Keyword: «differentiated approach»

This article is devoted to the analysis of the peculiarities of the organization of an individual approach in primary school. The pedagogical conditions of the organization of the differentiated approach of children of primary school age are considered.

The article reveals the issues of organizing independent work of primary school students in the process of learning to solve text problems. The practical significance of the work lies in the complex of differentiated independent works proposed and developed by the author.

The article examines a methodology for developing the grammatical aspect of foreign language speech in secondary school students based on a differentiated approach with the integration of multimedia learning tools. It reveals the reasons for the need to differentiate grammar teaching of a foreign language due to the heterogeneous preparedness of students. The possibilities of using multimedia technologies (interactive exercises, audio and video materials, computer programs) to enhance individualized instruction and improve the effectiveness of grammar skill formation are described. Examples of differentiated tasks utilizing multimedia are provided, which allow for consideration of different learning styles and student abilities. The positive impact of combining differentiated instruction with multimedia tools on student motivation and outcomes in mastering grammatical aspects of speech is noted.