SCIENTIFIC AND METHODOLOGICAL MODEL OF DIFFERENTIATED INSTRUCTION BASED ON THE USE OF PEDAGOGICAL SOFTWARE TOOLS

This article discusses the development of a scientific and methodological model for implementing a differentiated approach based on the use of pedagogical software tools in secondary schools. The relevance of the problem of heterogeneity in students' knowledge levels, abilities, and needs in the educational process is substantiated. The theoretical foundations of the model include C.A. Tomlinson's concept of differentiated instruction, as well as the analysis of hybrid education by M. Lebrun and flipped classroom technologies by J. Soussi. Foreign software tools such as Diffit, Curipod, Maple Learn, Penda Learning, and the EvidenceB platform are analyzed for the practical application of the model. The model consists of four components: targeted, organizational-technological, diagnostic-resultative, and managerial. The model's effectiveness is assessed through improved student knowledge quality, motivation, and independence, as well as savings in teachers' time budgets.

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