Under multilevel teaching at a school is understood a special pedagogical technology for organizing the process of mastering the material. The need for its introduction is due to the problem of overloading children, which occurs in connection with a large amount of educational information. It is simply impossible to educate all students in such a situation at one, the highest level. And for many students, this often becomes unattainable, which provokes the emergence of a negative attitude to the lessons.
The technology of multilevel training is not carried out at all by reducing the volume of information studied. Its use helps to orient children to various requirements for the assimilation of material.
The introduction of educational technology
Modern society, as you know, does not stand still. It is developing rapidly, developing and implementing various innovative technologies in the most diverse spheres of human activity. Education does not lag behind this process. There is also an active introduction of the latest technology. One of them is a multi-level scheme for mastering the material.
By technologies in education we understand such strategies of the learning process that require students to not only learn certain knowledge, but also have the skills to acquire it. And this, in turn, involves a specific methodological burden of the entire educational process.
By technologies in a modern school we understand such educational practices that are not part of the traditional process of mastering the material. Simply put, this term means the methodological innovations of pedagogy. It is worth noting that today in the education system they are becoming more widespread.
The main goal of technologies in the educational process, introduced in a modern school, is to realize the creative and cognitive activity of children. Moreover, such systems can not only improve the quality of education, but also make the most efficient use of the time allotted for the educational process, as well as reduce the percentage of reproductive activity by reducing the time allotted for homework.
At its core, educational technology is changing the way and nature of knowledge. They contribute to the development of the mental potential of students, while forming a personality. At the same time, the education process takes place with completely different positions of the student and teacher, who become its equal participants.
The need for multilevel education for schoolchildren
The main goal of basic education is the moral and intellectual development of the individual. This is precisely what gave rise to the need to create a higher-quality education system focused on the personality of the child, his intrinsic value and originality. Such technologies involve the development of school subjects, taking into account the individual characteristics of each student. That is, they use a differentiated approach to each child, taking into account his specific skills, knowledge and skills. At the same time, assessments are applied that not only establish the level that characterizes the success of training, but also have an educational effect on children, which stimulates their activity.
Multilevel learning technology is quite progressive. After all, it provides an opportunity for each student to develop his potential opportunities.
Types of differentiation
Multilevel learning technology can be internal or external. The first of them means such an organization of the educational process when the individual abilities of children are revealed directly in the lesson. For this, students are divided into groups within the class, as a rule, by the speed and ease of mastering the subject.
The technology of multilevel teaching of appearance involves such an organization of the educational process when schoolchildren are united according to their ability (or inability), according to their interests, or according to the projected professional activity. These are the main criteria for the selection of students in multilevel learning technology. As a rule, children are assigned to classes in which an in-depth study of a particular subject is carried out, specialized training is being conducted, or optional classes are conducted.
Each of the selected categories of students, according to the technology of multilevel education, must master the necessary material in accordance with:
- With the minimum state standards.
- With a basic level.
- With a creative (variable) approach.
The pedagogical interaction of the teacher with school students is based on the conceptual prerequisites of SRW, namely:
- universal talent - there are no untalented people, just some are not doing their job;
- mutual superiority - if someone does something worse than others, then something he should do better, and this something must be found;
- the inevitability of change - any opinion about a person cannot be final.
Multilevel training is a technology based on certain principles and rules. Let's consider them in more detail.
The development of each student
The use of multilevel learning technology is impossible without observing this principle, which adheres to the following rules:
- The minimum level should only be considered as a starting one. At the same time, the teacher is obliged to stimulate the need of his pupils to achieve great heights when mastering the subject.
- Using multi-level tasks, it is necessary to maintain an individual pace to advance towards obtaining the maximum amount of knowledge.
- Students should be able to choose for themselves more complex tasks, as well as move to other groups.
Pupils' awareness of the learning process
This principle is also implemented by the teacher through certain rules. Based on them, each student should:
- understand and comprehend their own capabilities, that is, the real level of knowledge;
- plan and predict with the help of a teacher further work;
- master various ways of activity and school-wide skills, as well as skills;
- track the results of their activities.
Subject to the rules described above, the student gradually begins to switch to the mode of self-development.
Total Talent and Mutual Excellence
This principle implies:
- recognition of the possibility of individuality in the development of various abilities and personality traits, its giftedness, on the basis of which students and teachers need to choose the sphere of educational activity where the student can achieve the highest level of acquired knowledge, exceeding the results of other children;
- determine the degree of learning not in general, but only with respect to certain subjects;
- promotion of the student in learning by comparing the results achieved by him with the previous ones.
Conducting psychological and pedagogical operational monitoring
The application of this principle requires:
- conducting a comprehensive diagnosis of existing personality traits, which will subsequently become the basis for the initial division of children into groups;
- continuous monitoring of changes in these properties, as well as their ratio, which will allow to identify trends in the development of the child and to correct the pedagogical approach to learning.
Levels characterizing the assimilation of material
The effectiveness of the implementation of the basic principles and rules of SRW is assessed by the amount of acquired knowledge. This is the level of their receipt. As a rule, there are three of them in differentiated multilevel training. And this is no coincidence. Indeed, the assessment of "satisfactory" indicates that the results obtained during training meet the minimum requirements that society places on the socio-educational sphere.
This level may be called the starting level. However, everyone would like for children to receive no less than four for their knowledge. This level can be considered basic. If the student is capable, then in the study of the subject he could advance much further than his classmates. In this case, the teacher will give him a rating of "excellent". This level is already considered advanced. Let us characterize them in more detail.
- Starting. It is the very first of all levels of assimilation of educational material and characterizes knowledge on the theoretical essence of the subject and on supporting information about it. The first level is that fundamental and most important, but at the same time simple, which is present in each topic. Such knowledge corresponds to the mandatory minimum, which at school age provides the child with a continuous logic of presentation and creates, although incomplete, but still an integral picture of representations.
