Level differentiation applying possibilities in modern Russian higher education

In the modern Russian higher education system, there are tendencies for personification of education, in connection with which the problem of differentiating the content of education, which is well studied and described in the scientific and methodological literature mainly for secondary education, is actualized. The paper considers one of the effective methods of teaching differentiation - level differentiation - in its various aspects: depending on the form of organization of academic work (group and individual), the homogeneity/heterogeneity of the subgroups of the academic group (homogeneous and heterogeneous), the stage of the educational process (when setting out or consolidation of new material), in the context of the use of interactive teaching methods: the project method and the business game. The authors’ criteria for dividing the academic group into subgroups are presented: the level of knowledge, the ability to learn, working capacity and the ability to organize your work. Four possible homogeneous groups of students are identified, taking into account the aforementioned criteria and the gradation of the formation of competencies (advanced, basic, threshold levels). The authors’ experience of applications of level differentiation of education in the educational process at the university is presented.