Techniques and methods of critical thinking. Technology for the development of critical thinking
MBOU secondary school No. 22, Tomsk
Techniques and methods of critical thinking
The modern school uses many interactive teaching methods. Most of the techniques presented in the RKCHP technology existed separately within the framework of the traditional domestic methodology (marking the text, systematizing the material, working in groups, etc.). The combination and structuring of such techniques for the formation of critical thinking, as presented in the technology of RKCHP, gives high results in the learning process.
The theoretical basis of the model consists of 3 aspects: philosophical, technological, methodical. Philosophical aspect - idea open society, in which partnerships are formed in the course of educational activities: teacher-student; student-student, the process of cognition is modeled.
Technological consists of 3 stages: challenge - comprehension - reflection. They allow students to determine for themselves:
learning objectives;
Conduct an active search for information;
Reflect on what they have learned from this information;
Express your own opinion;
Self-assessment of knowledge.
Methodical presents:
The system of methods of educational activity;
Sets the logic for constructing lessons;
Keeps track of how things work.
Each model lesson should be represented by two components:
Part 1 - the actual lesson:
Challenge - individual, pair, group brainstorming;
Comprehension - reading the text using the sign system of records "insert";
Reflection - a return to "brainstorming", a comparison of knowledge "before" and "after" reading the text.
2nd part - analysis of all stages and their meaning.
This technology can be used in lessons in grades 3-5. It becomes the basis for thinking younger students about learning and knowledge.
The advantages of this technology are as follows:
clarity and accessibility;
relevance;
principle, as much as possible the student and less teacher;
openness;
practical significance;
Ability to use in any subject.
Tasks that are solved in the educational process through this technology:
ability to reflect on how to gain knowledge (challenge);
develop analytical thinking and creative thinking (comprehension);
determine your personal attitude to information (reflection);
Ability to identify and solve problems.
The lesson in critical thinking technology is a three-phase model:
In order for students to actively earn, they need to be interested. There is a step for this call ". It is at this very important stage that they are involved in the work (a new topic is introduced, its discussion is stimulated, their own learning goals related to it are determined). Here, either an element of surprise will help (no one should know anything about the lesson or its topic), or, as in our case, such an extraordinary wording of the first question so that it surprises, amazes and interests the guys. And once attracted attention, then why not think about it, you can even answer. This is how you get involved in the work. We are already seeing the activation of the whole class and each child individually.
At the next stage " understanding »the revealed information is considered, the knowledge available to the children is involved, the knowledge available to the children is involved, so they are involved in the study of new content. Here children reflect, remember, collect grains of their own experience. And even if at this time there is noise and din in the classroom (it quickly subsides at the right moment), the main thing is that the guys begin to reveal their capabilities, competently express their thoughts. At this stage, students independently rethink the available information (the presence of which they may not have even suspected), draw conclusions and move on.
At the stage " reflection ”(return to the results, comparison of initial knowledge with knowledge after reading the article), the guys appropriate the acquired new knowledge as their own, completely unaware of this, and move on.
If you look at the three stages of the lesson described above from the point of view of the traditional lesson, it is quite obvious that they do not represent an exceptional novelty for the teacher. They are almost always present, just called differently. Instead of a “challenge”, it usually sounds familiar to the teacher: the stage of introduction to the topic or the activation of the existing experience and knowledge of students. And “understanding” is nothing more than a part of the lesson devoted to the study of new material or the stage of solving a problem. And the third stage is in every lesson - this is the consolidation of the lesson, the verification of assimilation or the diagnostic stage (in developmental learning).
What are the differences? What is fundamentally new in the technology of critical thinking?
Elements of novelty, in addition to the philosophical ideas noted above, are contained in methodological techniques that focus on creating conditions for the free development of each individual. At each stage of the lesson, its methodological techniques are used. There are enough of them.
On the stage " call » more commonly used techniques:
- brainstorm cluster Z - X - Y (I know - I want to know - I found out) written assignments introductory question
On the stage " Making sense »:
· text marking
· interrogation
· mutual learning (zigzag)
· double diary
· logbook
· graphic design
· writing assignments of various types
"Introductory Question" ("BB")
"BB" is one of the tricks that is turned on at the "call" stage. It is also called a high-level question that requires mental effort to answer, it is best to help set the student up for active work throughout the lesson.
“What is the advantage of “VV”? - you ask. Starting a lesson, the teacher receives several advantages at once:
In the course of the answers, the students activate their knowledge on the topic of the lesson and imperceptibly “warm up” like athletes before a race. For example, the lesson "The World around" in the second grade begins with the question "Why do the bumps close?". Children, working in groups, reason, putting forward one or another hypothesis on this issue. Since such questions, unlike “actual” ones, have many options, all students answer equally, regardless of the level of abilities and academic performance. Starting a lesson by searching for an answer to a question, the student is involuntarily drawn into the process and actively participates in the work throughout the lesson. If the answers are related to forecasting, then he reads the text more carefully. The teacher is free to use additional questions that help the “responder” clarify his thought or provide the necessary evidence.
After such a warm-up, students easily move on to solving educational problems.
Requirements for an introductory question:
Should serve as an introduction to a new topic. Its discussion should take no more than 5 minutes at the beginning of the lesson. The goal is to involve students in active work in the classroom; stimulate thought. Should direct the thoughts of students in a new direction, and not force them to recall what they learned in advance. The answer cannot be found in the encyclopedia. All accepted answers are written on the board. At the end of the lesson, the teacher and students return to the answers given at the beginning of the lesson in order to confirm or refute them, as well as expand them based on the text being studied.
And another no less important task of the teacher is to bring their own energy into the classroom. Returning to the question with which the lesson began, we can say that it works only after performing some preliminary action - an introductory question. It takes little time, but "ignites" the students and maintains their interest until the end of the lesson.
Planning introductory questions should not be postponed “for later”, because after a good warm-up, the brain, like muscles, works much more efficiently.
"Basket" of ideas, concepts, names...
This is a technique for organizing individual and group work of students at the initial stage of the lesson (“Challenge”), when their experience and knowledge are being updated. It allows you to find out everything that students know and think about the topic under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected. The exchange of information is carried out according to the following procedure:
A direct question is asked about what students know about a particular problem. First, each student remembers and writes down in a notebook everything that he knows on a particular problem (strictly individual work lasting 1-2 minutes). Then there is an exchange of information in pairs or groups. Students share known knowledge with each other (group work). Time for discussion is no more than 3 minutes. This discussion should be organized, for example, students should find out what the existing ideas coincided with, about which disagreements arose. Further, each group in a circle names some one information or fact, while not repeating what was said before (a list of ideas is compiled). All information is briefly written in the form of abstracts by the teacher in the "basket" of ideas "without comments", even if they are erroneous. In the "basket" of ideas, you can dump facts, opinions, names, problems, concepts related to the topic of the lesson. Further, in the course of the lesson, these facts or opinions, problems or concepts that are scattered in the mind of the child can be connected in logical chains. All errors are corrected further, as new information is mastered.
"Building a Cluster"
The meaning of this technique is to try to systematize the existing knowledge on a particular problem. It is associated with the “basket” technique, since the content of the “basket” is most often subject to systematization.
