Organizing an Individual Educational Trajectory in the Process of Formation of Spelling Competence of Students-Philologists

The article deals with the use of B. Bloom's taxonomy in organizing the individual educational trajectory of students-philologists while studying the discipline "A Practical Course of the Ukrainian language". Different levels of educational objectives proposed by B. Bloom are analyzed. These levels are knowledge, comprehension, application, analysis, synthesis and evaluation. They are compared with the expected results that students are supposed to demonstrate in the process of mastering spelling and punctuation norms.

Types of activities used in creating practical tasks of the discipline are structured according to the levels of educational objectives. Thus, the tasks of the first level of complexity are aimed at knowledge, comprehension and application of information (low level of taxonomy). The participants of the educational process who do such tasks can obtain grades ‘satisfactory’ or ‘good’. Performing the tasks of the second level of complexity which require students’ mental operations related to analysis, synthesis and evaluation (high level in taxonomy), students can get good or excellent grades. It is found out that performing the tasks structured on the basis of such a system of educational objectives and results implies not only memorizing the norms of the modern Ukrainian literary language, but also their use in practical assignments, generalization and systematization of theoretical material, expression students’ own opinions and decisions, making value judgments.

The specifics of taking into account the levels of B. Bloom’s taxonomy in creating practical tasks in order to form an individual educational trajectory are investigated. This educational trajectory is viewed as an individual way of realizing the personal potential of the learners who themselves choose available tasks and potential learning outcomes.

It is proved that the application of B. Bloom's taxonomy is related to achieving variability in the study of the discipline. The structuring of practical tasks by levels of complexity according to the levels of mental operations makes it possible to take into account individual abilities of students and promote adaptability of the educational process.