Differentiated approach to teaching in primary school. Technology of differentiated learning Technology of differentiated learning in elementary school

Differentiated learning is learning that takes into account the individual characteristics, capabilities and abilities of children. In the context of the Federal State Educational Standard, this is the most popular technology because it is focused on the student’s personality.

Features of differentiated learning

Differentiated learning involves dividing students into groups according to one of the criteria:

By level of intellectual development;

By type of thinking;

By temperament;

According to interests and inclinations.

As a result of the diagnostics, groups are formed. For example, when differentiating by level of mental development, students are grouped as follows:

1. Students with a high level of cognitive activity. They are characterized by creative, out-of-the-box thinking, stable attention, and good performance. These students have the skills to independently analyze and summarize information.

2. Students with average academic abilities. Due to the low level of analytical thinking, they are not capable of creative generalization; repeated repetition is important for them. Master the material with the help of a teacher using reference diagrams.

3. Students with a low level of educational activity. They are characterized by slowness, fatigue, and lack of motivation. Requires an individual approach from the teacher. These students require additional tasks, an algorithm for completing tasks, and detailed instructions.

This technology makes it possible to differentiate the content of education for students of different levels of development. One educational material within the framework of one program is absorbed at different levels. Methods and forms of work that are most effective for the activities of different groups are selected.

The leading forms of work in the lesson are group and individual.

The assignment of a student to a group of a certain level is conditional. A student may choose to leave one group and join another.

Types of differentiated instruction

Internal differentiation. Division of students of one class group according to the level of intellectual development. Multi-level education in primary school (from 5th to 9th grade) is effective.

External differentiation associated with specialized training. The basis for the division into profiles is the student’s self-determination, teacher recommendations, psychological diagnostics. Profile training (divided by area of ​​interest) is organized in high school.

Goals of using differentiated instruction in secondary school

Creating optimal conditions for the development of a child in accordance with his individual characteristics and interests.

Improving the quality of the educational process.

Eliminating student overload during classes.

Identification of gifted students.

A situation of success for students of different levels.

Principles

Taking into account the individual capabilities of students.

Variability of educational material for groups with different levels of mental development.

Variability of educational and cognitive activities (from reproductive to creative).

Focus on adaptation and development of students.

Role of the teacher

The teacher diagnoses the level of development of thinking, memory, and attention of each student.

Defines criteria for grouping students into groups of different levels.

Develops different types of tasks for each group.

Systematically analyzes student work and provides feedback.

Benefit for students

Each child is taught at an individual pace.

The motivation of strong students increases, they master the material at a deeper level, increasing the pace of work.

A situation of success is created for weak children.

Advantage for the teacher

Individual work with strong and weak students.

Main difficulties for students

Decrease in the level of self-esteem in weak students working together in a group. Lack of competition stunts the development of these students.

There are no tasks to improve communicative competencies; oral speech is not trained.

Differentiation by level of intellectual development does not take into account other personality traits of the student.

Main difficulties for teachers

Lack of didactic materials.

It takes a lot of time to develop multi-level tasks.

Differentiated Learning Lesson Structure

1. Collaborative goal setting for the whole class. Motivating stage.

2. Updating the studied material. Organization of multi-level repetition for each group.

3. Discovery of new knowledge. It is carried out both for the whole class and differentiated by groups. Depending on the level of development of students, different ways of presenting information are used:

Problematic situation

Drawing up an algorithm of actions,

Analysis of the reference circuit,

Studying new material with additional consulting assistance from a teacher or independently.

4. Consolidation using didactic materials of different levels. Individual teacher consultation for students with low levels of mental development.

5. Final control on the topic. Test or independent work.

6. Reflection. Organization of checking the completion of the task (teacher check, self-check or mutual check).

7. Differentiated homework.

Levels of didactic material

In the technology of differentiated learning, much attention is paid to the content and form of presenting tasks for training and testing. Educational material is selected in accordance with the level of intellectual development of students. Buildings are given taking into account the principle of increasing difficulty and complexity.

Level A. Memorization and reproduction. Work according to the sample. Use of information cards, including a theoretical block and detailed instructions for completing the task.

Level B. Work according to a ready-made scheme, algorithm. Partial search tasks, including comparison, selection of independent examples.

Level B. Creative application of knowledge in an unfamiliar situation, answering a problematic question. Independent search and analysis of information.

Development prospects

Active implementation of differentiated learning technology in teaching is possible if two conditions are met:

1. Methodological assistance to the teacher in developing multi-level tasks for each stage of the lesson. A bank of ready-made differentiated tasks included in the educational and methodological set for each subject will become an incentive for the teacher to work in this technology.

2. The division of students into levels will be carried out not only on the initiative of the teacher, but also at the request of students and parents.

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 activity.
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 a 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%.

The process of teacher organization of intraclass differentiation includes several stages.

• 1. Carrying out diagnostics.
• 2. Determination of methods of differentiation, distribution of students into groups, taking into account diagnostics.
• 3. Development of differentiated tasks and implementation of a differentiated approach to students at different stages of the lesson.
• 4. Diagnostic monitoring of results.
• 5. Closing knowledge gaps.

To implement a differentiated approach, it is necessary, first of all, to differentiate students into type groups. In order for the use of differentiated learning technology to bring positive results, it is necessary to diagnose the educational activities of schoolchildren. What should be the object of study?

Diagnostic object

From the point of view of many specialists (I. Unt, I. Osmolovskaya, A.V. Beloshista, etc.) this could be:

• 1. The student’s attitude towards learning.
• 2. Knowledge and skills.
• A) diagnostics of educational activities is aimed primarily at identifying the quality of guaranteed knowledge, its depth, generality, systematicity, and mobility.
• B) The second equally important aspect is the establishment of knowledge levels.

It is customary to distinguish three main levels of knowledge: reproductive (the student only knows how to reproduce knowledge), reconstructive (knowledge is used in standard variable situations), creative (the student operates with knowledge in conditions of transfer, in non-standard situations).

• 3. Features of the process of independent work and educational activities of students. To effectively manage the actions of schoolchildren, it is necessary to know their typical and individual difficulties in completing tasks, the need for teacher guidance, and cooperation.
• 4. Activity, organization, responsibility, independence of students.
• 5.. The level of development of higher mental functions (memory, attention, thinking, etc.) and some psychophysiological characteristics (for example, auditory, visual, cognitive - that is, according to the method of perceiving information) - here it is possible to use psychological diagnostics using test methods .

Often in practice pedagogical diagnostics is used based on differentiation based on observation, assessment of the products of students’ activities, based on grades for test tasks, independent work, etc.

Distribution by typological groups

There are different classifications of forms of differentiation, determined by what indicators are taken as the basis for distributing schoolchildren into groups.

Let's look at some of them:

• 1. A.A. Budarny takes “students’ ability to learn” and “performance” as the main indicators. A.A. Budarny identified three groups of students: with high, average and low educational capabilities. These criteria identify student differences in the learning process, but are quite general.
• 2. I.E. Unt believes that the characteristics of students that should be primarily taken into account when individualizing learning include:
• 1) Learning ability, that is, general mental abilities, as well as special characteristics;
• 2) Study skills;
• 3) Training, which consists of both program and extra-program knowledge, skills and abilities;
• 4) Cognitive interests (against the background of general educational motivation);
• 5) The state of the child’s health.

In some cases, in addition to these features in an individual approach to children, factors are added that, in relation to a given child, have a specific impact on his educational activities (home educational conditions are especially important among these factors)

Example one of these distributions is based on the level of material mastery, proposed by N.F. Vinogradova and N.F. Lyubodeeva (Project “Primary School of the 21st Century”) is presented by us in the form of a table.

Table 1.3

Identification of groups of students according to the level of mastery of the material

This division into groups has its pros and cons.

Positive aspects of this division:

• 1) exclusion of unjustified and inappropriate for society “equalization” and “averaging” of children;
• 2) the teacher has the opportunity to help the weak and pay attention to the strong;
• 3) the absence of lagging behind in the class eliminates the need to reduce the overall level of teaching;
• 4) increasing the level of self-concept: the strong are confirmed in their abilities, the weak get the opportunity to experience educational success, get rid of the inferiority complex;
• 5) increasing the level of learning motivation in strong groups;
• 6) in groups where the same children are gathered, it is easier for the child to learn;
• 7) acts as a means of developing students’ independence.