"Cluster" is a graphical organization of the material, showing the semantic fields of a particular concept. The word "cluster" in translation means "spider", "constellation". Compiling a "cluster" allows students to think freely and openly about a topic. The student writes down a key concept in the center of the sheet, and from it draws arrows - rays in different directions, which connect this word with others, from which, in turn, the rays diverge further and further.
"Cluster" can be used on different stages lesson.
At the stage " call"- to stimulate mental activity.
At the stage " understanding» - for structuring the educational material.
At the stage " reflections» - when summing up what the students have learned.
"Cluster" can also be used to organize individual work, both in the classroom and at home.
As he thinks: " Everything that is created before the eyes of children is perceived much faster. ».
"Insert" or "Marginal Mark"
(Text encoding strategy)
"INSERT" is an interactive writing system for effective reading and thinking. This technique is a means that allows the student to trace or, as they read, put them in pencil in the margins of a specially selected and printed text. You should mark individual paragraphs or sentences in the text. The notes should be as follows:
Checkmark (V) - information that is already known to the student is marked in the text. He had already met her. In this case, the source of information and the degree of its reliability does not matter.
Plus (+) - new knowledge, new information is noted. The student puts this sign only if he meets the read text for the first time.
Minus (-) - notes what remains incomprehensible to the student and requires additional information, causes a desire to learn more.
This technique requires the student not the usual passive reading, but active and attentive. It obliges not just to read, but to read the text, track one's own understanding in the process of reading, or skip what they did not understand. And in this case, the marking "?" obliges them to be attentive and note the incomprehensible. The use of markers makes it possible to relate new information to existing representations.
This technique requires the teacher, firstly, to pre-determine the text or its fragment for reading with notes. Secondly, explain or remind students of the rules for placing markings. Thirdly, clearly define the time allotted for this work and follow the rules. And finally, find a form of testing and assessment of knowledge.
For students, the most acceptable option for completing this work with the text is oral discussion. Usually, students easily note that what they know met with what they read, and with particular pleasure report that they learned something new and unexpected for themselves from this or that text. At the same time, it is important that students directly read the text, refer to it.
Minus sign" ( the student thought differently) works infrequently when working with older children. And yet, it should not be abandoned.
Very interesting in this technique is the "question" sign. The fact is that teachers often believe that, explaining the educational material in the lesson, they are looking for answers to questions that are of interest to students. This is not true. The authors of the textbooks pose a variety of questions to the students, the teacher in the lesson demands answers to them, but there is no place for the questions of the students themselves in the textbooks. And the result of all this is well known: children do not always know how to ask questions, and over time they generally become afraid to ask them.
But it is known that the question already contains half the answer. That is why the sign "?" very important in every way. Questions asked by students on a particular topic teach them to realize that the knowledge gained in the lesson is not finite, that much remains “behind the scenes”. And this encourages students to search for an answer to the question, turning to different sources of information: you can ask your parents what they think about this, you can look for an answer in additional literature, you can get an answer from the teacher in the next lesson.
"Reading with feet"
(This technique is good to use in literature lessons)
the teacher introduces the children to the new text, reading expressively, but constantly interrupting at the most intense moment ... and asks: What's next? …
Thus, acquaintance with the text takes place in several stages (at the discretion of the teacher). This technique develops thinking, the ability to put forward hypotheses and educates an attentive listener.
"ZHU"
(Reception of compiling a marking table)
one of the possible forms of monitoring the effectiveness of reading with notes is the compilation of a marking table. It has 3 columns: I know, I want to know, I learned something new.
In each column it is necessary to spread the information obtained during the reading. A special requirement is to write down information, concepts or facts only in your own words, without citing a textbook or other text with which you worked. Reception "ZHU" allows the teacher to control the work of each student and put a mark for the work in the lesson.
If time permits, the table is filled in right at the lesson, and if not, then you can offer to complete it at home, and in this lesson write down 1-2 theses or positions in each column.
The column "Learned" is filled after acquaintance with the text.
ZHU is a simple technique that develops into a solid learning strategy, in which we highlight several types of short written commentary. Thanks to this strategy, students acquire a whole set of tools with which they can make any comment on any text. The variety of approaches teaches to look at any problem from different angles, as a result, children begin to express their thoughts in writing, and they form "complex thinking" - which in itself is one of the most important goals of learning. It teaches you to read more carefully and think deeper into what you read.
"Sinkwine"
Some of all methods and techniques are verbal (verbal) in nature, others are graphic organizers of ideas. There are those that combine both approaches, but these methods need to be carefully analyzed in terms of their actual effectiveness.
For example: "Sinkwine" - translated from French "opinion".
"Sinkwine" is a poem that is a synthesis of information in a concise form, which allows you to describe the essence of the concept or to reflect on the basis of the knowledge gained.
The ability to summarize information, to express complex ideas, feelings and presentation in a few words is an important skill. It requires thoughtfulness and a rich conceptual stock from the student. This technique can be used at different stages of the lesson - it has different tasks:
challenge - brief summary of existing knowledge
comprehension– thoughtful work with new knowledge
reflection (thinking)– integration of new and existing knowledge.
This technique can be used not only in the lessons of reading and the world around, but also in the lessons of the Russian language and mathematics. This is a form of free creativity, which is compiled according to certain rules.
1 line contains one word - a noun. This is the theme of syncwine.
· On line 2, write two adjectives that reveal the theme of syncwine.
· On line 3, three verbs are written that describe actions related to the theme of syncwine.
· The 4th line contains a whole phrase, a sentence consisting of several words (4), with the help of which the student expresses his attitude to the topic. It can be a catch phrase, a quote, or a phrase compiled by students in context with the topic.
· On the last line is the word summary (synonym), which gives a new interpretation of the topic, allows you to express your personal attitude to it. It is clear that the theme of syncwine should be, if possible, emotional.
Acquaintance with syncwine is carried out according to the following procedure:
The rules for writing syncwine are explained. The theme of syncwine is set. Time is fixed for this type of work. Variants of syncwines are heard at the request of the students.
In the classroom, children write different syncwines. Let them be simple for now, but very useful as:
- a tool for synthesizing and enriching complex information; means of assessing students' vocabulary; means of creative expression.
Similar work:
- enriches vocabulary; prepares the student for a brief retelling; teaches to formulate the idea of a work (4th line of syncwine); allows each student to feel (at least for a moment) a creator and philosopher, since everyone can write a syncwine.
For example:
SUN SNOW
large, bright white, crispy
shines, warms, pleases, flies, falls, circles
the sun is a very hot body it covers the earth with a blanket
BALL STAR or DROP
TRUCK DIRECT
forgotten, beautiful endless, numerical
lies, falls, buzzes can be folded, compared
he was bored all night marked positive and
TOY negative numbers
SCALE
Method of mutual learning
(teaching together)
Collaborative learning - when students work together in pairs, groups, together, while they have the same problem, the same topic, the children try to work out the same solution, fresh ideas come.
