Today, when the education has become not only a mass one, but mandatory, too, we, nonetheless, turn to the inclusion issue more and more often. A modern teacher is faced with a serious challenge: to convey an approved program to a group of people, the perception of each of which is unique. How to implement an individual approach in the conditions of limited time and unlimited number of students? What is the difference between weak and strong students? How to build the learning process in the most efficient way? How to increase students’ self-dependence and responsibility? How to manage a learning strategy?

This, and much more, was discussed at the second lecture of the methodical conference cycle for FRU’s teachers that took place on Wednesday, 6 June in the ISS RANEPA building on Prechistenskaya Embankment.

The lecturer was Simona Ruggia, a lector of the University of Nice Department of Didactics. Her main point was that the difference between strong and weak students often depended not on their abilities, but on the efficiency and strategies of learning. Using the example of cognitive, metacognitive and social and emotional learning strategies she demonstrated the impact they had on a student’s involvement in the educational process and the increase of the student’s efficiency and motivation.

Taking into account these factors a teacher should give thought on how he or she presents the material to students, how students perceive and remember it and what influence he or she may provide on the learning strategies to achieve the best results possible. Thus, learning strategies are inextricably linked to a teaching strategy.

The conference was attended by teachers of RANEPA, Russian Foreign Trade Academy (RFTA) of the Ministry for Economic Development of Russia and Peoples’ Friendship University of Russia (RUDN), as well as representatives of FRU` Secretariat.

The next lecture of the French language methodical videoconference cycle is scheduled for the end of June.