The Importance lesson observation in language teaching content introduction

Chapter 1. Theoretical foundations of multi-level teaching of the Russian language and individualization of the learning process.
1.1. The concept of "multi-level education", technology of multi-level education.
Multi -level learning is a pedagogical technology for organizing the educational process, within which a different level of mastering the educational material is assumed, that is, the depth and complexity of the same educational material is different in level groups A, B, C, which makes it possible for each student to master the educational material according to individual subjects of the school curriculum at different levels (A, B, C), but not lower than the basic one, depending on the abilities and individual characteristics of the personality of each student; this is a technology in which the student's efforts to master this material, its creative application are taken as a criterion for evaluating the student's activity. The topics prescribed by the educational standards remain the same for all levels of education. This means that student A is studying mathematics at an intermediate level with student B, but the Russian language falls into a strong level with student C, and in a foreign language is studying with student D in the base group. The transition of a student from level to level is possible and in practice occurs painlessly, since the content (topic) is the same for all levels [13].
The criteria laid down for the formation of study groups, the effectiveness and quality of work testify to the focus on knowledge, skills, abilities and intellectual development of students.
Other aspects of the development and education of students go by the wayside. All this, in turn, prevents obtaining the effect of integrity in the formation of a comprehensively and harmoniously developed, humane, free, active and responsible personality of a student.
The solution of all these tasks and problems can be facilitated by the internal differentiation of study groups, which forms the basis of the technology of multi-level education. The purpose of differentiation of the learning process is to provide each student with conditions for the maximum development of his abilities, inclinations, satisfaction of cognitive interests, needs in the process of mastering the content of education.
Differentiation is understood as a way of organizing the educational process, which takes into account the individual typological characteristics of the individual; groups of students are created in which the elements of the didactic system (goals, content, methods, forms, results) differ[41].
Ensuring multi-level training provides, in particular, the solution to:

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  Psychological tasks (determination of individual personality characteristics of students, types of their development based on identifying the qualities of attention, memory, thinking, working capacity, the formation of components of educational activity, etc.).
  
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  Subject-didactic tasks (development of educational material, its flexible structuring), providing isomorphism of content structures and typological space of students' educational and cognitive abilities.
  
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  Implementation of the principle of "educational education".
  

The conclusion of task 1 is based on emotional didactics, task 2 is based on a didactic test that reveals the degree of accessibility of educational material, its complexity, abstractness, generality, concreteness, consistency and consistency, the third task is on diagnosing holistic orientations, communication and work opportunities.
To conclude an ensemble of tasks, it is necessary to know, as a minimum number, the individual typological individualities of students [9].
Thus, the main emphasis in the developmental model of level differentiation is made by its authors not on the division of students according to their abilities or level of learning, but on the idea of harmonizing the learning process with the psychological and moral structure of the developing personality of students, which is solved through:

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  development of educational material for which each level of its representation (mandatory, additional, advanced, improved, etc.) could be offered in a variety of individual and personal characteristics of students;
  
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  providing the student with the possibility of independent orientation in the variety of educational material, in the methods of educational work, choosing for himself a feasible level of learning, that is, the opportunity to become the subject of cognitive, moral activity and communication.
  

The basis of the technology of multi-level education is:

1. 
   psychological and pedagogical diagnostics of a student;
   
2. 
   network planning;
   
3. 
   multi-level didactic material.
   

A network plan is a model of the educational process that allows each student to see clearly everything that he must complete in one lesson, week, month, semester, etc. and become an acting person, i.e. a subject of learning.
Network planning allows the teacher to move from discrete (intermittent) control of the work of children, when instructions are issued "in portions" in the classroom by the teacher, to continuous reflexive co-management and self-management of the educational process.
As for the multi-level didactic material, practice and best practices convince us that only the structured and dosed content of the course being mastered, along with developing reflective pedagogical technologies, are the guarantors of self-development of the individual.
The task of structuring the content is solved with multi-level training by dividing texts, tasks, etc. into three levels of complexity:
Level I - preserves the logic of science itself and allows you to get a simplified, but true and complete picture of the subject;
Level II - deepens the first and enriches in content, depth of study, without requiring retraining. This happens due to the inclusion of previously deliberately omitted details, subtleties, nuances, etc.;
III level - deepens and enriches the second level both in content and in depth of study.
This is done by including additional information not covered by the standards.
All three levels can be characterized in the course of classes as follows:
1. Problem presentation (the student masters the pattern of mental actions).
2. Partial search (elementary skills and abilities of search activity are formed).
3. Research (skills of creative activity are formed) [8].
At the same time, an indicative algorithm for studying the topic, its step-by-step description, based on the features of the process of mastering knowledge, experience and methods of activity and emotional and value attitude, can be as follows:
Step 1 - problematization. To do this, it is necessary to connect the topic under study with the actual needs of students, society in order to draw attention to the topic studied. This is realized by establishing a connection between the content of the topic and the experience of students, their interests, and the material already studied.
Step 2 - student motivation, which includes several blocks: work with motives, goals, emotions, educational, cognitive, moral activities and communication.
Step 3 - Get familiar with the information.
Step 4 - the development of information, which can occur through:
text processing;
mutual learning.
Step 5 - control of the development of information.
Thus, the basic rules of multi-level learning technology can be reduced to the following:
1. Not to bring all students to the same level, but to create conditions for everyone according to their needs, strengths and desires.
2. Consistent development and delivery of levels.
3. You can submit only one topic per lesson.
4. To obtain a grade of "3", knowledge of at least 50% of the topics proposed in a given period of time is required, for "4" - 70-80%, for "5" - 90-100%.
5. When preparing for a practical session, you can choose any level of tasks and increase your usual mark.
6. The main principles are: benevolence, mutual assistance, rule-making, the right to one's own opinion and error.
Thus, multi-level learning is a pedagogical technology for organizing the educational process, which assumes a different level of assimilation of educational material, that is, the depth and complexity of the same educational material is different in groups of different levels A, B, C, which makes it possible for each student to master educational material in individual subjects of the school curriculum at different levels (A, B, C), but not lower than the basic one, depending on the abilities and individual characteristics of each student; it is a technology under which the student's criterion for his mastery of this, his.
A multi-level chance for everyone to learn, so that the opportunities that self-learning, internal, but .
In a multi-level assessment, not results, efforts "A" - basic, educational for the school cycle. a successfully planned level of knowledge, , , then gets achieved, if a high level is claimed, it will be assessed by higher knowledge, and, to achieve the best it will take more, according to abilities.