A differentiated approach in the teaching of preschool children and junior schoolchildren: the essence, purpose, tasks, organization, implementation, use. A differentiated approach to learning is ...

At present, there are signs of a discrepancy in the level of education of a substantial part of school leavers with growing requirements for the preparation of workers in the common professions. Accelerating the pace and improving the quality of labor, the constant reduction of simple specialties in production, the transition of enterprises to other areas of economic activity cause a number of difficulties in the adaptation of adolescents. In the process of teaching schoolchildren at the moment, teachers do not use all available reserves to improve educational and upbringing work. In this regard, the existing difficulties in the social adaptation of graduates have an increasing tendency. For a radical solution of the emerging difficulties, it is necessary to raise an individual and differentiated approach to training to a qualitatively new level.

Content of the new principles

The concept of "individual approach" presupposes a didactic method of education and training. He is considered one of the key in general and special pedagogy. The essence of the individual approach is to take into account the personal characteristics of children in the educational process. It allows for the active management of the development of physical and mental capabilities. Within the framework of an individual approach, students are fully studied. Based on the results obtained, appropriate pedagogical measures of influence are developed. This method is of particular importance in school education, since students differ significantly in their level of receptivity. Differences are caused by characteristic features of people's characteristics of interests, temperament, etc. The individual approach includes all measures aimed at creating favorable conditions for learning and development of students and determined in accordance with their personal capabilities. Particular interest in the use of this method is due to a significant spread of abilities of individuals of the same age. If the personal characteristics peculiar to some students are revealed in others, then they are called typical. In other words, these or those possibilities are characteristic for a certain group.

The essence of the differentiated approach in training

When solving pedagogical issues, special attention is paid to the socio-psychological characteristics of groups. A differentiated approach to learning is one of the methods for carrying out coordinated activities aimed at their recording. There are certain groups in the community that are informal or structural associations. They are allocated by the teacher for the similar personal characteristics of each child. A differentiated approach to learning is a method occupying an intermediate position between frontal activity and interpersonal interaction. It greatly facilitates the pedagogical process. In conditions of high class occupancy, it is not always possible to determine the content and forms of interaction with each child. The use of a differentiated approach to teaching allows them to be developed for specific groups or categories.

Key areas

A differentiated approach to teaching children can not be applied without studying interpersonal relationships. This method allows you to influence the interaction of the individual and the group, the group and the team, the child and the adult. Implementation of a differentiated approach to learning is carried out in various ways. Of particular importance among them are game forms, competitions, simulations of situations. All these activities should help to unlock the potential of each child. The effectiveness of the method directly depends on the creative atmosphere, the content of interaction, democratic management within the collective.

System of measures

A differentiated approach to teaching and upbringing includes a sufficiently large number of pedagogical actions. This method is a set of measures aimed at studying, recording and developing typological features. The tasks of the differential approach in training include the provision of:

1. Achievement of compulsory results by each child in accordance with its real capabilities.
2. Perfection of creative, value, cognitive, artistic, communicative potential.
3. Perceptions of knowledge in accordance with real opportunities and orientation to the "sphere of proximal development."

Specificity of studying personal characteristics

The goal of the differential approach in training is to identify and investigate opportunities according to special criteria. There are several features that serve as their characteristics, according to which the child is characterized as an integral personality. Each selected property is essential in determining the success of training. Among the criteria are dominant. One of these is the degree of training. The priority of this property is due to the fact that the level of formation of interest in cognitive activity will depend on it. This criterion also affects the student's learning ability. This method of studying typical personal characteristics is most consistent with the orientation of pedagogical activity in modern conditions. The study of the differences assumes the establishment of indicators of their definition. In accordance with them, diagnostic materials are formed. Testing work is one of the effective methods for studying the degree of training, and learning is a school test for determining mental development. In practice, these methods are used by teachers most often. A questionnaire is used to determine the degree of cognitive interest in a particular subject.

Property groups

In pedagogical practice a certain classification of features has been worked out, allowing to take into account the experience and results obtained by specialists applying a differentiated approach to teaching. This division corresponds to three aspects of activity:

1. Executive. It involves properties that reflect the processes of implementing plans. These include, in particular, the practical change in the source material, the performance of works, the formation of skills, skills, techniques, the correlation of actual actions and the results obtained with thinking processes. At the physiological level, the executive activity reflects the characteristics of the auditory, visual and motor systems involved in self-monitoring.
2. Trust. This side is characterized by properties that reflect the processes of assimilation of the question, the collection and generalization of information necessary for the solution. In other words, it is an orientation in the task, drawing up a plan for the forthcoming activity, and its subsequent adjustment.
3. Power. This side includes properties that reflect the active activity of the nervous system: feelings, emotions, endurance, fatigue, ability to volitional effort. These characteristics determine basically the degree of efficiency. At the same time, activity activation depends on motivation and its strength. It, in turn, serves not only as an energy, but also a directing factor. This is due to the fact that it contains properties that are relevant to the target component of the activity.

Analysis

Applying a differentiated approach to teaching younger schoolchildren, personal characteristics can be defined by a comprehensive assessment. It reflects the specifics of activities in three areas of analysis. As a result, three groups are formed in which:

1. All three sides are preserved to some extent.
2. Violated 1 or 2 components of the activity.
3. All three components of the activity are not formed.