Efficiency:
1. Ability to work independently and in a group.
2. Be able to highlight the main thing.
3. The effectiveness of training increases.
4. Speech develops.
5. Improved discipline.
6. Increased motivation.
7. Increased self-esteem.
8. The volume increases.
9. Modes of action.
10. Children learn to accept other people's points of view.
11. Everyone works.
12. New communication style.
13. Social activity.
14. Inner comfort.
15. Positive attitude towards other sciences (interdisciplinary connection).
16. Control each other, help each other.
"Zigzag"
Each child is given a piece of text. Children try to remember everyone who is in their group. There is a re-registration of the class (raise your hand, those who have No. 1, No. 2 ...). take Blank sheet and divide it into three columns (four). Children read their piece and depict it schematically on a piece of paper, because when they return to their group, they must tell their text. Children return to their groups. The teacher takes the texts. Children listen and fix schematically in each column, according to the number of the speaker. Then, the speaker asks a question, where he clarifies the understanding of what he heard. Then you can ask questions about the text or ask to recite the text.
Reflective tasks after working in groups:
- Meaningful questions. The game "right - wrong", stomp - clap. The bright moments of the text are written on the poster. The poster is a call. Fill in the ZHU table at home. Write a short essay.
Texts for reading should be taken clear, so that what is read is easily perceived. It is better not to take texts saturated with terms. Not everything can be clear. In groups to accept both strong and weak students. The teacher is an observer. Children are talking and discussing all the time.
The teacher must know what his actions are aimed at! It is important to consider the environment!
1. Formulates the objectives of the lesson:
Subject goals (ZUNs)
competence
2. Based on the purpose of the lesson, formulates the objectives of the lesson, the expected results.
3. analyzes the individual characteristics of the class:
Knowledge level;
Ability to work collaboratively;
Competence skills, etc. d.
It builds its requirements based on the individual characteristics of children.
4. Selects certain methods of technology RKMCHP.
5. Builds the course of the lesson, in accordance with the technology:
CHALLENGE - material; form of work; the time allotted for each type of work;
COMPREHENSION - material; form of work; the time allotted for each type of work;
REFLECTION - material; form of work; the time allotted for each type of work.
6. Prepares materials for admission (texts, cards, videos, etc.)
7. Clearly allocates time for each type of work during the lesson (it is better to record this on a separate sheet of lesson management for a short course of the lesson - the teacher's actions, forms of work and time for them).
8. Considers methods of assessment, forms of their discussion with children.
9. Plans unpacking in detail. Since this is a mini-lesson of the RKCHP at the end of each lesson on this technology.
Stage 2 - during the lesson:
At the beginning of the lesson, motivation at the challenge stage is required.
1. During the lesson, the teacher saves the lesson model (V-O-R), observes the lesson sheet.
2. If possible, records in the lesson sheet (in the margins) the reaction of the audience to all types of work.
3. At the beginning of the lesson, it is necessary to work out the criteria for assessing students (the teacher, together with the students, works on the assessment criterion).
4. Organizes the learning space in accordance with the forms and activities in the lesson (with a plan).
5. Uses questions to motivate students to become more actively involved in activities.
6. Make adjustments during the lesson.
7. Complies with the principle of cooperation (teacher-student, student-student).
8. Gives activity to children.
Stage 3 - lesson analysis:
Peer review sheet.
Answers on questions:
1. Has the B-O-R model been preserved in the lesson;
2. Have the goals and objectives of the lesson been achieved; lesson results;
3. Did you get contact with the children, were the children active in the lesson;
4. Is the interest of children in the lesson carried out noticeable;
5. What was successful (unsuccessful) in the lesson, why;
6. What did you want to change in the lesson;
7. Were the forms of assessment successfully chosen and introduced;
8. Was the unpacking (what the teacher did in class) of the class – how useful was it for the teacher and the children; (Question at the unpacking stage: remember what we knew when we didn't read the text?).
9. Forecasting further work on:
Continuing education on the topic;
The use of technology RCMCHP in their practice.
What the teacher does:
Dialogue at the beginning of the lesson, dialogue at the end.
The middle is a moment of liberated discussion.
Analysis of the lesson on the technology of RKMChP.
In the process of analyzing a lesson on RKCHP technology, attention should be paid to the following points:
Has the model "Challenge - Realization of meaning - Reflection" been preserved? How justified are deviations from the model, if any?
How does the teacher build relationships with students? Is the principle of cooperation respected?
How do students express their skills of working in pairs, groups?
The activities of students in the classroom can be analyzed according to the following criteria:
activity (cognitive);
argumentation of statements, conclusions;
independence (the ability to identify and formulate a problem, determine the way to solve it, the ability to organize activities - including joint ones - to achieve the goal);
awareness of understanding the content of educational material;
Expression of personal attitude to the content and activities.
The effectiveness of each stage of the lesson is determined by:
the validity of the methods used, their compliance with the goals and objectives of the lesson;
the level of the teacher's questions;
compliance of the text with the topic and objectives of the lesson, age characteristics of students;
adequacy of techniques to the proposed text.
The column "Comments" is filled in during the lesson, the analysis of which ends with general conclusions.
Technology "Development of critical thinking"
Technology "Development of critical thinking"
The Critical Thinking Development technology was developed by the International Reading Association of the University of Northern Iowa and Hobard and William Smith Colleges. The authors of the program are Charles Temple, Ginny Steele, Kurt Meredith. This technology is a system of strategies and methodological techniques designed for use in various subject areas, types and forms of work. It allows you to achieve such educational results as the ability to work with an increasing and constantly updated information flow in various fields of knowledge; the ability to express one's thoughts (orally and in writing) clearly, confidently and correctly in relation to others; the ability to develop one's own opinion on the basis of comprehension of various experiences, ideas and ideas; ability to solve problems; the ability to independently engage in their own learning (academic mobility); ability to cooperate and work in a group; the ability to build constructive relationships with others.
Since at present the school is called upon to educate a free, developed and educated person who owns a certain subjective experience, able to navigate in a constantly changing world.
The formation of critical thinking during the expansion of the information space is of particular relevance. Critical thinking in teaching activity is understood as a set of qualities and skills that determine a high level of research culture of a student and teacher, as well as “evaluative, reflective thinking”, for which knowledge is not the final, but the starting point, reasoned and logical thinking, which is based on personal experience and proven facts. (Zagashev I.O., Zair-Bek S.I., 2003)
The technology of forming critical thinking through reading and writing is based on the theory of meaningful learning by L.S. Vygotsky "... any reflection is the result of an internal dispute, as if a person were repeating in relation to himself those forms and methods of behavior that he had previously applied to others." (Vygotsky, 1984: 243), as well as the ideas of D. Dewey, J. Piaget and L.S. Vygotsky about the creative cooperation between a student and a teacher, about the need to develop an analytical and creative approach to any material in students.
However, in English lessons, I often had to see the bored faces of students, faced with low activity in the lesson, with a lack of interest in the subject and culture of performance. homework, and with a reluctance to learn in general. Since it is also English, it sometimes seems that such a passive attitude to the subject may be due to a misunderstanding of tasks, an inability to navigate in a textbook, work independently with various sources, find and systematize information.
The goals in the study, in particular, of a foreign language are not education as such, where the content will be only practical knowledge, skills and abilities, but the education of the individual. At the same time, it is important to form in students a set of media education skills, including:
- find the required information in various sources;
- critically comprehend information, interpret it, understand the essence, target orientation, purpose of informing;
- systematize information according to given criteria;
- translate visual information into a verbal sign system and vice versa;
- modify the volume, form, sign system of information;
- find errors in information, perceive alternative points of view and make sound arguments;
- establish associative and practically expedient links between information messages;
- be able to long time(quarter, academic semester, academic year or other period of time) to collect and systematize thematic information;
- be able to isolate the main thing in an information message, separate it from “white noise”, etc.
