DEVELOPMENT AND INNOVATIONS IN SCIENCE
International scientific-online conference
45
THE IMPORTANCE OF DIFFERENTIATION IN THE TRAINING OF
PROFESSIONAL EDUCATION SPECIALISTS
Mirjanova Nargiza Norkulovna
basic doctoral student at the Institute for the Development of Vocational
Education Republic of Uzbekistan
E - mail : nargizamirjanova2011@gmail.com
https://doi.org/10.5281/zenodo.11632450
Differentiation of training and education in professional institutions is
based on the differences in the characteristics of the student’s personality, his
abilities, interests, inclinations, and readiness for education. A differentiated
approach to teaching 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 strategic provisions for differentiation of training are the following:
- building a differentiated learning process is impossible without taking into
account the individuality of each student as an individual and his or her unique
personal characteristics;
- 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,
that is, in a differentiated learning process, can the implementation of a person-
oriented learning process be ensured.
Teachers experience significant difficulties in differentiating the content of
educational material by subject. This approach requires significant changes in
the organization of differentiated forms of education: the simultaneous work of
a teacher with different levels of mastery of the content of educational subjects
of students in the same class, the development of tasks of varying degrees of
complexity for each lesson, the use of different assessment criteria, and the
rational use of instructional time.
Differentiation (from Lat.Differentia – difference, difference) – isolating
the particular from the general population according to certain characteristics;
division, dismemberment, stratification of the whole into various parts, forms
and stages.
Based on this, most researchers (Yu.K. Babansky, G.K. Selevko, I.E.
Unt, N.M. Shakhmaev, I.S. Yakimanskaya) define differentiation of training as
taking into account individual typological characteristics of the individual in the
form of grouping students and different structures of the learning process in
selected groups.
DEVELOPMENT AND INNOVATIONS IN SCIENCE
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The goals of differentiated learning are: firstly, teaching each student at
the level of his capabilities and abilities; secondly, adapting teaching to the
characteristics of different groups of students
According to scientific research by B.M. Utegenova examined in more
detail each stage of the teacher’s activity algorithm when organizing the process
based on the principle of differentiation:
-Stage 1 - determining the differentiation criterion. The choice of a criterion
or set of criteria for differentiation depends on the goals that the teacher sets for
himself.
-Stage 2 - systematic diagnosis of students according to a selected criterion.
Based on the diagnosis of the components of educational capabilities, the
teacher can not only assess the effectiveness of the organization of the learning
process, but also analyze the success of the educational and cognitive activity of
each student (both gifted and underachieving).
Stage 3 - distribution of students into typological groups based on
diagnostic results. At this stage, the teacher, together with educational
psychologists, based on the “Diagnostic Class Map”, determines the level of
educational capabilities of each student, the degree of reliability of his self-
assessments, and the typological group to which he belongs.
Stage 4 - selection of differentiation methods. At this stage, the teacher for
each typological group chooses a pedagogical strategy for organizing student
learning. Pedagogical strategies - “support”, “stimulation”, “leadership”,
“collaboration”, “co-creation” - determine the organizational scenario of
interaction between the teacher and students.
Stage 5 - implementation of a differentiated approach at various stages of
the learning process. At this stage, the strategy for managing the educational and
cognitive activity of students in each typological group is being implemented. In
accordance with the strategy, the teacher selects teaching methods and
techniques for each typological group, multi-level tasks, and doses his help.
Stage 6 - system diagnostics, the results of which change the composition of
groups and the nature of tasks. At this stage, reflection and correction of the
organization of learning are carried out, and a new diagnostic request is
determined based on the results of the educational activities of schoolchildren.
Currently, several areas of differentiated learning have been identified:
- for educational purposes;
- by levels of task completion;
- by task completion time;
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- according to the content of training;
- according to the sequence of presentation of the material;
- on approaches to learning;
- by type of educational activity;
- on performance assessment.
Differentiation in education can perform several functions:
-expand the content of education taking into account the interests,
inclinations, abilities and professional preferences of schoolchildren;
-provide in-depth training for students in areas of science and practical
activity that interest them;
-develop learning motivation; restore the personality reserves of
schoolchildren, temporarily lost for social and pedagogical reasons; - equip with
experience of creative activity;
-to form the professional orientation of the individual (professional
interests, inclinations, positive attitudes); -develop general and special abilities.
Drawing a conclusion, we can note that the implementation of a differentiated
approach in the professional training of specialists is due to the following
factors: the contradiction between traditional collective forms of training and
the individual nature of mastering educational material, differences in readiness
to master the material, different levels of interest of students, the need to
overcome negative attitudes towards learning and It also develops the
professional competence of future specialists who will independently solve
professional problems that arise in the effective implementation of their
professional activities.
References:
1.
Осмоловская И.М. Организация дифференцированного обучения в
современной общеобразовательной школе. – М.: Изд-во Институт
практической психологии. – Воронеж: Изд-во НПО «МОДЭК», 1998. –160 с.
2.
Утегенова
Б.М.,
Смаглий
Т.И.,
Онищенко
Е.А.Основы
дифференциации преподавания и обучения в современной школе:
учебное пособие / – Костанай: КГПИ. – 2017, 98 с.
3.
Унт И. Э. Индивидуализация и дифференциация обучения. М.:
Педагогика, 1990. – 192 с.