A differentiated approach in the teaching of junior schoolchildren includes the allocation of typological temporary groups. They, in turn, are divided into subgroups. In the psychological and educational literature, the following categories are distinguished:

1. A group with a high degree of training. It includes subgroups with a stable cognitive interest in this particular subject or in other disciplines.
2. Group with an average degree of training. It includes similar subcategories.
3. A group with a low degree of training, an unstable interest in either this or other subjects.

Recommendations of specialists

A differentiated approach in the training of preschoolers allows for the deepening, systematization and generalization of skills and knowledge. It is aimed at stimulating the development of cognitive self-activity of the child. In addition, the method helps to equalize skills and knowledge. A differentiated approach in the teaching of preschool children is especially effective when studying new material, checking and fixing the past, and also during the preparation of homework. Independent activity in the team and at home - two interrelated elements, complementing each other. When drafting homework, you should plan tasks of varying degrees of complexity and different volumes. In this case, it is necessary to take into account the real possibilities and interests of the children. To facilitate the work of both the teacher and schoolchildren, it is recommended to compile a collection with differentiated assignments. Questions should be grouped into sections. In each of them, the tasks of the advanced and basic levels are included. The latter includes questions for children with low and medium level of training, the first, respectively, for strong students. Tasks of the basic level should also be separated from each other. For children with a low level of training, they should be written in italics, with an average font in ordinary type. It is recommended to display questions for different degrees of cognitive interest with different icons.

Organization of a differentiated approach to training

As one of the most important conditions for the correct implementation of the pedagogical process is the choice of a rational set of educational methods and methods. Value also has an assessment of the quality of the knowledge acquired, the way it is optimized, taking into account age characteristics, the level of training, the formation of general skills in the framework of the educational and educational tasks to be solved. In accordance with these factors, a balanced mix of new and traditional pedagogical methods with the introduction of innovative technologies is provided. At the same time, optimization of the application of problem tasks and situations, reproductive, explanatory-illustrative, heuristic, partially-search, research methods, group work and activity in pairs, as well as technical means is being carried out. Control and correction of skills and knowledge are carried out within the framework of systems of different levels of evaluation. It includes dictations and tasks on the subject, tests and training tasks, individual cards with questions, home and independent works of training and controlling nature. As a criterion for successful activity is the quality of each child's preparation, and not the formal application of any pedagogical method, method, or means.

Technology

Applying a differentiated approach to teaching in primary school, it is necessary to take into account that each child develops in its own way. In this regard, the class is lagging behind, excellent and good. It is advisable to form a level differentiation at certain stages of the lesson. To do this, you can mentally divide the class into several typological time groups. The educational process in this case will be built according to the real possibilities of each of them. A differentiated approach in the education of schoolchildren helps to move a child from a weaker group into a stronger one. In this regard, the educational process outlines two key areas. The first involves the allocation of typological temporary groups, the second - the development and implementation of techniques and methods that meet each category. In the process of solving the first task, it is recommended to start from the training of children. It is determined by written verification works that cover all elements of the content of subject education and require the application of the knowledge gained at various levels of autonomy. Acquaintance with the progress in other disciplines is carried out and the class journal. It is also advisable to get an opinion on the collective as a whole and individual pupils from other teachers. Talking with parents is also important in order to identify the personal characteristics of a child. Distinguish students can also by the presence or lack of cognitive interest in a particular subject. If he is not there or the child often misses classes and has a small amount of knowledge, he is referred to a lagging typological group. Such students are recommended to be involved in individual group work, involve them in open lessons and extra-curricular activities, contributing to the development of their confidence.

Development and implementation of receptions

The second task of applying a differentiated approach is most successfully solved within the framework of a separate and collective form of planning educational activities. As one of the verification methods, you can use the degree of complexity of tasks. About it you can judge by several indicators. For example, problematic or creative tasks in an objective sense for students are more difficult than reproductive ones. The value also has a number of links in the process of reasoning from the initial data to the answer. The higher the number, the more difficult the task. For children included in the lagging group, the questions should be fairly simple. Their content should be prepared taking into account the mandatory standard (minimum) for the subject. Do not forget about the breadth of the transfer of skills and knowledge. The most difficult in this regard include tasks in which students use the material in several disciplines. In this case, an intersubject communication is formed.

Difficulty indicators

The criteria for determining the degree of difficulty of assignments include:

1. Problem. As mentioned above, reproductive tasks are easier than creative ones.
2. The distance from the source data to the answer to the question. The more the number of links in the reasoning, the task is more difficult.
3. The number of effects or reasons that need to be established. The more you need to find them, the harder the task.
4. Number of sources used. The more of them, the task is more difficult.

Other methods

In practice, it is advisable to apply a method of differentiating assistance from the teacher in the process of performing the same task. This method assumes that a weak child receives more detailed instructions in comparison with those given to a stronger one. At the same time, successful children solve problems without any help from the teacher. They independently collect sources and determine the logical chain of the task. For the middle group, a model plan is developed. For weak students, cards with questions arranged according to the logic of heuristic discussion should be prepared. All the arguments must be clearly directed from the first to the last stage. Another method is differential accounting of students. It can manifest itself in the formulation of individual creative tasks. For example, the instructor instructs certain children to prepare small reports. Information should be chosen independently from additional literature. Also the teacher can give the task to make a quiz, a crossword, to think up the continuation of the script of the movie or comment. In this case, it is important to correctly distribute activities among students, taking into account their real opportunities and applying a differentiated approach to training. This is especially important when working with laggards. Teachers need to plan their care correctly so that it helps each child develop.