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388УДК 373.1.02:372.8
HOW ТО DIFFERENTIATE LEARNING AT ENGLISH LESSONS
Ацдатпа
Макалада дифференциация кэд1мп сыныптагы эртурл1 окушылардыц эртурл! мумкшджтерш ескере отырып, сабактарды курастыру практикасы ретшде айкындалган. Дифференциация типтш окушылар топ-тары угшн сабактыц максаттарын коюдан басталаты-ны белгшенген. К^абшетп окушылардыц дамуына коп кощл белу кажетип туралы айтылады, осы окушылардыц дамуын к;олдау бойынша практикальщ усыны-стар бершген.
Аннотация
В статье дифференциация определена как практика конструирования уроков с учётом разных возможностей разных учеников в обычном классе. Отмечено, что дифференциация начинается с постановки целей урока для групп типичных учащихся. Говорится о необходимости уделять больше внимания развитию способных учащихся, даны практические рекомендации по поддержке развития этих учащихся.
Annotation
In the article differentiation is defined as a practice
of designing lessons taking into account different
possibilities of different students in an ordinary class.
It is noted that differentiation begins with setting lesson
objectives for groups of typical students. There is a need
oh to pay more attention to the development of capable
§ students, and practical recommendations are given to
^ support the development of these students, o
§ I consider differentiation as a practice of making
5 lessons different to accommodate different learners ^ in a single classroom. In other words, a teacher, while § planning, should know the learners' needs, abilities,
^ and interests and then respond to them. As we
h work for the learning objectives from the updated
® subject programmes where the topics and grammar
S to be studied are determined, responding to learners' g needs and abilities, and age psychological features
H are more relevant and important. Differentiation is different from personalization, because personalization
Zaminova I.P.,
chief specialist, MA department, branch of JSC «NCPD «Orlen» Institute for Teacher
Professional Development of Kostanay region», Kostanay City
Негиг'1 свздер: дифферен-циацпя, эр in) jui мумктдт-тер, Kaoi/iemmi оцушылар,цол-дау.
Ключевые слова: диффе-pemfuatftm, разные возможности, способные учащиеся, поддержка.
Keywords: differentiation, different opportunities, capable students, support.
is an individual approach: it monitors and contributes to personal development more than differentiation when the class is divided into groups of students with typical abilities and needs: all(weak), most(middle), some(strong).
As a rule, at the lessons weak students get more support, help, attention from a teacher than other students, especially the gifted and talented, which are usually «used» by a teacher as a leader of the group, a helper, and a controller in weak students' performance. But they need to develop and to be developed.
The first step is to identify a learner's current strengths and difficulties. It concerns all students in the class, not only gifted and talented ones. This can be done through observing learners when they undertake a task/an exercise, listening to their oral answers, and reading their written works. The atmosphere in the classroom should assure progress, not regress:
• a teacher encourages a risk-taking culture where learners feel safe to make mistakes,
• a teacher uses a number of approaches to assess learners' understanding and varies instruction methods to meet the needs of different learners,
• a teacher interacts with all learners in order to help them develop the tools to judge the quality of their classroom performance,
• a teacher makes the learning process transparent by establishing and communicating learning goals, tracking goals, and adjusting teaching to enable learners to meet these goals,
• a teachers provides verbal or written feedback on learners' work and this feedback is timely, specific, and tied to explicit criteria.
In order to give students the opportunities to achieve the lesson objectives a teacher plans a variety of different activities within a lesson. It is principal to have different tasks: different is a key word here: different means different chances to every student to be lucky in learning. In a one lesson you
might include four, five, or more different activities. Make sure each activity follows on smoothly from the previous one and that you keep reminding learners of the main lesson objectives. Be prepared to repeat an activity: for example, you might do an activity on the board orally and then ask the class to do the same task in writing. This helps learners understand the task, leads to a smooth transition, strengthens previous learning, and enables the learners to practice more than one skill [ 1 ].
"Gifted students don't need to do 25 problems in English when they can do the five most difficult first to demonstrate mastery," - says Brulles: Dina Brulles, director of gifted education in the Paradise Valley Unified School District in Phoenix, Ariz., believes gifted students need less grade-level work, faster-paced lessons, deeper and more advanced content, and opportunities to work with other gifted students. "Most Difficult First" is one manageable way for teachers to compact the curriculum for their high-ability students. This frees up students to work on more challenging content [2].
A teacher should use "choice boards": you might offer, for example, four ways that students can demonstrate in ending the story or five ways of how to pronounce the word combination. Students can use one of their iPad apps or create a game. They jump in where they want to jump in. Don't say: "Because you're gifted, you get § choice, and because you're not gifted, you <j don't": optional challenge work is available §
m
to anyone who wants to try it. <<
Polish psychologist Kazimierz Dab- §
rowski called "overexcitabilities"as also a §
key to teaching gifted students. Dabrowski [3
identified five areas of sensitivity that are §
strongly related to giftedness: psychomotor, ®
sensual, intellectual, imaginational, and h
emotional. Overexcitabilities will often ®
appear as quirks, such as compulsive ®
talking or organizing, heightened sensitivity § to smells or tastes, insatiable curiosity, or daydreaming. An imaginational student will
benefit from an assignment that he's free to complete in a unique way. An intellectual student will prefer to investigate why certain areas of the world struggle with starvation rather than simply listing those areas. Although we tend to see overexcitabilities negatively, they are often accompanied by great creativity, imagination, and drive [3].
Give your gifted students to work together: when gifted students work together, they challenge themselves in unexpected ways. They bounce ideas off one another and take a peer's idea to a new place. They enjoy such work and satisfied with it very much. And you, no doubt, feel great pleasure watching them. In these situations you might be proud of your own contribution to gifted and talented students' knowledge and skills development.
Some experienced teachers recommend to plan the lessons not for "middle" students but for high-end learners, and then differentiate for other learners by providing supports that enable them to be successful in learning. This approach challenges advanced learners more than trying to pump up a "middling" idea - and serves other students better as well.
And one more point: learning should be joyful or at least satisfying, rather than just hard. You may say that it is a difficulty
for educators. Surely, it is. But any good teacher can do these things well. It's really good teaching.
After conducting the lesson you must ask some questions to yourself, the most important and effective can be "What type of motivation of my students did I rely at the lesson on? Did I take into account their intrinsic motivation or attracted mainly external stimuli? How else could I encourage them to learn and to success?". And answering it, thinking of it will give you new ideas on how to differentiate your teaching to improve all students' learning.
REFERENCES
1.Handbook for teachers. Methodological Council of Center of Excellence AEO «Nazarbayev Intellectual Schools».- 2017
2.Amy Azzam Six Strategies for Challenging Gifted Learners.- http:// www.ascd.org/publications/newsletters/ education-update/aprl6/vol58/num04/Six-Strategies-for-Challenging-Gifted-Learners. aspx (date of address: 02.05.2020)
3.D^browski K. (1996). Multilevelness of emotional and instinctive functions. Part 1: Theory and description of levels of behavior. Lublin, Poland: Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego.
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