Negative aspects of this division:

• 1) dividing children according to their level of development is not humane;
• 2) highlighting socio-economic inequality;
• 3) depriving the weak of the opportunity to reach out to the stronger, receive help from them, and compete with them;
• 4) transfer to “weak” groups is perceived by children as a decrease in their dignity;
• 5) imperfect diagnostics sometimes leads to the fact that “extraordinary children” are relegated to the category of weak.

Ways to differentiate tasks

By level of material mastery

In accordance with the division discussed above by N.F. Vinogradova, younger schoolchildren are offered differentiated tasks (Table 1.4)

Table 1.4

Types of differentiated tasks for groups of students distributed according to the level of mastery of the material

Differentiation of the content of educational tasks:

• - by level of creativity;
• - by level of difficulty;
• - by volume.

There is an opinion that differentiating tasks by volume and difficulty does too little to develop students’ learning capabilities. The decisive role is played by the differentiation of tasks by the degree of assistance to the student from the teacher, by the degree of independence of students in completing the task. This is especially important for weak students. The teacher’s task is to bring these students to the average level, to teach them the techniques of rational mental activity. The work is organized so that the degree of independence of schoolchildren increases over time, and the dose of teacher help gradually decreases. Strong students need tasks of increased difficulty, non-standard work of a creative nature - this is what will allow them to fully realize and develop their learning capabilities.

Using different ways to organize children's activities.

• - according to the degree of independence of students;
• - by the degree and nature of assistance to students;
• - by the nature of educational actions.

Differentiation by knowledge, skills, abilities (ZUN)

The peculiarity of using differentiation according to the level of knowledge, skills, abilities is that for independent work the student is offered three options for tasks of varying degrees of complexity.

Each student has the opportunity to choose for himself the most optimal option for educational tasks of varying degrees of difficulty. T.V. Grigorieva suggests taking into account the following:

• 1. The actions of the first stage (addition, multiplication) are easier to perform compared to the actions of the second stage (subtraction, division).
• 2. Expressions containing several actions are more complex compared to expressions containing only one action (for example, 48+30.32+13-10).
• 3. Actions containing a large number of elementary operations require a higher level of student development

Differentiated assistance

Among the methods of intra-subject differentiation, various types of differentiated and individualized assistance are used:

• - supports of various types (from a poster - an example of a specific rule to a supporting summary and a generalizing table);
• - algorithms for solving a problem or completing a task (from a similar example to a logical diagram);
• - indication of the type of task, rule;
• - a hint (hint, association) of an idea, direction of thought;
• - warning about possible errors;
• - dividing a complex task into components.

The main advantage of tasks with differentiated assistance is the full employment of all students, independently moving from level to level.

Differentiation at different stages of the lesson

Practice shows that at every stage of the lesson it is possible and necessary to use techniques and methods of differentiation.

The main task of differentiation and individualization when explaining material is to update previously acquired knowledge to students. The form of verification can be varied. It is important to remember exactly what will be needed when explaining new material. Often, at the stage of explaining new material, students are asked to complete the same tasks, but at the same time, students receive different amounts of help, which can be provided both by the teacher, through instructions, plans, memos, and by student consultants who are successfully studying in this subject.

The use of differentiated tasks when consolidating knowledge, skills and abilities depends on the specification of the lesson objectives, the level of preparedness and interest in learning of students in a particular class. Special differentiated tasks during the lesson, which include tasks using special cards, multivariate independent work - this is the simplest form of organizing differentiation of learning at all stages of the lesson. This can be a selection of cards of educational tasks of varying degrees of difficulty, which the teacher offers to students, taking into account the level of mastery of new knowledge they have achieved.

A differentiated approach to students is very important when organizing work on mistakes; it is also advisable to give differentiated homework. At least three options designed for students

• 1) enthusiastic, easily absorbing material,
• 2) experiencing certain difficulties,
• 3) having significant gaps in knowledge and lacking self-confidence. It is best to give assignments in the first half of the lesson, when the children are not yet tired and their attention is not distracted.

Diagnostic control.

The results of work on this topic can be viewed and assessed based on diagnostic results, in the form of independent or control work on the topic, or diagnostic tests.

Diagnostic tests are compiled for each unit of material being studied. The main goals of such tests:

• - identifying gaps in students’ knowledge on the topic studied, identifying typical errors;
• - establishing the level of students’ assimilation of the studied material;
• - determination of the student’s educational capabilities and ways of his advancement within the educational unit.

The results of student achievements are recorded in a table. It serves so that the student can more easily detect ambiguities and correct them, and the teacher can determine the student’s level of learning.

Differentiated work with a separate group of students to eliminate knowledge gaps

After completing diagnostic testing, students are divided into groups based on mastery of the material, i.e. Here we should talk about the level differentiation of the educational process - individual processes are taken into account in the form when students are grouped based on some characteristics for individual learning.

We will show how you can organize work with a group of students with a very low level of assimilation of knowledge and skills if it is established through diagnostics that insufficient assimilation of the topic material has occurred.

It can be carried out according to the following plan:

• 1) explanation;
• 2) survey;
• 3) work according to the model;
• 4) repeated diagnostic work

In the first step, the teacher helps to eliminate gaps in knowledge by re-explaining.

At the second step, students are surveyed on theoretical issues that were not understood by them during the first explanation.

At the third step, the student himself works through tasks where algorithms or recommendations for their implementation are given, examples of solving basic tasks (the student gets the opportunity to make sure whether he has mastered the theoretical material and whether he has learned to solve problems).

In the fourth step, the student completes a repeat diagnostic test or independent work.

Thus, it is necessary to understand well that a differentiated form of education cannot give a positive result on its own, but requires a lot of work on the content and teaching methods.

INTRODUCTION

As an analysis of teaching practice in modern secondary schools shows, in recent years there has been a clear transition to humanistic ways of teaching and raising children. But still, in the educational process of a mass school, contradictions remain between frontal forms of teaching and purely individual methods of educational and cognitive activity of each student, between the need for differentiation of education and the uniformity of content and teaching technologies, between the prevailing explanatory and illustrative method of teaching and the activity-based nature of teaching.

Pedagogical technology should be understood as such a structure of a teacher’s activity in which all the actions included in it are presented in a certain integrity and sequence, and implementation involves achieving the required result and has a probabilistic predictable nature.

A school with level differentiation operates by dividing student flows into mobile and relatively homogeneous groups, each of which masters program material in various educational areas at the following levels: 1 - minimum (state standard), 2 - basic, 3 - variable (creative) .

In the system of multi-level education, the personality structure proposed by K.K. was chosen as the base one. Platonov

A differentiated approach organizationally consists of a combination of individual, group and frontal work. It is suitable at all stages of learning, as well as at all stages of acquiring knowledge and skills. This is also an essential provision of the differentiated teaching methodology. To achieve the correct differentiated approach to learning, it is necessary to correctly select differentiated tasks. They should be simple, concise and accurate.

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

The goal is to study and introduce the technology of multi-level and differentiated teaching of the Russian language in primary school into the educational process, focused on improving the quality of education of schoolchildren and identifying the pedagogical conditions for its effective functioning and development.

The base of the study was the Svobodninskaya secondary school in the Yesilsky district of the Akmola region.

The object of the study was the process of development of cognitive abilities of students in the second to fourth grades as a result of the use of multi-level and differentiated training in the educational process.

The subject of the research is the development, study and implementation of multi-level and differentiated teaching, aimed at improving the quality of education in Russian language lessons in primary school.

Research hypothesis. If:

each student is given time corresponding to his personal abilities and capabilities, then it is possible to ensure a guaranteed condition for the basic core of the school curriculum;

organize educational activities, building the learning process “from the student”, ensure the intensity of the student’s independent activity, connect it with emotional experiences, collective search based on observation, comparison, grouping, independent formulation of conclusions, then a positive impact on the development of children in the field of thinking will be visible, observation and practical action;

organize the educational process in such a way that the student independently acquires knowledge through reflection, reasoning, and argument, then interest and motivation in educational and cognitive activities will increase.

