THE ESSENCE AND SPECIFICS OF THE CONCEPT OF «DIFFERENTIATION OF LEARNING»: INFORMATION FOR TEACHERS

Abstract

The article emphasizes the importance of acquainting teachers with the essence and specifics of the concepts of «differentiation of learning», «differentiated approach» and «differentiated learning». Appropriate interpretations of domestic and foreign scientists and methodologists for acquaintance of teachers are placed. Emphasis is placed on the diversity of opinions on the identity of these concepts, the specifics of the relationship. Author’s definitions of these concepts are offered. «Differentiated approach» is interpreted as an approach to learning, which is characterized by a focus on the optimal development of each student; application of division, fragmentation, classification, diversity and variability; application in the conditions of individual or collective educational activity; the possibility of different degrees of implementation. «Differentiated learning» is defined as a comprehensive system, the introduction of which in the educational process involves determining the complexity and pace of learning in accordance with individual characteristics of individual students and groups of students, the use of appropriate forms of learning and learning activities, methods and teaching aids. The term «differentiation of learning» is characterized by an emphasis on the word «differentiation», which motivates a detailed consideration of the specifics of the functioning of a complex mechanism in a particular case. Specific examples are given to explain the concepts of «learning differentiation», «differentiated approach» and «differentiated learning» in the context of the application of relevant aspects in the educational process of the modern school.