The activity-based approach is a method of teaching in which children do not receive knowledge in a ready-made form but get it themselves in the process of their own educational and cognitive activity. The principle of this learning process lies in the fact that the student, receiving knowledge not in a ready-made form, but extracting it themselves, is aware of the content and forms of his educational activity (Mustapha, 2020). This is how children understand and accept the system of its norms and actively participate in their improvement, contributing to the successful formation of their general cultural and learning abilities and skills.
The principle of continuity means coherence between all stages of education at the level of technology, content, and methods, considering the age-related psychological characteristics of children’s development. The activity-based approach is the organization of the educational process, in which the leading place is given to the dynamic and versatile, to the maximum extent, the independent cognitive motion of the student (Mustapha, 2020). As already mentioned, in the technology of this approach, children discover knowledge themselves in the process of the autonomous research exercise. The essence is that they become little scientists making their own discoveries. The teacher’s task when introducing new material is to organize the analysis work of children so that they come up with a solution to the problem of the lesson and explain themselves how to act in the new conditions.
The core of differentiation in learning is that student progress should occur due to allowing them to participate in the collective search for new things in the lesson, rather than as a result of an increasing load of training assignments. Consequently, conditions must be created so that each student may ultimately realize their qualities and become a genuine learning subject, eager and able to study. Most experts define differentiation as a type of educational structure that considers learners’ typological individual psychological features as well as the unique interaction between teacher and students (Kamarulzaman et al., 2017). Systematic education and training require such an approach to each child, which will consider the nature of their deviations, the degree of their manifestation, and the pace of mental and intellectual development of the kid. Such education is primarily focused on smoothing out differences and their possible correction and eliminating the causes of their improvement.
References
Kamarulzaman, M., Azman, H., & Zahidi, A. (2017). Differentiated instruction strategies in English language teaching for gifted students. Journal of Applied Environmental and Biological Sciences, 7(1), 78-90. Web.
Mustapha, M. A. (2020). Use of activity-based learning to improve students outcomes in basic education subjects. British Journal of Education, 9(1), 97–104. Web.