In order for the intended activity to be successful and effective, it is necessary to solve a number of problems:

• study psychological and pedagogical literature in order to organize the educational process taking into account the psychophysiological characteristics of children;
• describe the teacher’s activities from the perspective of:
• practical orientation;
• improving methods and techniques related to the introduction of new technologies.
• identify innovative processes that influence the effectiveness of educational and cognitive activities;
• analyze the effectiveness of research activities;
• develop practical recommendations for the use of individual forms and methods of work.

Research methods.

1. Study and review of literature on this topic.
2. Testing new technologies.
3. Observing student activities.
4. Analysis of results.
5. Reflection.
6. Development of recommendations.

Stages of experimental research: preparatory, ascertaining, summing up and analysis of the results of the pedagogical experiment.

The relevance of this topic lies in the fact that today it is impossible to work without the concept of “pedagogical technology”, since this system is one of the areas of pedagogical science, designed to provide one of the tasks - increasing the efficiency of the educational process. After all, educational technology is a system in which a pre-planned process is consistently implemented, guaranteeing a high result.

The scientific novelty of this study lies in the fact that teaching is moving to humanistic methods and foundations, restructuring the relationship between teachers and students. Allows you to raise a thinking, creative, active, healthy person.

The practical significance lies in the development and implementation of methods, forms and techniques (innovative processes) that influence the effectiveness of the educational process in primary school.

Methodological basis of the research: the research is based on a general dialectical-materialistic methodology that recognizes the categories of multi-level and differentiated pedagogical learning process, which are expressed in the systematicity, independence and differentiation of the whole.

Theoretical basis of the study: based on scientific works Selevko G.K., Karaeva Zh.A., Ksenzovoy G.Yu. and methods of Zak A.Z., Tikhomirova L.F., Luskanova N.G.

Structure of the thesis: introduction, two chapters, conclusion, list of sources used.

1. Innovative processes in primary school as a condition for the development of education

teaching differentiated Russian language

1.1 Pedagogical technologies: concepts and typology

State program for the development of the spiritual sphere and, above all, the education system, substantiated in the “Concept of Humanitarian Education of the Republic of Kazakhstan” and in the Message of President N.A. Nazarbayev “Kazakhstan; 2030" aims to form a highly intelligent and highly intelligent elite of the nation, whose scientific and creative potential is laid, as a rule, in the process of schooling.

A number of school subjects serve to develop students' creative imagination, analytical skills, independent judgment and much more. The result of any activity is a product. Our product is our students with new knowledge, skills and worldview.

All activities of the teacher are built through the lesson. It is in the classroom that we develop knowledge, skills and abilities. They can be both special and creative, intellectual.

Today, the school must change to meet the requirements of the state and society. Approaches to teaching must change, the content and principles of constructing textbooks, programs, and methodological recommendations must be rethought. New technologies must be introduced, i.e. The teacher no longer becomes an active transmitter of information, but begins to take on the role of organizer of the educational process.

The school understands the difficult but achievable tasks it has to implement and makes every effort to develop programs that contribute to the improvement of UVP. The school can do this.

Teachers from all countries are looking for ways to improve the effectiveness of teaching. In our country, the problem of learning effectiveness is being actively developed on the basis of research into the latest achievements of psychology, computer science and the theory of controlled cognitive activity.

The global trend appears to be that societies are concerned with improving the quality of their education systems. There is a feeling among people that in the coming millennium, young people will be required to have different qualities that are unusual for today’s generation. These new requirements arise primarily from the professional sphere, but their roots, of course, lie in the general complication of human life. It is interesting that with rare exceptions these changes in education systems are carried out at the very time when the states carrying them out are being led by life itself to an economical regime for handling public finances.

As an analysis of teaching practice in modern secondary schools shows, in recent years there has been a clear transition to humanistic ways of teaching and raising children. But still, in the educational process of a mass school, contradictions remain between frontal forms of teaching and purely individual methods of educational and cognitive activity of each student, between the need for differentiation of education and the uniformity of content and teaching technologies, between the prevailing explanatory and illustrative method of teaching and the activity-based nature of teaching.

One of the important areas of ways to increase the effectiveness of the educational process in primary school is the development and implementation of new pedagogical technologies, the main feature of which can be considered the degree of adaptability of all elements of the pedagogical system, namely content, methods, means, forms of organization of students’ cognitive activity, forecasts of compliance with learning outcomes requirements of the humanistic school. To ensure a more intensive and targeted transition to the creation of an adaptive learning system, it is advisable to get acquainted with the basic ideas embedded in proven and recognized progressive pedagogical technologies.

Such pedagogical innovations as the technology of “multi-level teaching and differentiated teaching” make it possible to adapt the educational process to the individual characteristics of schoolchildren, different levels of complexity of educational content, and the specific characteristics of each school. When characterizing educational technologies, I would like to dwell on their concepts and typologies.

It is generally accepted that A.S. was at the origins of the technologization of pedagogy. Makarenko, who boldly used the concept of pedagogical technique. And yet, researchers date the massive introduction of pedagogical technologies to the early 60s and associate them with the reform of first American and then European schools.

The technologization of educational and educational processes in modern domestic and foreign pedagogy is associated with the search for didactic approaches that could turn learning into a kind of “production and technological process with a guaranteed result.”

Pedagogical technology should be understood as such a structure of a teacher’s activity in which all the actions included in it are presented in a certain integrity and sequence, and implementation involves achieving the required result and has a probabilistic predictable nature. The teacher is always interested in such prognostication.

The design of pedagogical technology consists of developing a program to influence the plans and activities of participants in the pedagogical process by identifying stages in the learning process, presented in the form of a special sequence of procedures and operations, the implementation of which corresponds to the set goals and ensures the achievement of the expected results.

There are many definitions of the concept of “pedagogical technology” Here is one of them: “Pedagogical technology is an area of ​​research in theory and practice (within the educational system), which has connections with all parties to the organization of the pedagogical system to achieve specific and potentially reproducible pedagogical results."

The essential features of modern interpretations of the concept of “educational technology” are the following:

*the technology is developed for a specific pedagogical plan, based on value orientations and goals of the author or team, which have a formula for a specific expected result;

*the technological chain of pedagogical actions is built strictly in accordance with the set goal and must guarantee all schoolchildren the achievement and solid assimilation of the level of the state education standard;

* functioning technology provides for the interconnected activities of teachers and students, taking into account the principles of individualization;

*the step-by-step and consistent implementation of elements of pedagogical technology should be reproduced by any teacher, taking into account the teacher’s original handwriting;

*An organic part of pedagogical technology are diagnostic procedures corresponding to a given teaching strategy, containing criteria, indicators and tools for measuring performance results.

Among the main motivating reasons for the emergence and practical use of new psychological and pedagogical technologies, the following can be identified:

• the need for deeper consideration and use of the psychophysiological characteristics of students;
• awareness of the urgent need to replace the ineffective verbal method of transferring knowledge with a systematic and active approach;

*the ability to design the educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning results;

* need reduce negative consequences of the work of an unqualified teacher.

The idea of ​​pedagogical technology as the implementation in practice of a pre-designed educational process presupposes, firstly, its use by specialists with high theoretical training and rich practical experience, and secondly, the free choice of technologies in accordance with the goals, capabilities and conditions of the interrelated activities of the teacher and student.

At the same time, there are a number of obstacles on the way to implementing innovative original projects:

=> conservatism of the pedagogical system, largely explained by the fact that teaching staff lack an effective information service that ensures the adaptation of scientific achievements to the conditions of the mass school;

=> developmental systems of primary education do not always ensure its integration with subsequent stages of the child’s school life.

In order to have fewer errors in this process, it is important to distinguish three main groups of educational technologies:

* technologies of explanatory and illustrated teaching, which are based on informing, educating students and organizing their reproductive actions in order to develop their general educational skills;

* personality-oriented learning technologies that create conditions for ensuring students’ own educational activities, taking into account and developing the individual characteristics of schoolchildren;

* technologies of developmental education, the focus of which is a way of teaching that is necessarily challenging and promotes inclusion internal mechanisms of personal development of students, their individual abilities.

