independent work. Those. I assumed that each student would work to the fullest extent of his creative powers, feel self-confidence, feel the joy of work, and firmly and more consciously assimilate the program material.

Let's consider various methods of differentiation that can be used in a mathematics lesson at the stage of consolidating the studied material. They involve differentiation of the content of educational tasks according to the level of creativity, volume, and difficulty.

Using different ways of organizing children’s activities and common tasks, I differentiate by:

1. Degree of independence of students;
2. The nature of student assistance;
3. Form of educational tasks.

Differentiation methods can be combined with each other, and tasks can be offered to students to choose from.

1. DIFFERENTIATION OF LEARNING TASKS BY LEVEL OF CREATIVITY

This method assumes differences in the nature of the cognitive activity of schoolchildren, which can be reproductive or productive (creative).
Reproductive tasks include, for example, solving arithmetic problems of familiar types, finding the meaning of expressions based on learned computational techniques.
Productive tasks include exercises that differ from standard ones. In the process of working on productive tasks, schoolchildren gain experience in creative activities.
In mathematics lessons I use various types of productive tasks, for example:

• classification of mathematical objects (expressions, geometric figures);
• transforming a mathematical object into a new one (for example, transforming a simple arithmetic problem into a compound one);
• tasks with missing or extra data;
• completing a task in different ways, searching for the most rational way to solve it;
• independent preparation of problems, mathematical expressions, equations, etc.

I organize differentiated work in various ways. More often, students with a low level of learning ability (group 3) are offered reproductive tasks, and students with an average (group 2) and high (group 1) level of learning ability are offered creative tasks.

2. DIFFERENTIATION OF LEARNING TASKS BY LEVEL OF DIFFICULTY

This method of differentiation involves the following types of complication of tasks for the most prepared students:

• complication of mathematical material (for example, in the task for the 1st and 2nd groups two-digit numbers are used, and for the 3rd group - single-digit numbers);
• an increase in the number of actions in an expression or in solving a problem (for example, in the 2nd and 3rd groups a task is given in 3 actions, and in the 1st group in 4 actions);
• performing a comparison operation in addition to the main task (for example, the 3rd group is given the task: write down the expressions in increasing order of their values ​​and calculate);
• using a reverse task instead of a direct one (for example, the 2nd and 3rd groups are given the task of replacing large measures with small ones, and the 1st group is given a more difficult task of replacing small measures with large ones).

3. DIFFERENTIATION OF TASKS ACCORDING TO THE VOLUME OF TRAINING MATERIAL

This method of differentiation assumes that students of the 1st and 2nd groups complete, in addition to the main one, an additional task that is similar to the main one and of the same type.

The need to differentiate tasks by volume is due to the different pace of students’ work. Slow children, as well as children with a low level of learning, usually do not have time to complete independent work by the time it is checked in front of the class; they need additional time for this. The rest of the children spend this time completing an additional task, which is not mandatory for all students.

As a rule, differentiation by volume is combined with other methods of differentiation. Creative or more difficult tasks are offered as additional ones, as well as tasks that are not related in content to the main ones, for example, from other sections of the program. Additional tasks may include ingenuity tasks, non-standard tasks, and game-based exercises. They can be individualized by offering students tasks in the form of cards or punched cards. Selecting exercises from alternative textbooks or printed notebooks.

4. DIFFERENTIATION OF WORK ACCORDING TO THE DEGREE OF STUDENTS’ INDEPENDENCE.

With this method of differentiation, there are no differences in learning tasks for different groups of students. All children perform the same exercises, but some do it under the guidance of a teacher, while others do it independently.

I organize my usual work as follows. At the orientation stage, students become familiar with the task, find out its meaning and formatting rules. After this, some children (most often this is the 1st group) begin to complete the task independently. The rest, with the help of the teacher, analyze the solution method or the proposed example, and perform part of the exercise frontally. As a rule, this is enough for another part of the children (2nd group) to start working on their own. Those students who have difficulties in their work (usually these are children of the 3rd group, i.e. schoolchildren with a low level of learning), complete all tasks under the guidance of the teacher. The verification stage is carried out frontally.

Thus, the degree of independence of students varies. For the 1st group, independent work is provided, for the 2nd group - semi-independent work. For the 3rd - frontal work under the guidance of a teacher. Students themselves determine at what level they should begin to complete the task independently. If necessary, they can return to work at any time under the guidance of a teacher.

5.DIFFERENTIATION OF JOY BY THE NATURE OF HELPING STUDENTS

This method, unlike differentiation by degree of independence, does not provide for the organization of frontal work under the guidance of a teacher. All students immediately begin independent work. But, those children who have difficulty completing the task are provided with measured help.

The most common types of help I use are: a) help in the form of auxiliary tasks, preparatory exercises; b) help in the form of “tips” (helper cards, consultation cards, notes on the board).

Having studied the experience of I.I. Arginskaya, who suggests in this case using stimulating, guiding teaching assistance.

I offer features of working with helper cards. Students of the 1st group (with a high level of learning) are asked to complete the task independently, and students of the 2nd and 3rd groups are provided with various levels of assistance. Helper cards are either the same for all children in the group or are selected individually. A student can receive several cards with an increasing level of help when completing one task, or can work with one card. It is important to consider that from lesson to lesson the degree of assistance to the student decreases. As a result, he must learn to complete tasks independently, without any help.

Various types of help can be used on cards:

• sample of completing a task: showing a method of solution, a sample of reasoning (for example, in the form of a detailed record of the solution to an example) and design;
• reference materials: theoretical information in the form of a rule, formula, table of units of length, mass, etc.;
• visual supports, illustrations, models (for example, a brief statement of the task, a graphical diagram, a table, etc.)
• additional specification of the task (for example, clarification of individual words in the problem, indication of some detail that is essential for solving the problem);
• auxiliary guiding questions, direct or indirect instructions for completing the task;
• the beginning of a solution or a partially completed solution.

Different types of assistance when students complete one task are often combined with each other.

I will give an example of independent work on a problem with extra data using dosed, gradually increasing help.
The different nature of differentiation and the goals of these tasks allow me to turn to such an organization of educational activities many times during the lesson, to create favorable conditions for the active mental activity of students.
Having studied the experience of innovative teachers, I believe that modern programs and teaching materials in mathematics for primary grades provide great opportunities for taking into account the individual characteristics of students. The programs of N. B. Istomina, L. G. Peterson, V. N. Rudnitskaya, I. I. Arginskaya are multi-level, they differentiate the requirements for mathematical training of schoolchildren for each year of study. The material in mathematics textbooks allows me to apply different methods of differentiation. For example, in the textbooks of V.N. Rudnitskaya, the numbers of tasks related to different levels of difficulty are indicated in different colors, and for some exercises cards are given as assistants. In their work they use printed notebooks for differentiated tasks.
Using the learned experience in my work, I monitor the quality of knowledge and % of academic performance in subjects. So in mathematics, the percentage of academic performance increases annually from 1.5% to 1.8%. The quality of knowledge is respectively from 1.2% to 1.5%.