PECULIARITIES OF DIFFERENTIATED TEACHING OF STUDENTS OF DESIGN OF TEXTILE PRODUCTS

The paper reveales difficulties in the process of teaching the disciplines of garment production in higher educational establishment. The problem of introduction of differentiated training of future teachers of technologies at classes of design and manufacturing of textile products has been analyzed. The research substantiates the necessity of teacher`s readiness to implement a differentiated approach and suggests recommendations for its application. The conditions for successful differentiation have been determined. The development of multilevel tasks, which are an effective and most common method of differentiated learning, has been proposed. The fact that it is necessary to compare their purpose and content with the level of knowledge and skills, individual and educational capabilities of students for the development of multilevel tasks is proven. The study explores the ways to differentiate practical tasks for future teachers of labor training and technology. The peculiarities of frontal, individual and group activities of students during the classes on design, modeling and technology of textile products are revealed. The advantages and disadvantages of the above mentioned activities are identified. Considering the individual characteristics of students, it is recommended to combine them into three typological groups. The authors argue on implementation of a differentiated approach to the development of creative projects, to control the acquired knowledge of future teachers of labor training and technology, as well as the ability to apply them when solving technical problems and completing practical tasks. An experimental survey of the method of differentiated teaching of students in the process of design and manufacturing textile products has been carried out and its effectiveness has been proved.

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STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

Humanitarian studios: pedagogics, psychology, philosophy ◽

10.31548/hspedagog2021.01.013 ◽

2021 ◽

Vol 12 (1) ◽

pp. 13-23

Author(s):

I. Demchenko ◽

◽

I. Kalinovskaya ◽

Keyword(s):

Inclusive Education ◽

Professional Training ◽

Educational Environment ◽

Individual Characteristics ◽

Educational Process ◽

Professional Activity ◽

Future Teachers ◽

Professional Activities ◽

School Conditions ◽

The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

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FUTURE TEACHERS’ TRAINING FOR IMPLEMENTATION OF INDIVUDUAL APPROACH TO STUDENTS ON THE LESSONS OF LABOUR TRAINING AND TECHNOLOGIES

Educological discourse ◽

10.28925/2312-5829.2019.3-4.240252 ◽

2019 ◽

pp. 240-252

Author(s):

Yurii Turanov ◽

Andrii Uruskyi

Keyword(s):

Individual Characteristics ◽

Future Teachers ◽

Individual Approach ◽

Grouping Students ◽

Labor Training ◽

Successful Execution ◽

Approach To Teaching ◽

Age Features ◽

Teachers Training

Relevancy of training future teachers of labor training and technologies for implementation of individual approach to students’ learning has been substantiated. Complex of actions to be taken into account for the successful execution of individual approach to the students' learning has been determined: identification of the basic individual peculiarities of students, which are manifested while studying particular subject; considering age features, defining students’ individual characteristics in order to take them into account in the process of learning, grouping students, developing differentiated tasks for students of different groups. Training of future teachers of labor training and technologies for individual approach implementation in accordance with stages and with gradual complication of tasks has been suggested. Notional stages of students’ training for the implementation of individual approach have been determined: initial understanding of the role of individual approach to students; learning of the essence of individualization and differentiation of training, creation of differentiated tasks; development of creative tasks taking into account individual and age features; formation of professional competencies in future teachers and consolidation of the existing knowledge and skills in implementing individual approach to students; improving the readiness of students to implementation of individual approach. A list of theoretical questions for students in order to understand the essence and peculiarities of implementation of individual approach to teaching students has been suggested. Requirements to the tasks on training future teachers for implementation of individual approach in teaching students in accordance with each stage have been developed.

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The Problem of Overcoming Mosaic Thinking in Youth during Psychologists Vocational Training at the Undergraduate Level

Psychological-Educational Studies ◽

10.17759/psyedu.2016080105 ◽

2016 ◽

Vol 8 (1) ◽

pp. 45-61

Author(s):

T.I. Chirkova

Keyword(s):

Personal Development ◽

Individual Characteristics ◽

Reference Points ◽

Undergraduate Level ◽

Education Practice ◽

Advantages And Disadvantages ◽

Psychological Training ◽

Level Information ◽

Development Levels ◽

The Individual

The article discusses problems of professional psychological training in the context of intellectual and personal development of bachelor students based on situational and historical methodological analysis. It presents an analysis of advantages and disadvantages of mosaic forms of information perception and processing in contemporary cognitive youth sphere. Based on the results of the pilot study the paper designates subjective and objective factors of mosaic consciousness manifestations in Psychology bachelor students in the initial experience of their training organizing at Russian universities. Reference points of overcoming the negative characteristics of mosaic consciousness in Psychology bachelor students are analyzed from the standpoint of the modernization principles of psychological and pedagogical education; practice-oriented training of educational psychologists at the undergraduate level; information and semiotic and socio-psychological approaches to education; the individual characteristics of perception, understanding and skills of information processing, as well as the development levels of ability to assess the effectiveness of their training activities.