- Base. This is the second level that expands the material, which is minimal at the starting performance. Basic knowledge concretizes and illustrates basic concepts and skills. At the same time, school-age children are able to realize the functioning of concepts and their application. The child, having studied the subject at a basic level, increases the amount of information received by him, which allows a much deeper understanding of the necessary material and makes the overall picture more integral. At the same time, in a technology lesson of multilevel education, such a student should be ready to solve a problem situation and show deep knowledge in a system of concepts that do not go beyond the framework of the course.
- Creative. This level can only be achieved by a capable student, who has delved deeply into the material on the subject and gives his rationale. Such a student sees the prospects for the creative application of the knowledge gained. The pedagogical methods used in this process allow one to assess the student’s ability to solve problems not only within the framework of this, but also related courses, by independently determining the goal and selecting the most effective program of action.
Learning Diagnostics
What can be attributed to this concept? Learning diagnostics is understood as the general susceptibility to knowledge acquisition. To date, it has been proven that this criterion does not come down to the mental development of the student. This is a multi-component personality trait, which includes:
- Willingness and susceptibility to mental work. This is possible with the development of such characteristics of thinking: independence and strength, flexibility and generalization, profitability, etc.
- Thesaurus, or foundation of existing knowledge.
- The rate of assimilation of knowledge or progress in learning.
- The motivation of the doctrine, which is expressed in cognitive activity, inclination and existing interests.
- Stamina and performance.
Experts adhere to the unequivocal opinion that the definition of learning can be obtained with comprehensive diagnostics conducted jointly by teachers and representatives of the school’s psychological service. But educators, researchers offer simpler ways. Using these methods, it is possible to conduct an initial diagnosis. What is she like?
The teacher gives the assignment to the class, and when 3 or 4 students complete it, collects notes. If the student coped with all the tasks, then this indicates his very high, third level of learning. Performing two or less tasks corresponds to the first level.
A similar diagnosis is carried out on a specific subject. Moreover, several teachers must do this at once, which will allow to obtain the most objective results.
Organization of multilevel education
During the lesson on SRW, the use of certain pedagogical techniques is necessary. They allow you to organize differentiation of the work of children in the lesson, based on the following:
- Purposefulness. It implies that the goal always goes to the student, and not from him. At the same time, the main tasks that need to be solved in the lesson are signed separately for each of the three levels. The teacher defines the specific goal through the results obtained by the student during the educational activity, that is, what he can understand and know, be able to describe, fulfill and use, evaluate and offer.
- Content. The topic of the lesson should be delimited based on the levels of student learning. This will be consistent with the goals that were set earlier. It is necessary that one level from another differs in the depth of the material presented in the lesson, and not in the inclusion of new sections and topics. The teacher prepares a lesson consisting of four stages, including a survey and presentation of a new topic, and then consolidation and control. Acquaintance with the new when using SRW is conducted only at the second, basic level. The remaining stages of the teacher are carried out at all three levels of knowledge development.
- Organization activities. When introducing new material, the teacher places a special emphasis on the volume that is necessary for the first level, which is minimal. And only after this, the topic is consolidated with the implementation of frontal independent work, where schoolchildren have the right to a partial choice of tasks according to their complexity.
After that, the teacher fixes the material in the form of dialogue. To do this, he attracts students in the second and third groups. They take assignments with students at level 1. By this, the teacher achieves an unconditional mastery of the topic and stimulates the transition of children to the highest level of knowledge.
The combination of individual, group and collective work in the lesson allows us to solve questions of subsequent levels on the basis of the first stage of learning. To do this, the teacher uses such types and forms of organization of classes as working in a dialogue mode or in groups, individual extracurricular classes and modular training, counseling, assistance during the lesson, as well as assessment of knowledge based on the set-off-not-account system.
Benefits of SRW
Multilevel training is a rather effective technology. Its advantages are as follows:
1. The teacher offers the same amount of material for everyone with the establishment of different levels of requirements for mastering the subject, which creates the conditions for the work of each of the selected groups of students at a certain pace.
2. The ability of each student to choose their own level of education. This happens at every lesson, even if sometimes biasedly, but, nevertheless, with an experience of a sense of responsibility for the choice made. This motivates the child to learn and gradually forms in him an adequate self-esteem, as well as the ability to self-determination.
3. At a high level of presentation of the material by the teacher (not lower than the second).
4. In an independent, unobtrusive choice, the level of education by a school student, which is painless for the pride of children.
Disadvantages of SRW
The implementation of multilevel learning technology has some disadvantages. They take place due to insufficient development of a similar technique at present. Among the negative points are:
- Lack of a specific SRW content for each school subject.
- The insufficient development of the system of tasks used during the lesson, as well as the principles of their construction in various subjects, which teachers need to master this technology.
- Lack of finally and thoroughly developed methods and forms of multilevel training, methods of building a lesson in various subjects.
- The need for the further development of methods and forms of control carried out under the conditions of SRW, in particular, tests that allow combining psychological and pedagogical methods of the level of development and learning ability of students.
But in general, this technology is very progressive. After all, the educational system, which offers the same procedural, substantive, and temporary conditions for all, is democratic and fair on the one hand, but it certainly leads to the creation of a situation where developed children simply “slaughter” the underperforming.
It becomes difficult for the teacher to conduct lessons in such a motley group. Involuntarily, he begins to put forward the highest demands on weak students. This translates into the fact that inactive children from the first days of school get used to be in the background. Comrades are extremely dismissive of them. The technology of multilevel training allows avoiding such an extremely harmful trend. After all, it does not create the inequality that occurs under the same conditions for all children. , , .