The essence of media education is clearly reflected in the thoughts Ya.A. Comenius that “the teacher should think about first making the student fit for the perception of education. The teacher, before educating the student with his instructions, must first awaken in the student the desire for education, make the student at least fit for education. Not the amount of knowledge or the amount of information put into the student's head is the goal of education, but how he knows how to manage this information: to search, in the best possible way appropriate, find meaning in it, apply in life. Not the appropriation of "ready" knowledge, but the construction of one's own, which is born in the learning process.
I have set the following goals:
- the formation of a critical style of thinking in the process of teaching a foreign language, which is characterized by openness, flexibility, reflexivity, awareness of the alternativeness of decisions made, the ability to understand hidden meaning any message;
- formation of skills to navigate information sources, find, process, transmit and receive the required information, while using different strategies in its processing, rejecting unnecessary or incorrect information; to separate the main from the unimportant in the text or speech and be able to focus on the first;
- inclusion of out-of-school information in the context of general basic education, in the system of formed knowledge and skills.
In order to successfully achieve my goals, I have determined the following: tasks:
? to form in students the necessary media education skills and abilities as necessary components of preparing schoolchildren for life in the modern information space;
? create the necessary conditions for the effective use of the media educational potential in the classroom and outside the classroom;
? ensure the achievement of media educational goals in the study of a foreign language along with the achievement of the educational goals of this discipline.
In my work, I pay special attention to the development of critical thinking in the process of teaching a foreign language, as the most important component of media education. Working with various sources of information will be useless and incomplete if you are content with facts only, without revealing the causes and consequences of these facts. Not the amount of knowledge or the amount of information put into the student’s head is the goal of my work in the lesson, but how he knows how to manage this information: find, systematize, appropriate in the best way, find meaning in it, apply in life. Working with various sources of information involves polite skepticism, doubting generally accepted truths, means developing one's point of view on a particular issue and the ability to defend this point of view.
This technology is based on the three-phase structure of the lesson
Technological stages
Three phases of critical thinking development technology:
Call phase (evocation). Often the lack of learning effectiveness is explained by the fact that the teacher constructs the learning process based on the goals set by him, implying that these goals were initially accepted by the students as their own. Indeed, the setting of goals by the teacher occurs in advance, which allows him to more clearly design the stages of the educational process, determine the criteria for its effectiveness and diagnostic methods. At the same time, many well-known didactic scientists who develop the ideas of a constructivist approach to teaching in their research (J. Dewey, B. Bloom and others) believe that it is necessary to enable the student to set learning goals on his own, creating the necessary internal motive for the process. teachings. Only then can the teacher choose effective methods to achieve these goals. Let's remember what we learn best? Usually this is information on a topic about which we already know something. When is it easier for us to make a decision? When what we do is consistent with existing experience, albeit indirectly.
So, if the student is given the opportunity to analyze what he already knows about the topic being studied, this will create additional incentive to formulate their own goals-motives. It is this task that is solved in the call phase (evocation).
Second task, which is solved at the call phase, is the problem activation of cognitive activity of students. Often we see that some schoolchildren do not make significant intellectual efforts in the lesson, preferring to wait for the moment when others complete the proposed task. Therefore, it is important that during the challenge phase everyone can take part in the work that aims to actualize their own experience. An important aspect in the implementation of the challenge phase is the systematization of all the information that has emerged as a result of students' free statements. This is necessary so that they can, on the one hand, see the collected information in an “aggregated” categorical form, while this structure can include all opinions: “correct” and “incorrect”. On the other hand, ordering the expressed opinions will allow you to see contradictions, inconsistencies, unclear points, which will determine the direction of further search in the course of studying new information. And for each of the students, these areas can be individual. The student will determine for himself on which aspect of the topic under study he should focus his attention, and which The information only needs to be verified.
During the implementation of the call phase:
1. Students can express their point of view on the topic being studied, and doing it freely, without fear of making mistakes and being corrected by the teacher.
2. It is important that the statements are recorded, any of them will be important for further work. At the same time, at this stage there are no “right” or “wrong” statements.
3. A combination of individual and group work would be appropriate. Individual work will allow each student to update their knowledge and experience. Group work allows you to hear other opinions, express your point of view without the risk of making a mistake. The exchange of opinions can also contribute to the development of new ideas, which are often unexpected and productive. The exchange of opinions can also contribute to the emergence of interesting questions, the search for answers to which will encourage the study of new material. In addition, often some students are afraid to express their opinion to the teacher or immediately in a large audience. Working in small groups allows these students to feel more comfortable.
The role of the teacher at this stage of work is to encourage students to remember what they already know about the topic being studied, to promote a conflict-free exchange of opinions in groups, to fix and systematize information received from students. However, it is important not to criticize their answers, even if they are inaccurate or incorrect. At this stage, the important rule is: "Any student's opinion is valuable."
It is very difficult for us teachers to act as patient listeners of our students. We are used to correcting them, criticizing them, moralizing them about their actions. Avoiding this is the main difficulty for working in the mode of pedagogical technology for the development of critical thinking.
Sometimes a situation may arise when the stated topic is unfamiliar to students, when they do not have sufficient knowledge and experience to develop judgments and conclusions. In this case, you can ask them to make assumptions or a forecast about a possible subject and object of study. So, in case of successful implementation of the challenge phase, the training audience has a powerful incentive to work at the next stage - the stage of obtaining new information.
The phase of understanding the content (realization of mening). This stage can be called the semantic stage in another way. In most lessons at the school where one studies new material, this phase takes the longest time. Most often, acquaintance with new information occurs in the process of its presentation by the teacher, much less often - in the process of reading or watching materials on video or through computer training programs. At the same time, in the process of implementing the semantic stage, students come into contact with new information. Fast pace presentation of new material in the mode of listening and writing practically excludes the possibility of its comprehension.
One of the conditions for the development of critical thinking is to track your understanding when working with the material being studied. It is this task is the main one in the learning process at the phase of comprehension of the content. An important point is to obtain new information on the topic. If we remember that during the challenge phase, the students have identified the directions of their knowledge, then the teacher in the process of explaining has the opportunity to place emphasis in accordance with the expectations and questions asked. Organization of work at this stage may be different. It can be a story, a lecture, individual, pair or group reading or watching a video. In any case, it will be an individual acceptance and tracking of information. The authors of the pedagogical technology for the development of critical thinking note that in the process of implementing the semantic stage, the main task is to maintain the activity of students, their interest and the inertia of movement created during the challenge phase. In this sense, the quality of the selected material is important.
Some explanations. Sometimes, further in the case of a successfully implemented challenge phase, in the process of working at the implementation phase, the interest and activity of students weaken. There may be several explanations for this.
First, the text or message that contains information on a new topic may not meet the expectations of students. They may be either too complex, or they may not contain answers to the questions posed in the first phase. In this regard, it is somewhat easier to organize the study of a new topic in the listening mode. However, taking into account the psychological characteristics of the perception of the lecture, it is necessary to use special techniques for activating attention and stimulating critical thinking. Working in Reading View is more difficult for an organization. But, as the authors of the pedagogical technology for the development of critical thinking note, reading stimulates the process of critical reflection to a much greater extent, since this is an individual process in itself, not regulated by the speed of perception of new information. Thus, in the process of reading, students have the opportunity to re-read the incomprehensible, note the most important fragments, refer to additional sources.