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DIFFERENTIATED APPROACH TO FOREIGN LANGUAGE TRAINING IN NON-LINGUISTIC HIGHER EDUCATIONAL INSTITUTION

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2018vol1.3443 ◽

2018 ◽

Vol 1 ◽

Author(s):

Tatyana Klets ◽

Oksana Malysheva ◽

Nadezhda Presnyakova

Keyword(s):

Foreign Language ◽

Educational Institution ◽

Language Education ◽

Study Groups ◽

Individual Characteristics ◽

Methodological Principle ◽

Language Training ◽

Advantages And Disadvantages ◽

The Difference ◽

The Individual

In the Russian system of foreign language education, learner-centred approach is seen as a leading strategic direction designed to ensure self-realization of the learner as a linguistic personality able to interact effectively in the intercultural context. The problem of differentiation is one of the central issues in learner-centred education. In authors’ opinion, the differentiated approach is the most optimal in the conditions of the heterogeneity of the study groups. The article reveals the main characteristics of a differentiated approach as a general methodological principle of teaching, allowing to take into account the individual, intellectual and psychophysiological characteristics of students. The problems, advantages and disadvantages of differentiated education in non-linguistic higher schools are analyzed. The authors of the article examine the essence of multilevel training, define its principles, describe both the external differentiation of students depending on the difference in linguistic competence and the internal differentiation as the organization of the learning process, in which the individual characteristics of students are contemplated in the conditions of a homogeneous group. Generalization of the experience on the afore-mentioned differentiation forms in the system of language training is given as well as some techniques and methods of teaching in multilevel groups are offered.

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Carotid Artery Stenting: Which Stent for Which Lesion?

Vascular ◽

10.1258/rsmvasc.13.4.205 ◽

2005 ◽

Vol 13 (4) ◽

pp. 205-210 ◽

Cited By ~ 37

Author(s):

Marc Bosiers ◽

Koen Deloose ◽

Jürgen Verbist ◽

Patrick Peeters

Keyword(s):

Carotid Artery ◽

Individual Characteristics ◽

Cobalt Chromium ◽

Carotid Revascularization ◽

Advantages And Disadvantages ◽

Cell Configuration ◽

Closed Cell ◽

Nitinol Stents ◽

The Individual ◽

Arterial Anatomy

The different geometries and working principles of carotid stents (nitinol or cobalt chromium, open- or closed-cell configuration) provide each product with unique functional properties. The individual characteristics of each device may make it an attractive choice in one circumstance but render it less desirable in other situations. In approximately 75% of all procedures, all types of stents will achieve similar outcomes, making adequate device selection unnecessary. For the remaining quarter, careful preoperative screening is mandatory. In addition to eventual access issues, the choice of the optimal carotid stent depends mainly on arterial anatomy and lesion morphology. When treating a tortuous anatomy, stents with a flexible and comformable open-cell configuration are preferred. In arteries with a significant mismatch between common carotid artery and internal carotid artery diameter, cobalt chromium (Elgiloy) or tapered nitinol stents are selected. Lesions with suspected high emboligenicity are best covered with stents with a closed-cell configuration, whereas highly calcified lesions need treatment with nitinol stents. Thorough knowledge of the characteristics, advantages and disadvantages, and working principles of the different available stents is mandatory to optimally select the materials to be used for patients eligible for carotid revascularization.

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Perspectives on the implementation of differentiated teaching (on the example of teaching mathematics at the elementary level)

,,INTERCULTURAL DIALOGUES“ TRANSACTIONS ◽

10.52340/idw.2021.542 ◽

2021 ◽

Author(s):

Nino Nakhutsrishvili ◽

Mimoza Tkebuchava

Keyword(s):

