Level differentiation technology in vocational education

Olga I. Vaganova; Irina N. Odarich; Ol'ga A. Rudakova; Julia S. Volkova; Marina N. Bulaeva

doi:10.34069/AI/2020.28.04.5

Olga I. Vaganova Minin Nizhny Novgorod State Pedagogical University, Russia https://orcid.org/0000-0001-8347-484X
Irina N. Odarich Federal State Budget Educational Institution of Higher Education «Togliatti State University», Russia https://orcid.org/0000-0003-2612-5138
Ol'ga A. Rudakova V.I. Vernadsky Crimean Federal University, Russia https://orcid.org/0000-0001-9006-5075
Julia S. Volkova Penza State Technological University, Penza, Russia https://orcid.org/0000-0003-4151-4553
Marina N. Bulaeva Minin Nizhny Novgorod State Pedagogical University, Russia https://orcid.org/0000-0002-9928-9451

DOI: https://doi.org/10.34069/AI/2020.28.04.5

Keywords: competencies, educational technologies, level differentiation technology, professional education, students.

Abstract

Differentiated learning technology has been used for a long time. However, with the introduction of innovative educational technologies, it acquires new features and therefore requires additional research. Higher schools are in the process of searching for elements based on a personality-focused approach and introduce the most effective technologies in this process. The purpose of the article is to discusses the implementation of technologies that provide a single differentiation in the process of preparing students. The characteristic of students' work in differentiated educational conditions is presented. Teaching and training students is arranged in groups. As a result, there is a way to prepare competent students, making them highly qualified professionals. The study shows that there are great opportunities in teaching students of a higher educational institution. The formation of competencies with the help of differentiated learning technology becomes more effective, since individual characteristics of each student are taken into account and their interest and motivation to study a particular course increases. Differentiated tasks allow you to monitor dynamics of the development of students' competence, the systematic implementation of a certain type of tasks that are suitable for certain groups of students.The article presents a study of the level of training of students of the University of the 3rd year of study. The study was conducted in 2018 throughout the school year. Our results are based on data obtained from two groups of students with the same number of subjects. The introduction of differentiated learning technology can improve the quality of training of higher education institutions students. With the help of these technologies, each student, building training in accordance with their personal characteristics and professional needs, achieves success in mastering the material, quickly forms professional competence. The results of the study focused on the quality of training showed that differentiated technologies improve students’ performance.

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Author Biographies

Olga I. Vaganova, Minin Nizhny Novgorod State Pedagogical University, Russia

Minin Nizhny Novgorod State Pedagogical University, Russia

Irina N. Odarich, Federal State Budget Educational Institution of Higher Education «Togliatti State University», Russia

Federal State Budget Educational Institution of Higher Education «Togliatti State University», Russia

Ol'ga A. Rudakova, V.I. Vernadsky Crimean Federal University, Russia

V.I. Vernadsky Crimean Federal University, Russia

Julia S. Volkova, Penza State Technological University, Penza, Russia

Penza State Technological University, Penza, Russia

Marina N. Bulaeva, Minin Nizhny Novgorod State Pedagogical University, Russia

Minin Nizhny Novgorod State Pedagogical University, Russia

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