ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
49
FEATURES OF THE DIFFERENTIATION METHOD, CARRIED OUT
ON THE BASIS OF IDENTICAL TASKS
Кurbanbayeva Asel Jumabayevna
-Independent researcher at the Karakalpakstan Branch of the Research Institute
of Pedagogy of the Republic of Uzbekistan, Doctor of Philosophy in Pedagogical
Sciences, Associate Professor
Nukus State Technical University, Doctor of Philosophy in Pedagogical Sciences,
Associate Professor
kurbanbaevaasel1980@gmail.com (+998937757955)
https://doi.org/10.5281/zenodo.15754735
Keywords:
differentiation, identical tasks, differentiation in education,
independent work, teacher guidance, cognitive differences, frontal method,
learning strategies, active learning, personal approach
Калит сӯзлар:
дифференциация, бир хил топшириқлар, таълимда
фарқлаш, мустақил иш, ўқитувчи раҳбарлиги, когнитив фарқлар, фронтал
усул, ўқув стратегиялари, фаол таълим, шахсий ёндашув
Ключевые
слова:
дифференциация,
одинаковые
задания,
дифференциация в обучении, самостоятельная работа, руководство
учителя, когнитивные различия, фронтальный метод, стратегии обучения,
активное обучение, личностный подход
Annotation:
This article analyzes the theoretical and practical aspects of the
differentiation method, carried out on the basis of the same tasks. The
peculiarities of this method are that all students are offered tasks of the same
content, but an individual approach is provided in the process of their
completion. Some students have the opportunity to complete the task
independently, while others carry out the work under the guidance of the
teacher. The advantages of this method include the creation of equal
opportunities in education, increasing student activity, overcoming individual
difficulties, and effectively organizing the educational process. The article also
provides an example of the phased organization of educational activities for the
practical application of this method. Analysis shows that differentiation through
similar tasks is one of the effective learning strategies, allowing for the
consolidation of knowledge and skills, taking into account the individual
capabilities of students.
Аннотация:
Мазкур мақолада бир хил топшириқлар асосида амалга ошириладиган
дифференциация усулининг назарий ва амалий жиҳатлари таҳлил
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
50
қилинган. Бу усулнинг ўзига хос томонлари шундаки, барча ўқувчиларга
бир хил мазмундаги топшириқлар таклиф этилади, аммо уларнинг
бажарилиши жараёнида индивидуал ёндашув таъминланади. Айрим
таълим олувчилар топшириқни мустақил равишда бажариш имконига эга
бўлса, бошқалари ўқитувчи раҳбарлигида ишни амалга оширадилар. Ушбу
усулнинг афзалликлари сифатида таълимда тенг имкониятлар
яратилиши,
ўқувчиларнинг
фаоллигини
ошириш,
индивидуал
қийинчиликларни енгиш ва таълим жараёнини самарали ташкил этиш
каби жиҳатлар кўрсатилган. Мақолада, шунингдек, ушбу усулнинг амалий
татбиқ этилиши учун босқичма-босқич ўқув фаолиятини ташкил этиш
намунаси келтирилган. Таҳлиллар шуни кўрсатмоқдаки, бир хил
топшириқлар орқали фарқлаш самарали таълим стратегияларидан бири
бўлиб, ўқувчиларнинг индивидуал имкониятларини ҳисобга олган ҳолда
билим ва кўникмаларни мустаҳкамлаш имконини беради.
Аннотация:
В данной статье анализируются теоретические и практические
аспекты метода дифференциации, реализуемого на основе одинаковых
заданий. Особенности этого метода заключаются в том, что всем учащимся
предлагаются задания одинакового содержания, но в процессе их
выполнения обеспечивается индивидуальный подход. Некоторые
учащиеся имеют возможность выполнить задание самостоятельно, в то
время как другие работают под руководством преподавателя.
Преимуществами этого метода являются создание равных возможностей в
образовании,
повышение
активности
учащихся,
преодоление
индивидуальных
трудностей
и
эффективная
организация
образовательного процесса. В статье также приводится пример поэтапной
организации учебной деятельности для практического применения
данного метода. Анализ показывает, что дифференциация посредством
одинаковых заданий является одной из эффективных стратегий обучения,
позволяющей закрепить знания и навыки с учетом индивидуальных
возможностей учащихся.