Secondly, the teacher does not always use the possible methods of stimulating attention and actively, although these methods are well known. These are problematic questions in the course of explaining the story, graphic presentation of the material, interesting facts and comments. In addition, there are techniques for thoughtful reading.
It is impossible not to pay attention to one more circumstance. As well as at the first stage of work in the mode of technology for the development of critical thinking, at the semantic stage, students independently continue to actively construct the goals of their teaching. Setting goals in the process of getting to know new information is carried out when it is superimposed on existing knowledge. Students can find answers to previously asked questions, solve problems that have arisen on initial stage difficulty work. But not all questions and difficulties can be resolved. In this case, it is important that the teacher encourage students to ask new questions, search for answers through the context of the information that students work with.
In the comprehension phase, students:
1. Make contact with new information.
2. They try to compare this information with existing knowledge and experience.
3. They focus their attention on finding answers to questions and difficulties that arose earlier.
4. Pay attention to ambiguities, trying to raise new questions.
5. They strive to track the very process of getting to know new information, to pay attention to what exactly attracts their attention, which aspects are less interesting and why.
6. Prepare for analysis and discussion of what they heard or read.
Teacher at this stage:
1. May be a direct source of new information. In this case, his task is to present it clearly and attractively.
2. If schoolchildren work with the text, the teacher monitors the degree of activity of work, attentiveness when reading.
3. To organize work with the text, the teacher offers various techniques for thoughtful reading and reflection on what has been read.
The authors of the pedagogical technology for the development of critical thinking note that it is necessary to allocate sufficient time for the implementation of the semantic stage. If the students are working with the text, it would be wise to set aside time for a second reading. This is quite important, because in order to clarify some issues, it is necessary to see textual information in a different context.
Reflection phase. Robert Boostrom, in Developing Creative and Critical Thinking, notes: “Reflection is a special kind of thinking... Reflective thinking means focusing your attention. It means careful weighing, evaluating and choosing.” In the process of reflection, the information that was new becomes appropriated, turns into one's own knowledge. Analyzing the functions of the first two phases of the critical thinking development technology, we can conclude that, in fact, reflective analysis and evaluation permeate all stages of work. However, reflection on the invocation and implementation phases has other forms and functions. In the third phase, the reflection of the process becomes the main goal of the activity of schoolchildren and teachers.
Reflective analysis is aimed at clarifying the meaning of the new material, building a further learning route (this is understandable, this is incomprehensible, you need to learn more about this, it would be better to ask a question about this, and so on). But this analysis is of little use unless it is put into verbal or written form. It is in the process of verbalization that the chaos of thoughts that was in the mind in the process of independent comprehension is structured, turning into new knowledge. Questions or doubts that arise can be resolved. In addition, in the process of exchanging opinions about what they read or heard, students have the opportunity to realize that the same text can cause different assessments that differ in form and content. Some of the judgments of other students may be quite acceptable to accept as their own. Other judgments cause the need for discussion. In any case, the stage of reflection actively contributes to the development of critical thinking skills.
So, what are the mechanisms for implementing the reflection phase when working in the critical thinking development technology mode?
There is no doubt about the importance of tracking the development of students' knowledge. The mechanism of this development can be represented as follows:
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Updating existing knowledge, identifying difficulties and gaps in knowledge, formulating questions. |
Acquaintance with new information, its correlation with existing knowledge, search for answers to previously posed questions, identification of difficulties and contradictions, adjustment of goals. |
Summarizing and systematizing new information, its assessment, answers to the questions posed earlier, the formulation of questions, setting new goals for educational activities. |
The mechanism of reflection in the mode of technology for the development of critical thinking.
At the reflection phase, schoolchildren systematize new information in relation to their existing ideas, as well as in accordance with the categories of knowledge (concepts of various ranks, laws and patterns, significant facts). At the same time, the combination of individual and group work at this stage is the most appropriate. In the process of individual work (various types of writing: essays, keywords, graphic organization of the material, and so on), students, on the one hand, select information that is most significant for understanding the essence of the topic under study, as well as the most significant for the implementation of previously set individually goals. On the other hand, they express new ideas and information in their own words, independently build cause-and-effect relationships. Students remember best what they understood in their own context, expressing it in their own words. This understanding is long-term. When a student reformulates understanding using their own vocabulary, a personal meaningful context is created.
Along with written forms, oral reflection is no less important. J. Steele and her colleagues - the authors of the pedagogical technology for the development of critical thinking through reading and writing - note that a lively exchange of ideas between students makes it possible to expand their expressive vocabulary, as well as get acquainted with various ideas. Allowing the dialogue at the stage of reflection, the teacher makes it possible to see and consider various options opinions on the same question.
We noted the importance of the reflection phase for the development of students' knowledge. In this context, reflection is important for tracking learning outcomes. But no less important is the role of this phase for tracking the learning process itself, the process of thinking and activity. K. Rogers wrote: "... the way to learn is to indicate your doubts, try to clarify unclear questions and thus get closer to the meaning of new experience ...". This thought helps us understand the essence of reflective learning. Tracking the stages, the mechanism of their activity helps the student to understand the methodology of educational and scientific knowledge. J. Steele and her colleagues emphasize that teaching is best when it is transparent, that is, when students see how the learning process unfolds. In this context, the mechanism for implementing the reflection phase is as follows:
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Reflection of the pedagogical process, awareness of one's own actions and the actions of students |
The formation of a new pedagogical experience, the development of skills |
The effectiveness of the pedagogical process |
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Student |
Reflection of the process, awareness of one's "I", one's experience, one's own actions and the actions of other students and teachers |
The birth of new knowledge, the formation of experience, the development of personality |
The mechanism of reflection at the level of the pedagogical process in the mode of technology for the development of critical thinking.
It is important that in the process of reflection, students can independently evaluate their path from representation to understanding. It is even more important that this process be carried out without coercion by the teacher.
How can a teacher stimulate reflection? B. Bloom believed that questions could be such an effective mechanism.
It should be noted that the questions asked by the teacher are not just a way to stimulate the activity of the reflection process, but it is also a way to show students the way to independent reflection (without outside help). Encouraging students to ask questions is the most important and at the same time the most difficult task of the teacher in the learning process. This task requires painstaking and systematic work.
Another stimulus for the activation of reflection is the subjective judgments of the teacher himself about what is happening in the lesson. This involves not only value judgments about the actions of students (we have already noted that this can, on the contrary, lead to a decrease in the activity of work), but also an assessment of one's feelings, the expression of one's own doubts. Sincerity and attitude of partnership make the atmosphere of discussion more open and the results more fruitful.
In the process of reflection, the teacher evaluates the results of the students' work. Often the question arises about the mechanism for diagnosing the effectiveness of the learning process in the technological mode. We have already noted that at the first and second stages of work it is important for the teacher to refrain from evaluating aloud. This does not mean that it is necessary to completely refrain from diagnosing the process. But it is at the final stage of the work that the diagnostic results can be announced. A feature of diagnosing the effectiveness of work in the mode of technology for the development of critical thinking, in addition to those already indicated above, is that the teacher and students can track the development of ideas, ideas and practical experience in dynamics, as they work at the stages of challenge, comprehension of content and reflection.
