Implicit approach as an opportunity for differentiated learning
Introduction. The importance of the research of the implicit approach to teaching pupils is caused by the fact that there exists the contradiction between the necessity of forming the motivation of schoolchildren to study and the fact that some pupils don’t experience the situation of success that makes the internal motivation to study lower. One of the causes of this phenomenon is the fact that teachers don’t take the peculiarities of inter-hemispheric asymmetry and the leading channel of perception into account sufficiently. The differentiated teaching supposes taking these peculiarities into account. Materials and methods. The image thinking is characteristic for pupils with the leading right hemisphere, and pupils with the leading left hemisphere have the verbal and logical thinking. Images are formed unconsciously, and that fact enables us to teach the pupils with the leading right hemisphere, being based on implicit methods which should be combined with explicit methods in a sensible way. The nucleus of the implicit teaching is the neuro-linguistic programming, and its methodology includes techniques of visualization (mind maps, frames), anchoring, rapport. When the visual modality is leading, it is possible to use the techniques of visualization. When the auditory modality is dominant, we can use auditory anchors in the kind of music, the definite intonation of the teacher. When we use mental cards, the right and the left hemispheres work simultaneously, and the teacher begins to explain the contents with the help of images instead of texts, i.e. he (or she) replaces the verbal information by the non-verbal one. There are three ways of presenting new information. They are a cognitome, a concept and a frame. The explicit teaching is based on the forming of concepts, and the implicit teaching is based on the forming of frames which are structural forms of presenting knowledge. The information has the verbal form in the first case, and it has the non-verbal form in the second case. Results. The research made by K.D. Dyatlova and A.E. Maksimova showed that pupils with the leading left hemisphere cope better with the tasks in which the material is presented in the verbal form, and the pupils with the leading right hemisphere are better at doing the tasks combining the non-verbal and verbal forms. A.L. Sirotyuk proved that the school results of primary schoolchildren with the leading right hemisphere become higher when they are taught by taking their ability to perceive things as a whole and the image thinking into account. It means that teaching is based on the visual and auditory images, deduction, operating with spatial connections. Discussion and conclusion. When pupils with the leading right hemisphere are taught, it’s necessary to use images widely, to combine verbal and non-verbal means in a sensible way. It means using frames, mind maps, anchoring, rapport. This is possible when we use the implicit approach which means the complex of methods, techniques, means of teaching which help pupils to acquire knowledge, skills and habits in an unconscious way. In this case a pupil doesn’t perceive the new information, but he (or she) can use it for solving some problems.