The introduction of new pedagogical ideas into school practice and the transition of teachers to more advanced teaching technologies is not an easy or quick process. This is explained by the purely creative nature of pedagogical activity, which cannot be described as a simple production process on an assembly line.

As many years of observations show, in mass pedagogical practice, a new pedagogical idea is usually successfully developed at the theoretical and methodological levels, but the stage of its direct implementation (the process of mastering technology) turns out to be slow for various reasons. Currently, due to the fairly wide dissemination of developmental teaching technologies, another extreme has arisen, when a teacher tries to master new approaches to teaching only at the level of methodology or individual didactic techniques.

It is necessary to have a deep professional understanding of the conclusion that “children cannot be taught using methods and technologies that are mutually exclusive; children cannot be immersed in a semantic field filled with contradictory attitudes and requirements.”

This is precisely the root of the inevitable and irremovable conflicts that arise in schools due to inaccurate, often distorted use of developmental teaching methods in mass practice. Many teachers still think that they can “creatively” (that is, in the way they see fit) use a new technique, someone else’s advanced experience, and the nature of such use depends only on the intentions and desires of the teacher himself. The degree of compatibility of what has been done before with what is to be done is not taken into account.

When starting to study new teaching technologies, you should protect yourself from this serious pedagogical error and understand that it is unacceptable to commit it. The actively used metaphor about the need to use “grains” of innovative experience must be cultivated with the understanding that there must be compatibility between these “grains”. It is important for all teachers who are starting to master the technologies of developmental education to deeply understand this conclusion, which should become the foundation of the edifice of a new pedagogical culture that we are all building.

The problem also lies in the fact that in modern conditions, when a guaranteed pedagogical result is required, the task of teachers becomes much more complicated: there is a need to develop and justify two types of technologies: not only the technology of teachers’ activities, but also the technology of educational and cognitive activities of students.

In this sense, pedagogy, as a science, owes a great debt to students. Having rightly focused their efforts on the development and improvement of psychological and pedagogical technologies of pedagogical activity, scientists and practitioners paid little attention to the creation of fundamentally new technologies for educational and cognitive activity of students. But these are significantly different technologies, although in practice they are implemented in organic unity as two necessary and interconnected lines of a single learning process.

Modern pedagogical science will have to spend considerable effort on developing an innovative theory of independent work of students, sound recommendations for its organization - the use of modern information technology, especially personal computers, information pedagogical systems of the future, taking into account the latest recommendations of valeology (the science of healthy lifestyles and activities), computer science, heuristics, engineering psychology.

Mastering new teaching technologies will require the formation of the teacher’s internal readiness for serious work to transform himself. A system of advanced training that combines the organization of research activities with the implementation of practice-oriented postgraduate training programs, including special trainings, direct work with students in laboratory schools and other active forms of teacher training, provides enormous assistance in this work.

2 Technology of multi-level training

The theoretical justification for this technology is based on the pedagogical paradigm, according to which the differences between the majority of students in terms of learning ability come down, first of all, to the time required for the student to master the educational material.

If each student is given time corresponding to his personal abilities and capabilities, then it is possible to ensure guaranteed mastery of the basic core of the school curriculum (J. Carroll, B. Bloom, Z.I. Kalmykova and etc.)

A school with level differentiation operates by dividing student flows into mobile and relatively homogeneous groups, each of which masters program material in various educational areas at the following levels:

Minimum (state standard),

Basic,

Variable (creative).

The following were chosen as the basic principles of pedagogical technology:

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

1. mutual superiority - if someone does something worse than others, then something must turn out better; it is something to look for;
2. the inevitability of change - no judgment about a person can be considered final.

In the system of multi-level education, the personality structure proposed by K.K. was chosen as the base one. Platonov. This structure includes the following subsystems:

1. individual typological characteristics, manifested in temperament, character, abilities, etc.
2. psychological characteristics: thinking, imagination, memory, attention, will, feelings, emotions, etc.
3. experience, including knowledge, skills, habits
4. the orientation of the individual, expressing his needs, motives, interests, emotional and value experience.

Based on the chosen concept, a system of psychological and pedagogical diagnostics of personality development in education was formed, taking into account the following elements:

• good manners
• cognitive interest
• general educational skills
• fund of actionable knowledge (by level)
• thinking
• memory
• anxiety
• temperament

The school's organizational model includes three options for differentiation of training:

1. staffing classes with a homogeneous composition from the initial stage of schooling on the basis of diagnosing the dynamic characteristics of the individual and the level of mastery of general educational skills;
2. intraclass differentiation at the secondary level, carried out through the selection of groups for separate training at different levels (basic and variative) in mathematics and the Russian language (enrollment in groups is carried out on a voluntary basis according to the levels of cognitive interest of students; if there is a stable interest, homogeneous groups become classes with in-depth studying individual subjects;

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

This approach attracts teaching teams who have matured the idea of ​​​​introducing a new teaching technology with a guaranteed result of mastering basic knowledge by all students and, at the same time, with opportunities for each student to realize their inclinations and abilities at an advanced level.

Multi-level differentiation of teaching is currently one of the leading factors in school development. This is manifested both in the emergence of new types of educational institutions and in the identification of classes at various levels (classes of intensive development, leveling, etc.)

The problem of multi-level differentiation of learning is extremely complex and requires highly qualified specialists to select students into groups of different levels.

It is necessary to understand well that a multi-level form of training cannot give a positive result on its own. It requires a lot of work on the content and teaching methods.

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.

For successful work under the program, it is advisable to distinguish at least two groups.

Group 1 “B” are students for whom the main task is to achieve the level of capabilities, i.e. level corresponding to the content of the main program and textbook, i.e. students master only the mandatory level.

Group 2 “A” are students who are able to go beyond the textbook and are able to reach the level of in-depth study of the subject.

In order to organize multi-level work at the same time allotted for this in the lesson, it is necessary to use task cards, which are prepared in advance in three versions. The tasks are offered with varying degrees of difficulty:

Option 1 is the most difficult

1. option - less complicated
2. option is the easiest

Each student has the right and opportunity to choose the most optimal option for himself. But the experience of teachers in multi-level teaching shows that not all students can choose tasks that correspond to their level of preparation. Therefore, the teacher’s task is to teach students to choose the level that he cannot complete.

Knowledge testing can be carried out by the teacher, student consultants, or self-testing can be organized using a “key”. Work on multi-level training has important educational significance; it supports a sense of independence and responsibility.

Changing school educational programs involves building the learning process so that the student’s personality is formed. Karaev’s technology pays great attention to this in the level differentiation of training.

*Based on Karaev's technology laid down the principle of developmental education, democratization and humanization, a rating system of self-assessment based on three levels.The teacher’s focus is on identifying individual

capabilities of each student.

*The student’s activity is assessed according to many personal and behavioral parameters (activity characteristics, intelligence, initiative, responsibility). To do this, it is necessary to draw up a map of student development.

*According to Zh. Karaev’s technology, each student is compared for development not with another student, but with himself. He is involved in the evaluation of his results. “Take as much as you can, but not less than required.” Features of the teaching methodology are:

- methods of independent knowledge acquisition, i.e. research methods;

- problem-based learning methods- these are methods based on a problem situation, active cognitive activity of students, consisting in searching and solving complex issues that require updating knowledge, analysis, the ability to see a phenomenon, a law behind certain facts;

- availability of educational and methodological complexa bank of compulsory level tasks, a system of special teaching materials, highlighting compulsory material in textbooks, compulsory level tasks in problem books.

A prerequisite for level differentiation is systematic, daily work to prevent and eliminate gaps. Student knowledge is assessed using the “addition method”, which is based on the minimum level of general education training and a higher level based on taking into account what has been achieved above the basic level. According to Karaev's technology, the main form of training is group and individual.

The frontal is used primarily for orientation, discussion and correction.

The main goal of group learning is to involve students in working together with a small group of peers. In such a group, the student does not lose his individuality. If necessary, students can turn to each other for help and solve more general problems.

In this situation, each student will learn not only to appreciate his own armor or experience failures, but to see how they affect the overall result.