Summary.So, the functions of the three phases of the technology for developing critical thinking through reading and writing can be schematically represented in the table as follows:
Table 1. Functions of the three phases of technology for the development of critical thinking
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Call Motivational(incitement to work with new information, awakening interest in the topic) Informational(call "to the surface" of existing knowledge on the topic) Communication |
Making sense of the content Informational(obtaining new information on the topic) Systematization(classification of the received information into categories of knowledge) |
Reflection Communication (exchange of views on new information) Informational(acquisition of new knowledge) Motivational(an incentive to further expand the information field) Estimated(correlation of new information and existing knowledge, development of one's own position, |
What is the innovation of the presented model? It seems to us that this model, going beyond the classical technological strategy, nevertheless represents the experience of the practical implementation of a student-centered approach to learning. A feature of this pedagogical technology is that the student in the learning process constructs this process himself, based on real and specific goals, he himself tracks the direction of his development, he determines the final result. On the other hand, the use of this strategy is focused on developing the skills of thoughtful work with information, with text.
. Techniques for developing critical thinking
Clusters
The "Clusters" technique is applicable both at the challenge stage and at the reflection stage. The essence of the technique lies in the fact that information relating to any concept, phenomenon, event described in the text is systematized in the form of clusters (clusters). In the center is the key concept. Students logically associate subsequent associations with the key concept. The result is a semblance of a reference summary on the topic under study.
This technique allows each student to reach his own goal-setting, highlight concepts that are significant for him. The “Cluster” technique allows not only to activate lexical units in students’ speech and introduce new ones, but also, by combining them into a coherent statement, train various grammatical structures, depending on the goal .
Prediction tree
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This technique helps to make assumptions about the development of the storyline of a story or narration. The rules for working with this technique are as follows: students' possible assumptions model the further ending of this story or narration. The trunk of the tree is a theme, the branches are assumptions that are carried out in two main directions - "possibly" and "probably" (the number of "branches" is not limited), and, finally, "leaves" - the rationale for these assumptions, arguments in favor of one or another opinions. It is advisable to use the “prediction tree” at the stage of vocabulary consolidation in order to analyze a problem, discuss a text, predict events. Since this technique is based precisely on the assumption and forecasting, the constructions of the future tense and the subjunctive mood are actively used in the speech of students. An example of an English lesson in 7th grade. Subject:“Environment” Target:Summarize the knowledge gained on the topic, consolidate the use of construction Simple Future and Subjunctive mood. Task: As an environmental organization expert, study the message of aliens and predict possible changes in the environment for the next 100 years. Dear friends, people! You live on the one of the most beautiful planet - Earth. It is surrounded by water and shines blue in the space. Your planet servers as a home for different animals and plants and for you too, people. So many wonderful oceans and sees, wild woods and deserts, mountains and rivers can we see in the dark. A lot of peoples have a great dream to be Eathers and to breath the clean air. Stop the destruction of the wildlife and the spoiling of the environment in other way you will damage your planet. Many hundred years ago our planet was like yours. But now…. Oh, now we haven't chances to live! Resultworkstudents: may be if will be if
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· Take notes. We offer you several marking options: 2 "+" and "V" icons, 3 "+", "V", "?" , or 4 icons "+" , "V", "-", "?" . · Put icons as you read the text in the margins. · After reading once, return to your original assumptions, remember what you knew or assumed about this topic before, perhaps the number of icons will increase. · The next step is to complete the table. · ("Insert"), the number of columns of which corresponds to the number of marking icons. An example of an English lesson in grade 9. Subject: H healthy living guide. Tasks: 1. To expand the cognitive sphere of students. 2. Teach learning reading. 3. Teach value proposition using structures : \I think that\ I didn't know that\, I am of opinion that\, it is new for me that\, I don't understand why….. Assignment to students : Read the article from the British magazine " Healthy ” and tell me, what, in your opinion, are the symptoms associated with chronic fatigue? |
Such a strange illness!
When most of us hear the “word” tiredness, we immediately think about trying to have a rest.You have attempted to sleep on Sunday and on Saturday, but without any effort. It is insomnia! You don't feel well. You don't have any energy, any appetite and your body isn't fit. Besides headaches and irritation make you worry. May be it is an influence? It seems you have a temperature! What is the matter? To have a diet? To visit a doctor?To take vitamins? To stay in bed? You are not ill and don't feel well! You don't want to visit your friends, to go for a walk. You are not interested in sport, music and other things. Oh, you are visited by depression! Such a strange illness! You think that a rest should be about more than just to sleep. But what should you do……?
Symptoms of chronic tiredness
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1. depression |
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2. Irritation |
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3. Headaches |
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4. Insomnia |
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5. Teeth ache |
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6. Backaches |
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7. sleepiness |
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8. temperature |
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9. A sore throat |
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10. Any appetite |
Table of true and false statements
Note:After working on the text and filling in the table, a discussion of the problem is organized, where students use the speech patterns proposed by them, corresponding to the icons. For example " V" - I think that ……. "-" - I didn't know that ....
Mystery
The "Riddle" technique is very effective when working on the lexical side of speech at any stage of learning a foreign language. It allows you to activate the studied lexical units in the memory of students and contributes to the development various kinds memory. In addition, this technique can be used at the initial stage of work on the topic to introduce lexical units.
An example of an English lesson in 2nd grade.
Subject:"Animals"
Target:activate lexical units on the topic, train students in using the structure of an interrogative sentence Is it…..?
Task:guess what animal it is.
It can jump, but it is not a kangaroo,
It can run, but it is not a dog,
It can swim, but it is not a fish,
It is strong, but it is not an elephant.