In this differentiation method, the tasks will be the same in content for all
students. That is, members of the training group at different levels are given
tasks of the same type. In these conditions, some students complete tasks under
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
51
the teacher's guidance, while others complete them independently. Such an
approach creates certain conveniences for teachers and students and has a
number of pedagogical advantages in the organization of educational activities.
In the process of mastering new educational material, the teacher often
prefers to use a frontal (i.e., general for the entire group) form of work. In this
form, as a rule, students with high preparedness are actively involved, while
students with a lower level of knowledge play the role of observers and
listeners. Therefore, in this case, the effectiveness of the educational process
may limit the possibilities of the teacher's individual approach. However, this
method can yield positive results in the development of students' knowledge
and skills by involving all students in unified pedagogical tasks [2].
Students with strong preparation are usually distinguished by their ability
to give reasoned and correct answers to questions, reason, clearly express their
thoughts, and logically justify their actions. In such situations, the teacher may
have a subjective impression that all students have fully mastered the material.
However, practice shows that students with a low level of knowledge and
competencies often participate passively in this process and experience
difficulties in analyzing tasks. In many cases, they may not be able to fully
receive the necessary assistance from the teacher and may encounter problems
in responding with independent thinking [1].
Low-prepared students, in general, although they are somewhat prepared
for independent work, in many cases feel the need for the teacher's help in fully
understanding and solving tasks. Therefore, by differentiating students
according to the degree of independence, it is possible to reduce shortcomings in
the educational process. In this method, high-ability students can start working
independently and additional tasks can be prepared for them, while the teacher
focuses mainly on less prepared students.
This method allows for more active involvement of weaker students in the
learning process, developing their abilities to understand and analyze the
material. The learning process begins at an approximate stage, during which all
learners familiarize themselves with the task and try to understand its content,
purpose, and rules of execution. After this, some students begin independent
work, while the rest, under the teacher's guidance, partially complete the task
and analyze it, working on examples. This creates a psychological and cognitive
foundation for their subsequent transition to independent work [3].
This approach serves to create equal opportunities in education, activate all
students, and ensure a personalized approach. Thus, it becomes possible to
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
52
increase the effectiveness of general education and the level of assimilation of
students.
Schoolchildren who encounter difficulties in the learning process complete
all assignments under the guidance of the teacher and with methodological
assistance. Students determine at what stage they should move on to performing
the task independently, based on their level of preparedness, understanding,
and confidence. At the same time, students have the opportunity to return to the
teacher's guidance at any stage if necessary, which ensures psychological safety
and an individual approach to the educational process [4].
When organizing work based on cards, it is advisable to use the following
step-by-step model:
1.
First stage - introduction and selection: at this stage, students
familiarize themselves with the text of the assignment. Among those who
understand the content, a certain part prefers to engage in independent
work. These students may be offered additional tasks on the studied material,
for example, conducting a comparative analysis of opposite properties.
2.
The second stage is analysis and orientation: at this stage, under the
guidance of the teacher, the content of the task is analyzed, the content of the
studied patterns is highlighted together with the students, and work
directions are determined. Through this process, other students also prepare
for independent work.
3.
The third stage is the search for a solution and drawing a conclusion:
at this stage, creative thinking is carried out under the guidance of the
teacher on the solution of the task. After this, part of the students
independently formulate conclusions on the task, and the rest perform this
work in cooperation with the teacher.
4.
The fourth stage - control and reflection: students who have begun
independent work will have the opportunity to check, evaluate, and analyze
their work. This stage serves to strengthen independence and characterize
the acquired knowledge.
Such a step-by-step approach serves the gradual and active involvement of
students in the educational process, taking into account their individual
capabilities, the formation of independent thinking and critical analysis skills.
References:
1.
Саттаров Р., Каримова М., Турсунов А. (2022). Университет ва саноат
ҳамкорлиги. Central Asian Journal of Education, 4(1), 45–59.
2.
Чередов И.М. О дифференцированным обучении на уроках / И.М.
Чередов. -М.: Просвещение 2011. 55 с
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
53
3.
Кurbanbayeva A.J. Principles of integration of education, science and
production // «Жамият ва инновациялар» jurnali Issue – 5 № 6 (2024) / ISSN
2181-1415, 330-335 p
4.
Кurbanbayeva A.J. The significance of integrating and differentiating
education, science, and production in the modern system of chemical education
// «Жамият ва инновациялар» jurnali Issue – 04 (2025) / ISSN 2181-1415,
373-377 p