The individual form of work allows the student to concentrate more deeply on individual tasks and be responsible for the results of their implementation to himself - the teacher.

The main thing in these forms is trust in the student, reliance on the ability to be responsible for oneself.

The requirement of the basic level is that the tasks must be realistically achievable for all students.

Level tasks based on Karaev’s technology are divided into 4 levels.

Level I - student - graded “3”. All students, even weak ones, must complete it. It is rated “5” points.

II. level - “algorithmic” - at “4” - with the involvement of previously studied, is estimated at 10 points.

III. the level is “heuristic”, the higher level is “5”. The tasks become more complicated, but using what has been previously learned. It is estimated at “15” points and is partially exploratory in nature.

Level IV - “creative”, is given individually for students.

Basically, in lessons you can give tasks of 3 levels and each level can have several tasks.

After completing level 1 tasks, students can independently check the completion of tasks using the “key”. If everything is done correctly, then the student can proceed to the next level, but if he made a mistake, then only after correction by a teacher or consultant can he move to another level, but earns fewer points or may be highlighted with a chip of a different color.

Checking the levels should be carried out immediately during the lesson.

Homework is given at different levels, individual cards or independent level work can be completed at home, but after checking they receive fewer points.

According to Karaev’s technology, topics are divided into blocks and modules. “n” number of hours may be allocated for study, but 3 hours must be allocated for control and correction.

Evaluation occurs in points.

5 points - “3”, 5-9 points - “3+”

10 points - “4”, 10-14 points - “4+”

15 points - “5”, 20 points - “5+” (show evaluation criteria)

It is allowed to put “+” and “-” when evaluating

Table 1. Knowledge card

During the lesson, knowledge is recorded in the “knowledge card” (Table 1)

Moreover, the use of pedagogical technology for teaching level differentiation allows you to build a schedule for continuous monitoring of student development, i.e. monitor knowledge records for each student.

Monitoring the development of all students on the topic, which is compiled by the teacher. With the help of monitoring, you can not only monitor the level of students’ knowledge acquisition, determined by the quality of students’ knowledge, determined by the quality of knowledge, the development of skills, but also, by comparing indicators, see the growth and development of students.

According to Karaev’s technology, during independent level work, assistance is allowed:

Discussion 3-4 students;

working with a textbook;

communication with the teacher;

communication with consultants.

But during thematic control work, each student must complete his work strictly independently. His success may be lower, but this once again suggests that it is necessary to work with this student individually.

With the transition of schools to new generation textbooks, and the introduction of pedagogical technologies of level differentiation, it is necessary for every school head and teacher to know the fundamental principles:

Approach each child with an “optimistic hypothesis”, i.e. rely on the best in him, believe in his capabilities.

Support everything positive in the child, induce an active desire to become better.

Stop comparing your child with other children.

constantly enrich personal experience of children’s participation in various activities.

To give every child the opportunity to feel the joy of growing their strengths, capabilities, and achievements.

1.3 Differentiated learning as an important factor in the development of cognitive abilities of schoolchildren

The main goal of the teacher is to teach each student to independently acquire knowledge, develop skills, and independently perform practical tasks.

It is known that each student acquires knowledge depending on his mental abilities, memory, temperament, and educational skills. Since the level of knowledge and cognitive abilities is not the same for all children, during the lessons the teacher must implement a differentiated teaching approach when working with students.

Differentiation, translated from the Latin “difference”, means division, stratification of the whole into different parts, forms, steps.

Differentiated learning is:

1. A form of organizing the educational process in which the teacher works with a group of students, composed taking into account whether they have any common qualities that are significant for the educational process.
2. Part of the general didactic system, which provides specialization of the educational process for different groups of students.

Let's take a closer look at the following concepts of differentiated learning:

Differentiated approach to teaching; A differentiated approach is the main way to implement individual learning. Even a novice teacher knows that with any collective or frontal training, the assimilation of knowledge and skills occurs individually, in accordance with the individual abilities of mental activity and personal qualities.

For many years, a differentiated approach to students was aimed mainly at eliminating repetition. The main attention was paid to working with those lagging behind in class and outside of class. Groups first were highlighted openly and even given names emphasizing the level of achievement. It was assumed that competition would play a decisive role and the weak would quickly join the group of strong children. At the same time, the methodology of working with groups boiled down mainly to the fact that the weak were “trained” in performing standard tasks, and the strong were given the opportunity to work as much as possible independently. It was impossible to truly eliminate the causes of academic failure in this way. The weak remained weak. Division into groups, emphasized by the teacher and the children themselves, harmed the personal development of students. Both school leaders and teachers quickly realized this.

Later, teachers were required not to tell which group the child belonged to, much less to give the groups names. The division of students and even classes into strong, average and weak has been practiced for a long time and still exists. So, is there something in such differentiation that helps the teacher work? Of course there is.

But school leaders and teachers should be aware that there are other signs for a differentiated approach, which may be more acceptable for teaching schoolchildren.

Every teacher should know that at any age children differ in typological traits (strength, balance, mobility of the nervous system) forming four well-known temperament groups:

"A" - choleric type,

"B" - sanguine type,

"B" - phlegmatic type,

"G" - melancholic type.

Obviously, one and the other group require different pedagogical measures. The motor activity of choleric children needs to be directed towards completing educational tasks, restrained, these children should be made your assistants in class and outside of class, and given more instructions.

A group of melancholic people cannot be blamed. It is necessary to develop their desire for success, to involve them in collective games that require “independence,” activity, and initiative. All activities should be aimed at strengthening their nervous system and preventing fatigue. Different students need different time, different volumes, different forms and types of work to master the program educational material. A differentiated approach is to take this difference into account in one way or another.

A differentiated approach organizationally consists of a combination of individual, group and frontal work. It is suitable at all stages of learning, as well as at all stages of acquiring knowledge and skills. This is also an essential provision of the differentiated teaching methodology.

To achieve the correct differentiated approach to learning, it is necessary to correctly select differentiated tasks. They should be simple, concise and accurate.

The teacher can prepare 2 or 3 versions of tasks for the lesson, which must be prepared for the lesson in advance: written down on the board, table, cards, overhead projector film.

The number of tasks may be different, but sufficient to master the material at a long stage of the lesson

Particular attention should be paid to the strict sequence of tasks. You can offer weak students cards and algorithmic tasks, while strong students can offer tasks to transfer knowledge and skills to a changed or new situation.

Using differentiated tasks, the class is divided into groups. Each student works independently to the best of his mental abilities.

Therefore, when selecting differentiated tasks, the teacher must take into account the quality of the tasks completed.

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

The sequence of actions when organizing differentiated training has been determined:

>determination of the content of educational material;

• development of a technological map for students;
• block study of material;
• creation of methodological tools for preparing for the test;
• ^ oral test on the topic;
• written test;
• analysis of results.
• By offering students tasks of varying levels of complexity, the teacher changes the content of the educational process, but the goals, forms, and teaching methods remain the same.
• The organization of the educational process can manifest itself in the form of training gifted children and in the form of special group classes for the development of the mental, emotional, and volitional spheres of children’s personality. In conditions of differentiation, the student determines the directions of his own realization based on his existing abilities, inclinations, interests and chooses the educational trajectory that is closest to him. Forms of differentiated learning:
• ** Full Knowledge Assimilation Model
• * Level differentiation
• * Organization of electives, clubs, etc.

After studying the topic at the level of basic content of the material and passing the test, two groups of students are identified: those who have mastered the content - work is organized with them to expand the material studied, and those who have not mastered it - work is carried out with them to eliminate the emerging gaps in knowledge. Intraclass differentiation is widespread in school practice. The most common form of intraclass differentiation is for students to complete tasks of varying levels of difficulty. At In this case, complication can occur due to the use of the material covered, when students need to establish close or distant connections between various fragments of content. The complication of tasks can occur due to the complication of types of work, increasing the level of creative activity necessary to complete the task. For example, at the simplest level it is suggested to read a paragraph in a textbook, retell it, highlighting the main ideas; at a more complex level - read the paragraph, make a plan and questions for it; at the most difficult level - read the paragraph, give an annotation and review of it.