( atiger)
Note:students can make riddles on their own after they master this technique
Zigzag-2
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The "Zigzag" technique belongs to the group of techniques for the development of critical thinking and requiresorganizing the work of students together: in pairs or small groups on the same problem, in the process of which new ideas are put forward. These ideas and opinions are discussed and debated. The process of learning together is closer to reality than traditional learning: most often we make decisions in the process of communication in small groups, temporary creative teams. These decisions are made both on the basis of compromise and on the basis of choosing the most valuable opinion put forward by someone from the group. |
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The purpose of this technique is to study and systematize a large amount of material. To do this, you first have to break the text into semantic passages for mutual learning. The number of passages should match the number of group members. For example, if the text is divided into 5 semantic passages, then in groups (let's call them conditionally working) - 5 people. 1. In this strategy, there may not be a challenge phase as such, since the task itself - the organization of work with a large text - in itself serves as a challenge. 2. The semantic stage. The class is divided into groups. The group is given texts of various contents. Each student works with his own text: highlighting the main thing, either compiling a reference summary, or using one of the graphic forms (for example, "cluster"). At the end of the work, students move to other groups - groups of experts. 3. Stage of reflection: work in a group of "experts". New groups are formed in such a way that in each there are "specialists" on one topic. In the process of exchanging the results of their work, a general presentation scheme of the story on the topic is drawn up. The question of who will conduct the final presentation is being decided. The students then move to their original groups. Returning to his working group, the expert introduces the other members of the group about his topic, using a common presentation scheme. In the group there is an exchange of information of all members of the working group. Thus, in each working group, thanks to the work of experts, a general idea is formed on the topic under study. 4. The next step will be the presentation of information on certain topics, which is carried out by one of the experts, others make additions, answer questions. Thus, there is a "second hearing" of the topic. |
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This technique is also applied to texts of a smaller volume. In this case, the text is studied by all students, the principle of dividing into groups is questions to this text, their number must match the number of group members. Expert groups gather specialists on one issue: for a more detailed study of it, exchange of views, preparation of a detailed answer to the question, discussion of the form of its presentation. Returning to the working groups, the experts sequentially present answers to their questions. An example of an English lesson in 10th grade. Subject: "What are you going to be?" Target:systematize lexical material on the topic. Teach exploratory reading. Teach a monologue statement based on the text. Questions: 1. Why is it important to choose the right career? 2. What choices are opened to the British young people? 3. Why do the young people taking the job spend one day a week at a College? 4. What choices do the A-level students have? What are they going to do? Most people spend a third of their lives at work and spend more time with their work colleagues than with their families or friends. So it is important that people enjoy their work as much as possible: and enjoying work means choosing the right career in the first place. People in Britain can start work at the age of sixteen, though many people stay at school after this age. For all people as they approach the end of their school lives the big question is – what are they going to do? Most young people have several choices open to them when they leave school. Here are some of them. They can leave school at the age of sixteen and take a low-paid job, often a manual one such as working in a shop or a factory. They can leave school at sixteen, take a job but spend one day a week at a College of Further Education learning more about the theory and practice of their work.Many people who are learning a practical skill – for example, car mechanics, caterers, hairdressers or typists - do this. At the end of their training, they get a qualification, which gives them a better chance of promotion and higher wages.At the same time they have gained practical experience in their job, because they have been working while training. Many people stay at school to take A level * G.C.E.** examinations. This means working very hard and earning no money for two or three more years.However, with A-levels, a student has more choices open to him. If he goes to a Technical College, he can get a qualification in a practical skill such as engineering, art and design, secretarial work, business studies and child-care. He can go to a College of Education and train to be a teacher. These training courses take from two to seven years. If a student has very good results in his A-levels, he can go to university and get a degree in a subject like Languages, Maths, Philosophy, Literature or Science. This normally takes three years. However, after such an academic course, many students still have no practical skill for doing a job. *A level - advanced level **GCE - general certificate of education |
Logbook
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Reception "Logbook" - this is withmaterial visualization. It can become a leading technique at the semantic stage. |
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What do I know about this topic? |
What did I learn from the text? |
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Having met key points in the text, students enter them in their logbook. When reading, during pauses and stops, students fill in the columns logbook, linking the topic under study with their vision of the world, with their personal experience. Carrying out such work, the teacher, together with the students, tries to demonstrate all the processes visibly, so that later the students can use it. |
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Comments |
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On the left side of the diary, students write down those moments from the text that made the greatest impression on them, evoked some memories, associations with episodes from their own life, puzzled them, caused a protest or, conversely, delight, surprise, such quotations on which they "stumbled." On the right, they should comment: what made them write down this particular quote. At the reflection stage, students return to working with double diaries, with their help the text is sequentially parsed, students share the comments they made on each page. The teacher introduces students to his own comments if he wants to draw students' attention to those episodes in the text that were not heard during the discussion. |
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The mechanism that triggers the process of critical thinking can be interpreted as a purposeful beginning with a self-regulating action. As soon as a person has an interest, some kind of curiosity in an object or object, he begins to think actively, analyzing a large amount of information to find the very core of knowledge that can satisfy this curiosity.
Development of critical thinking
Thinking is one of the mental processes, which is based on the reflection of reality, followed by modeling relative to individual experience.
There are several types of thinking, one of which is critical thinking. It involves the ability to draw logical conclusions and make informed decisions.
Every day, every person in the course of his life performs such actions dozens of times. However, the course of events is often distorted by subjective moments of perception.
So, teachers influence the mechanism by writing and reading fiction. Reading is the main method at any age. A competent teacher, as well as parents, can teach a child the basics of effective reading with elements of active perception, text analysis and possible inclusion in a personal context. An important condition in this paragraph is the choice of information that attracted particular attention and interest of the reader, but not the full text of the work or article.
Critical thinking technology based on reading and writing There are three main stages in this technology: I. Challenge - the awakening of existing knowledge, interest in the information received, updating life experience. II. Understanding the content (obtaining new information). III. Reflection (understanding, the birth of new knowledge).
Methods and techniques of critical thinking technology brainstorming "basket of ideas, concepts, names" technique, syncwine cluster method, RAFT technologies, ZHU technique, POPS - formula, method of thick and thin questions, fishbone method Insert RAFT technology, concept-terminological map "Correct and incorrect statements" or "do you believe" Reception "Reading with stops" and making a "prediction tree", etc.
Brainstorming Usually brainstorming is carried out in groups of 7-9 students 1. Creation of a bank of ideas. The goal is to come up with as many solutions as possible. 2. Analysis of ideas. In every idea to find something useful, rational grain. 3. Processing of results. The group selects from 2-5 the most interesting solutions and appoints a speaker who tells the class about them
"True and False Statements" or "Do You Believe"
Cluster Cluster (bunch): involves the selection of semantic units of the text and its graphic design in the form of a bunch. Important in the text you are working with: 1. Select the main semantic unit in the form of a keyword or phrase (topic). 2. Select the semantic units (categories of information) associated with the keyword. 3. Concretize the categories with opinions and facts that are contained in the information being mastered.
Fishbone at a history lesson in grade 6 Topic “Feudal fragmentation in Rus' Causes of collapse Ancient Rus' Differences in territories in terms of natural and economic conditions Subsistence economy Strengthening the economic power of individual lands There are no close trade ties between the principalities Fragmentation in Rus' was inevitable The order of succession to the Kiev throne was not determined Internecine wars and the struggle for the Kiev throne Growth and development of cities Cities do not want to obey Kiev striving for independence
SWOT - analysis in the lesson of economics in grade 9 Theme "Types economic systems» - efficient allocation of resources; - stimulates NTP; - creates a material incentive to produce what is needed - efficient distribution of resources; - stimulates NTP; - creates a material incentive to produce what is needed - creates social inequality; - does not solve socio-economic problems (inflation, unemployment) - such industries as housing and communal services are not developed As a result of social inequality, the following are possible: social upheavals in society; Reducing the level of provision of citizens with public goods; The market economy will not be able to quickly get out of the crisis without government intervention - a free choice of suppliers, raw materials, goods, etc.; - variety of forms of ownership; - free competition; -use of the most effective technologies; -independence of producers Market economy
Thick and thin questions. (Thick question: Thin question who... what... when... can... will... could... what was the name... was... do you agree... right.. give an explanation why... why do you think... why do you think... what is the difference... guess what will happen if... what if...
Reception ZHU "I know - I want to know - I learned" (Z - X - Y) I know I want to know I learned Write down what they already know about this issue, group the proposed ideas and categories Controversial ideas and questions. Then the text is read and the answers to the questions are found. Write down what the students learned from the text. Answers are arranged parallel to the questions from the second column.
Reception "Insert" Icons for marking the text: "V" - already knew; + - new; - thought otherwise; - I do not understand, there are questions. This technique can be used when working with the text of a historical source.