Learning Process ◽

Elementary Level ◽

Teaching Mathematics ◽

Great Chance ◽

Student Centered ◽

Student Centered Learning ◽

Active Involvement ◽

Differentiated Learning ◽

The Individual ◽

Differentiated Teaching

Student-centered learning is unimaginable without the implementation of differentiated approaches. We can find out a number of publications and articles about this subject. The American professor Carol Ann Tomlinson has quite important articles on differentiated teaching from contemporaries. In his work, Tomlinson discusses in detail and in depth the essence of differentiated teaching as one of the effective approaches and the principles of its implementation. However, a number of issues (why is differentiated learning so important and relevant? What makes it relevant?) Still require a good understanding in order to successfully implement this approach when teaching a particular subject. These issues are discussed in the article on the example of teaching elementary school mathematics and clarifies the perspectives of using a differentiated approach in these areas. Differentiated learning is fully suited to student-centered learning, as it implements a learning process focused on the needs, skills and abilities of each student (group of students). According to Tomlinson, differentiated learning is constructed and implemented to take into account the readiness, interests and learning profile of students to create optimal conditions for development for each of them. This is one of the best ways to implement an individual approach to students.Providing a learning process tailored to the needs of the students and teacher feedback on the needs of the students include teacher activities in a number of areas. Tonlimson and Mooney consider new opportunities for students, a sense of partnership, expectations, and training for quality learning significantly; Which contributes to class success and student growth. The condition for facilitating is the active involvement of students in the learning process, their cooperation;The essence of the issue is clarified in the article on the example of a mathematics course, how we can apply this approach in the teaching-learning process and why it is extremely valuable to implement differentiated teaching from the elementary level. This need is explained in relation to the specifics of teaching mathematics as a school subject. The "technology" of differentiated teaching, the essence of differentiation based on student readiness, as well as what the subject of differentiation includes are discussed in detail. Differentiation of each component according to the individual components of the curriculum (content, process, product) is discussed with specific examples. With the help of different types of tasks it is possible to use the possibilities and perspectives of differentiation in teaching mathematics at the elementary level. Some recommendations in this regard are offered. The issue discussed in the article concludes that the purposeful use of differentiation from the elementary level gives a great chance for the multifaceted development of students, which is accompanied by the results of successful teaching in mathematics.

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DIFFERENTIATED APPROACH TO FOREIGN LANGUAGE TRAINING IN NON-LINGUISTIC HIGHER EDUCATIONAL INSTITUTION

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2018vol3.3421 ◽

2018 ◽

Vol 3 ◽

pp. 534

Author(s):

Tatyana Klets ◽

Oksana Malysheva ◽

Nadezhda Presnyakova

Keyword(s):

Foreign Language ◽

Educational Institution ◽

Language Education ◽

Study Groups ◽

Individual Characteristics ◽

Methodological Principle ◽

Language Training ◽

Advantages And Disadvantages ◽

The Difference ◽

The Individual

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Multidisciplinary management of vascular access for haemodialysis: from the preparation of the initial access to the treatment of stenosis and thrombosis

VASA ◽

10.1024/0301-1526/a000093 ◽

2011 ◽

Vol 40 (3) ◽

pp. 188-198 ◽

Cited By ~ 19

Author(s):

Reinhold ◽

Haage ◽

Hollenbeck ◽

Mickley ◽

Ranft

Keyword(s):

Vascular Access ◽

Central Venous ◽

Advantages And Disadvantages ◽

Multidisciplinary Study ◽

First Results ◽

Lower Complication ◽

Lower Complication Rate ◽

Access Problems ◽

Arteriovenous Grafts ◽

The Individual

In February 2008 a multidisciplinary study group was established in Germany to improve the treatment of patients with potential vascular access problems. As one of the first results of their work interdisciplinary recommendations for the management of vascular access were provided, from the creation of the initial access to the treatment of complications. As a rule the wrist arteriovenous fistula (AVF) is the access of choice due to its lower complication rate when compared to other types of access. The AVF should be created 3 months prior to the expected start of haemodialysis to allow for sufficient maturation. Second and third choice accesses are arteriovenous grafts (AVG) and central venous catheters (CVC). Ultrasound is a reliable tool for vessel selection before access creation, and also for the diagnosis of complications in AVF and grafts. Access stenosis and thrombosis can be treated surgically and interventionally. The comparison of both methods reveals advantages and disadvantages for each. The therapeutic decision should be based on the individual patients constitution, and also on the availability and experience of the involved specialists.

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ADMINISTRATION MODELS IN THE SYSTEM OF FORENSIC EXAMINATION INSTITUTIONS FROM THE POSITION OF SCIENTIFIC MANAGEMENT

Theory and Practice of Forensic Science and Criminalistics ◽

10.32353/khrife.2016.24 ◽

2016 ◽

Vol 16 ◽

pp. 179-184

Author(s):

S. V. Kudryashova

Keyword(s):

Scientific Management ◽

Competing Values ◽

State Institutions ◽

Advantages And Disadvantages ◽

Forensic Examination ◽

Forensic Institutions ◽

The Individual

The individual forensic activity in comparison with the activity of forensic experts of specialized state institutions is considered, the main advantages and disadvantages are determined. The directions of development of specialized state and non-state forensic institutions are presented in accordance with R. Quinn's competing values model.

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THE METHODS OF DEVELOPING COMPUTATIONAL THINKING OF STUDENTS WHILE STUDYING THE COURSE "NUMERICAL METHODS" BASED ON BLENDED LEARNING

Informatics and Education ◽

10.32517/0234-0453-2019-34-6-34-41 ◽

2019 ◽

pp. 34-41

Author(s):

M. M. Klunnikova

Keyword(s):

Numerical Methods ◽

Blended Learning ◽

Computational Thinking ◽

Individual Characteristics ◽

Diagnostic Model ◽

Mathematics Students ◽

Professional Activities ◽

Cognitive Component ◽

Professional Field ◽

The Individual

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.

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