In elementary school, differentiated tasks may look like this: at the lowest level, a group of students prepares an expressive reading of a work; at a higher level - the retelling plan; at the highest - the group works as animators or prepares a dramatization of a passage.

When conducting excursion lessons in elementary school, differentiated tasks can be as follows: for example, when conducting an excursion “Seasonal Changes in Nature”, the first group performs “was-has become” drawings, that is, sketches the observed changes; the second group makes notes of the changes they noticed; the third group prepares reports or writes mini-essays. Teachers use a variety of ways to incorporate differentiated tasks into the classroom. They can be combined into two groups:

first - the teacher can give a task to each student,

second, students can take on the task themselves.

Students must be prepared to independently select tasks

at the first stage, the teacher talks about the complexity of each task, advises which task to choose;

on the second, he talks about the complexity of the task, but the students themselves choose. The teacher corrects their choice.

At the final stage, students themselves determine the complexity of the task and make their own choices.

Such work contributes to the formation of adequate self-esteem and an appropriate level of aspirations of students. Among differentiated tasks, tasks of various directions are widespread: eliminating gaps in knowledge, and tasks that take into account students’ prior knowledge on the topic. A form of intraclass differentiation is the dosage of teacher help to students, which includes temporary relief of tasks, tasks with written instructions, work with preparatory exercises, work with visual reinforcement with a drawing, drawing.

When completing a task with measured help, the student receives an envelope with the necessary materials, which he can refer to while completing the task. In this case, the amount of dosed assistance is determined by the student himself. Each student receives the right and opportunity to independently determine at what level he will master the educational material. The only condition is that this level must not be lower than the level of compulsory training. The teacher explains the material at a level higher than the minimum.

If a student wishes to study a certain subject at the compulsory level and another at an advanced level, then he should be given this opportunity. Thus, level differentiation takes into account not only the intellectual characteristics of the student, but also his interests. A form of internal differentiation is the group work of students according to the model of complete assimilation of knowledge, which presupposes a clear setting of goals in educational activities: what students should know, what they should be able to do, what values ​​they should develop in the course of their studies. Achievement of goals must be verifiable, that is, there must be verification tools.

When organizing differentiated education, the intellectual abilities, special abilities, interests and future profession of adolescents are taken into account: students prepare reports and abstracts on topics that interest them, make models, layouts, and conduct micro-research.

> Teaching children with weak abilities

In classes with many low-ability students, the standard lesson plan may require clarification. The main approach to working with such children is the so-called supportive education. Its essence lies in the fact that new information is given in small doses in combination with individual tasks and is accompanied by a detailed discussion of each fragment by the students themselves.

In the lesson it looks like this. The teacher makes a short presentation, includes students in the discussion of the educational issue, then continues to work with the content of the new material and again attracts students to independently comprehend and explain what they heard. Then he can give a new portion of material followed by independent work of students. Different types of maintaining activity with such a lesson structure alternate sufficiently, which allows the teacher to constantly manage the cognitive activity of students. In order to make the student feel responsible for his work, it is proposed to give students small tasks more often, the completion of which will allow them to self-assess the results obtained and feel “progress” in their studies.

It is especially important for low-performing students to discover techniques for self-monitoring their own learning. Students with weak abilities are in greater need of creating a situation for success.

> Teaching children with average abilities.The choice of one or another approach to teaching is determined by the average level of the class. However, we know little about effective teaching models in classes with average children's intellectual abilities. It is difficult to teach children in such a class, because teachers deal with a wide range of interests and abilities of children; they often have to change learning goals in the course of work, change the pace, the content of new material, and the level of control tests.

In such a classroom, the teacher must be prepared to use a range of ways to organize and conduct lessons. The material must be selected in accordance with the personal level and individual interests of students. Some students will need to be given one task, others will be offered several to choose from, and some will be captivated by initiative projects. Variable tasks will stimulate the work of students and create conditions for their completion at a pace convenient for children, taking into account their interests and capabilities.

Students of average ability, more than others, need constant stimulation of educational activities, so the teacher needs to have effective methods of encouragement and use them more often in their work. To a certain extent, praise and blame express the teacher’s attitude towards a particular student. It happens that the teacher forgets to praise a weak student even for the correct answer, but blames a good student for an unsuccessful answer less than an unsuccessful one. This should be avoided in your work with children.

>Working with high achieving and gifted students.

The learning style of such children should not be supportive, but stimulating, activating independent cognitive activity. Presentations can be longer and more in-depth. During discussions, the teacher maintains an intense pace of work, asks questions, including those that require a higher level of independent thinking, and clearly explains errors.

In teaching well-performing children, two strategies stand out: one - in a classroom that is working, the other - when teaching gifted children, “leading beacons”.

>A class that works.

The presentation of new material in such a class is usually very simple and clear. The teacher or he can give a mini-lecture himself, explain the general situation, or organize a discussion based on short articles or stories that the whole class has read.

During the discussion of new material, the teacher asks a question, listens carefully to the answer, explains, corrects and asks additional questions. Students can work frontally or in small groups followed by a general discussion.

> Gifted children are “leading beacons” that organize learning.

Identification of potentially gifted children is a great merit of the teacher. But it should be remembered that teaching these children requires specific methods, which are based on organizing learning. The essence of organizing learning lies in a high level of independence of students, in the multivariance of non-traditional forms of lessons, in strong constant emotional support for students from the teacher. It should be remembered that for capable and gifted schoolchildren, the traditional school “A” is not an encouragement; they receive a lot of them without much difficulty. For these children, it is much more important to solve a difficult problem and get the result they were striving for. So help them with this and do not separate them from work with grades, even if they are deservedly high. When working with gifted children, when children are struggling to solve a difficult learning problem, reduce risk and remove ambiguity. If you want them to literally struggle with problems, make sure that students understand that there is no point on the school scale that can be used to evaluate its solution. Turn on the self-assessment mechanism more often, give students the opportunity to check the correctness of the assignment on their own, and if a mistake is made, give them the opportunity to calmly correct it. If you have difficulty, divide the material into portions. Don't forget to be flexible in your work: if one approach doesn't work, have a fallback option, try a different way of working.

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 observations for at least a year of their development, manifestation of cognitive abilities and interests.

Differentiation of learning is the key to providing every student with an equal, high chance to achieve the heights of culture. The key to maximizing the development of students with a wide range of abilities and interests. Differentiated learning should be flexible and fluid, allowing the teacher to approach each student individually during the teaching process and contribute to the overall activation of the class. Differentiated learning involves the learning activities of students at different levels to master a single program material. It promotes the mental development of students and the formation of independence, teaches them to learn, acquire the experience of creative activity, and promotes the development of thinking. Learning becomes joyful, interesting, exciting, and opens up great opportunities for the formation of internal motivation. The process of mastering knowledge and skills in the conditions of differentiated learning also becomes a process of personality formation.

The need to individualize learning when teaching in primary school is caused by two reasons: firstly, as established in research on modern didactics, this approach ensures the strength of mastering the material, helps in implementing the principles of accessibility, systematicity, and individual approach within the framework of general class work; secondly - and this is specific specifically for children in the 1st grade - children who enter school differ significantly in their level of preparedness.

An educational system that provides all students with the same time, content and educational conditions leads to the creation of inequality between students. The presence of children with different abilities, interests, and planned professions raises the question of creating an adaptive environment for each student - multi-level education.

The introduction of individualization into the pedagogical process makes it possible to apply an individual approach to students, which is of great importance, since in any educational process the teacher has to work with individuals, with students who differ in their needs, inclinations, capabilities, interests, needs and motives, temperamental characteristics, thinking and memory. At the same time, pedagogical conditions are created for the inclusion of each student in activities based on the level of relevance and corresponding to the zone of his proximal development, ensuring that he achieves a level of mastery of educational material in accordance with his cognitive capabilities, abilities, but not below the minimum level.

The problem of forming sustainable interest among students is one of the pressing problems of modern schools. The work of G.I. is devoted to the problem of studying interest in learning (cognitive interest, interest in a subject). Shchukina, A.S. Robotova, L.S. Dyagileva, V.N. Filippova, A.A. Zhurkina, V.A. Gorshkova, I.Ya. Lyapina, B.F. Basharina, V.B. Bondarevsky, M.Zh. Arenova and others.