RAFT technology. - R (role. On behalf of whom will the message be presented?) - A (audience. For whom?) - F (form. In what form will the message be presented?) - T (topic. What will the message be about?). For example: R (role) - journalist. A (audience) - students of the 6th grade. F (form) - TV show, essay, article. T (subject).
"Visitors of Ilya Ilyich Oblomov" (based on the novel by I.A. Goncharov "Oblomov"). 1. You need to start, of course, with the topic. Then we move on to choosing a role. This is very milestone. We do not just choose a role, but try to reincarnate as a character, to feel it. Do not forget that you will have to look for that way of verbal influence that allows you to embody a given character, make it recognizable. Each character's speech is special, having its own vocabulary, its own design. You need to think about who this hero could turn to? That is, select the audience (addressee) and think about the form, that is, in what genre the hero could address the selected audience. 2. Roles: Volkov, Sudbinsky, Penkin, Alekseev - Vasiliev - Andreev, Tarantiev. 3. The audience is a random fellow traveler, Zakhar, Stolz, Olga Ilyinskaya, headman of Oblomovka. 4. Form: monologue, letter, suffering, ditties, memorandum, statement (or other form proposed independently)
Reception of POPS - formula Position. "I believe that…". Rationale. "Because…". Confirmation. “This idea is confirmed by words from the text…; "I can confirm this..." Consequence. "Hence…". The conclusion should not contradict the first statement, but may repeat it in some way.
"Metabolism and energy in the cell" "Metabolic disorders often lead to overweight. Weight loss diets are very popular among women and girls. It has been established that a sharp change in the type of food for a short time gives a short-term effect, slowing down the metabolism and increasing appetite. Usually, after diets, body weight quickly recovers, and sometimes even exceeds the original. Position. "I believe that…". Rationale. "Because…". Confirmation. “This idea is confirmed by words from the text…; "I can confirm this..." Consequence. "Hence…".
Cinquain Cinquain (five lines) is an unrhymed poem consisting of five lines, used as a didactic device at the stage of reflection. 1. the first line is the theme of the poem, expressed in one word, usually a noun; 2. second line - a description of the topic in a nutshell, usually with adjectives; 3. third line - a description of the action within the framework of this topic in three words, usually verbs; 4. fourth line - a four-word phrase expressing the author's attitude to this topic; 5. the fifth line - one word - a synonym for the first, on an emotional-figurative or philosophical-generalized level, repeating the essence of the topic.
Sinkwain Renaissance Man Almighty Man, God-like Creates, Admires, Sings the Crown of Creation - the measure of all things Titan Russia in the years Tsarist, autocratic Russia fights, suppresses, overthrows the era of world war, revolution, civil unrest shift in Russian society Wealth Wealth material, intangible to receive , win, earn wealth - water, come and go Abundance
Stage "Reflection" Table PMI - disadvantages, advantages, prospects P - "plus", positive features, advantages M - "minus", negative traits, shortcomings I - "interesting", opportunities for development P It was interesting to work in a group on creating a small project Original work, everything is clear and interesting We were engaged in creativity I liked that the lesson was held in an unusual form M There were no such moments A little noisy, not all the bands tried 100% We didn't get colored stickers encountered this 1 time Work in a group. And look at other people's work. Oh, you won't believe everything
In any kind of activity, a person faces criticism. According to the stereotype that has developed over many years, criticism is understood as an attitude towards objects or objects of the surrounding world, and most often negative. However, this opinion is not entirely correct. There is also such a thing as critical thinking. However, it does not carry the goal of finding negative aspects in objects and objects. First of all, it is a type of human intellectual activity, characterized by a high level of understanding, perception and objectivity in relation to the world around.
The development of critical thinking is, first of all, the correlation of one's knowledge with experience and their comparison with other sources. Each person has the right not to trust the information he hears, to check its reliability and the logic of the evidence, and also to consider the possibilities of solving the problems that he faces daily. Critical thinking has several parameters:
- the information received is the starting point of critical thinking, but not the final one;
- the beginning of critical thinking is characterized by asking questions and clarifying problems that need to be solved;
- critical thinking always strives to create convincing arguments;
- critical thinking is a social kind of thinking.
A person with ideal critical thinking has good awareness, fairness in assessing the world around him, a desire to review and clarify problems and complex issues. He carefully searches for the necessary information and intelligently chooses its criteria. To possess these qualities, critical thinking must be developed.
Techniques for the development of critical thinking
The based methodology for the development of critical thinking has a not very euphonious name - RCMCHP, which means the development of critical thinking through reading and writing.
This technology has been developed by a number of American professors at Hobart and William Smith College and the University of Northern Iowa. The use of the technique in Russia began in 1997, and today it is relatively new, but quite effective. First of all, RCHRM builds the basic thinking skills of a person in an open information space and teaches how to apply these skills in practice. Reading and writing are the main processes by which we receive and transmit information. All methods of developing critical thinking are based on thoughtful productive reading, during which a person learns to analyze and rank all the information received. At the same time, the concept of "text" includes not only written records, but also the speech of the teacher, as well as video materials.
The technology for the development of critical thinking consists of three stages: the stage of challenge, the semantic stage, and the stage of reflection.
- Challenge stage. It activates previously acquired knowledge, helps in detecting a lack of this knowledge and determines the goals for obtaining new information.
- Stage "Comprehension". At this stage, meaningful work with the text takes place, during which a person makes markings, draws up tables and keeps a diary that allows you to track your own understanding of the information. Recall that "text" also refers to speech and video material.
- Stage "Reflection" (thinking). Allows you to bring knowledge to the level of their understanding and application in practice. At this stage, a person’s personal attitude to the text is formed, which he writes down in his own words or discusses during the discussion. The method of discussion is more important, since communication skills are developed during the exchange of views.
The RCMCHP technology includes various methodological techniques:
- methods of active writing (marking table, cluster, "double diary", table "Z-X-Y");
- methods of active reading and listening (Insert, reading with stops);
- methods of organizing group work (reading and summing up in pairs, zigzag).
Consider the main methods used in practice:
1. Method "Z-X-U" (we know - we want to know - we learned). When working with text in a notebook, a table is drawn in which a person enters his thoughts in the appropriate fields and then analyzes what is written.
2. Insert. This is a labeled reading method. When reading the text, a person puts notes in the margins corresponding to his attitude to information. In the process, 4 markers are used:
- "V" - written corresponds to what the person already knew or thought he knew;
- "-" - written contradicts what the person already knows or thought he knew;
- "+" - what is written is new for a person;
- "?" - the written information is not clear, or the person would like to receive more detailed information on the subject being read.
This method allows you to classify information depending on experience and knowledge. All recorded information is recorded in the marking table "Insert".
| v | - | + | ? |
|---|---|---|---|
The use of technology for the development of critical thinking allows a person to solve many intellectual problems. First of all, such as the ability to identify a problem in the text of information, determining the significance of information for solving a problem, as well as evaluating and searching for alternative solutions. Along with the development of critical thinking, a new style of intellectual work is being formed, which includes the awareness of the ambiguity of different points of view and the alternativeness of decisions made. A person with a well-developed critical thinking is sociable, mobile, creative and independent. He treats people with kindness and is responsible for the results of his activities.