Interest in a subject is correlated with, or even is an integral component of, cognitive interest, which acts as “a person’s selective focus on knowing objects, phenomena, events of the surrounding world, activating psychological processes, human activity, and his cognitive capabilities.” The main difference between cognitive interest and educational need is its high degree of awareness and subject focus.

The following essential aspects of cognitive interest are distinguished:

1)Its subject is the most significant property of a person: the desire to understand the world around us, “to penetrate into its diversity, to reflect in consciousness... cause-and-effect relationships, patterns...”. Cognitive interest contains an exceptional opportunity to comprehend the essence of scientific truths obtained by humanity, to push the boundaries of knowledge from ignorance towards knowledge.

2)Involvement with the formation of diverse personal relationships, such as a selective attitude towards a particular field of science, activity, communication with partners in knowledge. On the basis of knowledge of the objective world and attitude towards it, a worldview and worldview are formed.

)The ability to encourage a person to constantly search for ways to transform reality.

)The ability to enrich and activate the process not only of cognitive, but also of any other human activity, since the cognitive principle is present in each of them.

Cognitive interest is a valuable integrative personality property, which includes the following mental processes: intellectual, emotional, regulatory, mnemonic. This is not just a set of individual processes, but a special quality that “...provides the spiritual wealth of the individual, helping him to select from the surrounding reality what is personally significant and valuable.”

G.I. Shchukina considers the following successive stages of development of cognitive interest:

Curiosity is an elementary stage caused by external, sometimes unexpected and unusual circumstances that attract a person’s attention. Selective focus disappears as these external causes of curiosity are eliminated, but, on the other hand, entertainment can serve as an initial impetus for identifying interest, a means of attracting interest in the subject, facilitating the transition of interest from the stage of simple orientation to the stage of a more stable cognitive attitude.

Curiosity is a valuable state of personality, characterized by a person’s desire to penetrate beyond what he sees. At this stage of interest development, emotions of surprise and joy of learning are quite strongly expressed.

Cognitive interest is characterized by cognitive activity, value motivation, in which cognitive motives occupy the main place. They promote the penetration of the individual into social relations and the laws of cognition.

Theoretical interest: learned theoretical questions, in turn, are used as tools of cognition. This stage characterizes a person as a doer, a subject, a creative person.

All these steps are interconnected and represent complex combinations.

B.F. Basharin in his article “The Place and Role of Cognitive Interest in the Student’s Cognitive Activity” relies on the following provisions: a person’s real attitude to the world, reflected in consciousness, and this happens due to interest, acquires a focus on a particular object and subject of activity. S.L. Rubinstein repeatedly emphasized that there are no objectless interests; interest is always aimed at qualitative transformation of external objects and objects.

This idea is also found in the classic of Russian pedagogy P.F. Kaptereva: “Interest is the desire for a certain activity. By its very nature it is dynamic, active, lack of activity and interest is a contradiction.”

Thus, many scientists rightly see interest as an internal source of energy that enriches a person’s actions and directs the vector of his activity. On the other hand, there is no doubt, and this has been established by researchers (S.L. Rubinshtein, N.A. Menchinskaya, I.Ya. Lerner), that the main source of cognitive interest is the process of concentrated, in-depth activity aimed at solving a cognitive problem.

“By forming and developing cognitive interest,” emphasizes B.F. Basharin, “it should be borne in mind that the stimulating effect is not so much interest as the activity itself.” On the other hand, activity that is not stimulated by interest fades away. This allows the author to draw the following conclusion: the formation of cognitive activity and cognitive interest occurs simultaneously. Cognitive interest acts as a condition and result of activity, and cognitive activity, in turn, is the source and goal of interest. The emergence and development of interest in the process of activity is reminiscent of the everyday aphorism about the appetite that comes with eating. The path to the formation of cognitive interest, proposed by B.F. Basharin, - intellectual “...activity, understood as the ability, the desire for purposeful, energetic implementation of intellectual activity.”

Comparing the concepts of “educational need” and “cognitive interest”, we can conclude “... that the relationship between them is very complex. However, you cannot put an equal sign between them. Cognitive interest grows out of the need to know, to navigate reality, but it becomes highly spiritual only at the highest level of its development, which is not achieved by every student, not only by schoolchildren, but also by mature people.”

Thus, cognitive interest stimulates activity, makes it meaningful and successful, and itself is enriched and developed in the process of active, concentrated, in-depth intellectual activity.

We form an interest in mastering subjective elementary pedagogical activity and the question “How to form it?” arises quite logically. The answer to this was given by ancient Greek philosophers: solving a fascinating problem together with a teacher, communication, stimulating questions, independent search for answers by students, clarity or reliance on feelings, as well as positive emotional experiences. For younger students, these are one of the most effective learning tools. Children of primary school age are energetic, inquisitive, want to become more deeply acquainted with a subject that interests them, and enjoy the fact that their good work is appreciated and encouraged. These are the signs of interest that we identified during the analysis of ancient pedagogical thought.

Thus, the forms of organization of educational activities have a very great influence on the formation of students’ interests. Clear statement of cognitive objectives of the lesson, use of a variety of independent work, creative tasks, etc. in the educational process. - all this is a powerful means of developing cognitive interest. Students with such an organization of the educational process experience a number of positive emotions that help maintain and develop their interest in the subject.

An important condition for the development of interest in the subject is the relationship between students and the teacher, which develops during the learning process. Cultivating cognitive interest in a subject among schoolchildren largely depends on the personality of the teacher. If schoolchildren are not interested in it, if they do not feel the growth of their capabilities, then interest in the subject will fade away. It is not easy to captivate schoolchildren with little knowledge and skill in the subject of mathematics, the beauty and power of whose methods they are simply not able to appreciate, since they have not yet learned much. Various attempts are being made to revive the learning process.

A friendly attitude towards students, creating an atmosphere of complete trust and compassion, encourages them to calmly think, find the reason for the mistake, and rejoice at their success and the success of their friend.

The pedagogical optimism of the teacher - faith in the student, in his cognitive powers, the ability to promptly see and support weak, barely noticeable shoots of cognitive interest stimulates the desire to learn and learn.

In order for a child not to be burdened by school from the first years of education, we must take care of the motives that lie in the learning process itself. In other words, so that the child learns because he is interested in learning. Even Jan Amos Komensky called for making the work of a schoolchild a source of mental satisfaction and spiritual joy.

Usually in a class there are selected students who are good, average, and poorly able to master the educational material. Here are children from wealthy and low-income, dysfunctional families; those who want to study and who have nowhere to go, children with poor health. Is it possible under such conditions to ensure that each student works to his full potential in class, so that from lesson to lesson his interest in learning and in the subject grows? Needless to say, this is not always possible.

The teacher must involve children in the common work of learning, giving them a joyful feeling of success, movement forward, and development. You cannot teach a school subject without interest.

Analysis of scientific literature allowed us to determine that the motives and interests of younger schoolchildren:

are not effective enough, since they themselves do not support learning activities for a long time;

unstable, that is, situational (learning can quickly become boring, cause fatigue, and interest fade);

little awareness, which is manifested in the student’s lack of understanding of what and why he likes in a given subject;

weakly generalized, that is, aimed at individual aspects of the teaching, at individual facts or methods of action;

All these features cause a decrease in the level of learning motivation of a primary school student.

If we trace the general dynamics of teaching motives from 1st to 3rd grade, the following emerges. At first, schoolchildren have a predominant interest in the external side of being at school, then an interest arises in the first results of educational work, and only after that in the process, content of learning, and even later - in the methods of acquiring knowledge. This is a qualitative picture of the motives for learning at primary school age. If we trace their quantitative dynamics, we have to state that a positive attitude towards learning decreases somewhat towards the end of primary school.

This tendency towards a “motivational vacuum” at the boundary of primary and secondary school is explained by a number of factors. The decrease in interest in subjects is noticeable in those classes in which the teacher’s focus on communicating ready-made knowledge and memorizing it prevailed, where the student’s activity was of a reproducing, imitative nature. As reasons for the decrease in interest in the teaching of V.A. Sukhomlinsky called teacher abuse a bad grade, reducing the child’s desire to learn and his confidence in his abilities.

That is why, as a means of developing interest in the subject, it is necessary to consider collective forms of learning based on student cooperation.

Educational cooperation, aimed at raising a student capable of teaching, changing himself, and developing interest in the subject, includes not only educational cooperation with an adult, but also educational cooperation with peers.

We believe that group work (permanent and rotating pairs) is one of the most productive forms of organizing children’s educational cooperation, as it allows:

§ give each child emotional and meaningful support, without which timid and weak children develop school anxiety, and the development of character in leaders is distorted;

§ to give each child the opportunity to assert himself, to try his hand at micro-disputes, where there is neither the enormous authority of the teacher nor the overwhelming attention of the entire class;

§ give each child experience in performing those reflexive teaching functions that form the basis of the ability to learn (in 1st grade these are the functions of control and evaluation, later - goal-setting and planning).

§ provide the teacher with additional motivational means to involve children in the content of learning.

Reasonable use of individual forms of work allows you to flexibly structure training sessions, the main goal of which is the development of methods of mental activity, communication skills, teamwork skills, cooperation on the basis of generally accepted norms of behavior and obtaining a system of knowledge. The teacher and student are guided by the following guidelines during immersion: individualization of the pace and methods of teaching, pedagogization of the activities of each participant in the classes, a culture of communication with each other, and the correct dosage of time when studying educational material are brought to the fore.

2.Experimental and pedagogical work of an experimental nature on the use of multi-level and differentiated teaching in Russian language lessons

1 Study of the motives of cognitive interests of educational activities of schoolchildren

In order to practically substantiate the conclusions obtained during the theoretical study of the topic “Multi-level and differentiated learning as a factor in increasing the effectiveness of the educational process in primary school,” an experiment was conducted.

Students of grade 2 “A” (this year 4 “A”) and grade 2 “B” (this year 4 “B”) took part in the experiment. The experimental class was 2 "B". The experimental work was carried out during 2010 - 2011, 2011 - 2012, 2012 - 2013 and included the following stages:

1stage - preparatory

1. stage - constant
2. stage - summing up and analyzing the results of pedagogical research.

At the first stage, the motives of cognitive interests were studied according to the method of L.F. Tikhomirova and the following levels were determined:

1 - level - interest appears only in a general, inherent need, when the content of the object does not matter to the student, as long as it is uncomplicated and accessible.

Level - shows interest in general curiosity

Level - interest is associated with any socially significant activity for the student

4 - level - meaningful attitude to learning activities

A survey was conducted to determine the presence of positive motivation for learning activities. Students were asked to highlight their favorite activities:

• watch TV
• exercise
• to do homework
• read books
• go to school
• play with the kids on the street
• solve different problems
• study in a circle
• go to the cinema
• work in class
• paint
• go out of town
• play boardgames
• A comparison of the data from processing the questionnaires allows us to conclude that the fourth level predominates in most students. An analysis of students' attitudes towards the Russian language lesson was carried out. The results were assessed using a five-point system and entered into a table. Lessons were conducted using multi-level and differentiated teaching. The analysis is reflected in Figures 1, 2.

• Figure 1 Comparative result

• Figure 2 Comparative result
• Using the technique of A.Z. Zak, conducted diagnostic work to study the level of development of theoretical thinking. This technique contains 22 tasks, they are divided into several groups, depending on what mental operation is being actualized - this is the ability to act in the mind.
• When processing protocols received from subjects, 1 point is awarded for each correct answer. The summation of these points allows us to obtain an assessment of the level of development of theoretical thinking.
• Analyzing the results obtained, we compare them with the table “Normative indicators of students” and determine at what level of development the quality and operation of thinking are.
• As a result of diagnostic work in two third grades, the following data were obtained. Figure 3 and 4 (slice). This shows the distribution of students by level depending on the development of theoretical thinking. As already mentioned, this data is obtained by summing all the scores. The methodology distinguishes 7 levels (1 - very low, 7 - very high). The diagrams show 2 sections, the first was carried out in the 2011-2012 academic year, the second in 2012-2013.
• Analyzing the results of the first section, we can say that the classes are quite heterogeneous in terms of the level of development of theoretical thinking.

• Figure 3 Distribution of students by level of theoretical thinking

• Figure 4 Distribution of students by level of theoretical thinking
• In order to identify the level of students' mastery of methods of performing practical actions, the results of test work were used. The first cut was also made in the 2009-2010 school year, when children were introduced to ways of performing practical activities. The distribution of the obtained data is also divided into 7 levels (1 - very low, 7 - very high). Thus, when checking, the percentage of work completed is calculated and it is determined what level this result corresponds to. The data obtained are presented in Figures 5 and 6 (1 slice). As can be seen from the diagrams, not all children have sufficiently mastered the methods of performing practical actions.
• The success of mastering educational material depends on the development of the student’s theoretical thinking; on the other hand, the child’s progress in the subject material activates cognitive processes and contributes to their development.
• In the course of carrying out various types of activities, the student develops new qualities of mental development - mental new formations. These new formations consist in the manifestation in the child of a new attitude, sometimes position, towards the object being studied. Such relationships act as a student’s cognitive activity.

• Figure 5 Snapshot of practical actions

• Figure 6 Snapshot of practical actions
• “Cognitive activity refers to all types of active attitude towards learning as knowledge; all types of cognitive motives (desire for new knowledge, ways of acquiring it, desire for self-education); goals that realize these cognitive motives, serving their emotions.
• Broad cognitive activity (interest in knowledge, in overcoming difficulties) is formed throughout the course of schooling. Educational and cognitive interests, as deeper ones, require for their formation of special work. Cultivating the motives for self-education requires even more painstaking work.
• The normalization of cognitive motives is facilitated by all means of improving the educational process: improving teaching methods, developing and disseminating methods of problem-based developmental teaching, modernizing the structure of the lesson, expanding the forms of independent work in the lesson, intensifying educational activities in the lesson.
• The use of modern teaching technologies, namely multi-level and differentiated training, improves all types of cognitive motives, especially broad cognitive motives: interest in knowledge, in the content and process of learning; increasing the effectiveness of Russian language lessons.
• Conclusion:
• - in a lesson using multi-level and differentiated teaching, children are interested, attentive, focused, and friendly.
• This can be seen from the results of the analysis of the sections taken.
• increased interest in the Russian language lesson
• Theoretical thinking and the ability to apply knowledge in practice have developed.
• The result of using multi-level and differentiated teaching in the classroom is also:
• - students write interesting essays that use acquired knowledge, and make drawings to accompany their answers.
• They know how to listen and hear, they know how to defend their views and beliefs.
• They take a creative approach to solving a particular problem.
• The effectiveness of Russian language lessons is increasing.
• 2.2 Experience of using technology in practice
• The changes taking place in the education system of the Republic of Kazakhstan place high demands on teachers. It is important for us today to keep up with science, so we have developed our own program of experimental activities, methodological recommendations, multi-level tests and differentiated tasks. We built our personal program based on regulatory documents. It contains a comparative analysis for three years and outlines the prospects for the new academic year.
• Our experimental work was determined on the topic: “Multi-level and differentiated training as a factor in increasing the efficiency of the educational process in primary school.” In this regard, we have set ourselves a specific goal: using innovative technologies, to create conditions for the development of individual primary education, conducive to successful learning and increasing the efficiency of the educational process in Russian language lessons in primary school. The following tasks have been identified:
• provide pedagogical assistance for the successful adaptation of children;
• to develop skills in educational activities, hard work, and interest in learning;
• create a situation of success to create emotional stability and develop communication skills;
• to improve the quality of students’ knowledge in Russian language lessons through the introduction of multi-level and differentiated teaching.
• The first stage is preparatory. It was a preliminary gathering information about the children with whom we were to work.
• Studied:
• general information;
• motives for educational activities;
• thinking, speech, educational ideas, perception;
• the ability to apply knowledge in practical actions;
• simple theoretical knowledge;
• reading, writing, retelling skills.