Master class "methods and techniques for the development of critical thinking". The stage of comprehension in the lesson: techniques, tasks and examples
Techniques used in the technology of development of critical thinking.
Critical thinking - this is one of the types of human intellectual activity, which is characterized by a high level of perception, understanding, objectivity of the approach to the information field surrounding it.
In pedagogy, this is evaluative, reflective thinking, which develops by superimposing new information on personal life experience.
Based on this, critical thinking, according to the authors, can develop the following student qualities:
1. readiness for planning (who thinks clearly, he clearly states);
2. flexibility (perception of the ideas of others);
3. perseverance (goal achievement);
4. willingness to correct their mistakes (take advantage of a mistake to continue learning);
5. awareness (tracking the progress of reasoning);
6. search for compromise solutions (it is important that the decisions made are perceived by other people).
The RKM technology has two features (based on "two pillars"):
the structure of the lesson, which includes three phases: challenge, comprehension and reflection,
content based on effective techniques and strategies aimed at developing students' critical thinking.
Principles of Technology for the Development of Critical Thinking
The fundamental points for the technology "RKChP" are:
The activity of students in the educational process;
Organization group work in class;
Development of communication skills;
The teacher perceives all the ideas of the students as equally valuable;
Motivation of students for self-education through the development of TRCM techniques;
Correlating the content of the educational process with specific life tasks, identifying and solving problems that children face in real life;
The use of graphic techniques for organizing material. They are effective for the formation of thinking. Models, drawings, diagrams, etc. reflect the relationship between ideas, show the train of thought. The process of thinking, hidden from the eyes, becomes visible, takes on a visible embodiment. The graphic organization of the material can be used at all stages of learning as a way to prepare for research, as a way to direct this research in the right direction, as a way to organize reflection on the knowledge gained.
Technology tools allow you to work with information in any field of knowledge, which means that familiarization with it can be organized on any subject material.
RECEPTIONS OF TRCM
CLUSTER
Description of the reception:
The concept of "cluster" is translated as "bunch, bunch". The essence of the reception is the presentation of information in graphic design.
The key concept is written in the center. Next, the concepts associated with the key are written. The key concept is connected by lines or arrows to all "second level" concepts.
The cluster is used when it is necessary to collect from students all the ideas or associations associated with a concept (for example, with the topic of the lesson).
How to use it in class:
Cluster is a universal technique. It is great for any stage of the lesson.
Let's consider an example of applying this technique at the "Call" stage. At the "Challenge" stage, you can invite students to brainstorm in teams to suggest in which areas they will study new material. As a result of this work, students themselves form the objectives of the lesson. Information is written on the board. When recording assumptions and systematizing them, contradictions or questions will inevitably arise. The teacher moves the lesson to the "Comprehension" stage and invites students to find answers to their questions in the new material.
Work continues with this technique at the stage of "Comprehension": in the course of working with the studied material, corrections and additions are made to the cluster.
This technique at the stage of "Reflection" has great potential: it is the correction of incorrect assumptions in "preliminary clusters", filling them in on the basis of new information, establishing cause-and-effect relationships between separate semantic blocks (work can be carried out individually, in groups, on the whole topic or on separate semantic blocks).
BASKET OF IDEAS
This is a technique for organizing individual and group work of students at the initial stage of the lesson, it allows you to find out everything that students know or think about the topic of the lesson under discussion. The teacher highlights the key concept of the topic under study and invites students to write out as many words or expressions as possible in their opinion that are related to the proposed concept in a certain time. It is important that students write down all the associations that come to their mind.
An example of a "basket of ideas":
The theme of our lesson: Our holidays. What is a holiday?- Indeed, the celebration is always timed to some event.- What holidays are we talking about "our", "mine"?- Write down on sheets of paper the holidays that we can say “Our holidays” (1 minute)- Discuss your information with your neighbor and write a general answer to my question (1 minute)- What did you get? (reading out the work of pairs)Let's try to systematize the received information.
DENOTATIVE GRAPH
It is used for systematization and visual graphical representation of the essential features of the concept under consideration.
Rules for compiling a denotation graph:
Stage 1 - selection of a keyword or phrase from which the denotative graph will be compiled.
Stage 2 - selection of verbs that will link the key concept and its features. It is recommended to use the following groups of verbs:
verbs denoting a goal - to direct, suggest, lead, give, etc.;
verbs denoting the process of achieving a result - to achieve, to be carried out;
verbs denoting the prerequisites for achieving a result - to be based, based, based;
linking verbs, with the help of which the definition of the meaning of the concept is carried out.
Stage 3 - select the essential features of the key concept that are associated with it through the selected verbs. For each verb, you can find 1-3 signs.
Attention! The denotation graph is compiled from top to bottom. First you need to pick up verbs, and only then compare signs with them.
PREDICTION TREE
It is used to form non-standard thinking, the ability to distinguish probable situations from those that can never happen.
Stage 1 - The teacher invites students to make assumptions about a topic.
Stage 2 - students voice ideas and assumptions. All versions (correct and incorrect) the teacher writes down on the board, asking the question: does everyone agree with these ideas? If there are conflicting opinions, alternative ideas are also recorded on the board.
On the board, students' assumptions are visualized according to the proposed scheme, where:
The prediction tree may look like a cluster. Use classic version not necessary.
Stage 3 - after studying a new topic, you need to return to the "prediction tree" again and check whether the children's assumptions were justified.
TRUE, FALSE STATEMENTS.
The teacher reads out the correct and incorrect statements. Students choose "true statements" from those proposed by the teacher, justifying their answer, describe the given topic (situation, environment, system of rules).
You should offer statements that students can find answers to during the lesson.
After getting acquainted with the basic information (the text of the paragraph, a lecture on this topic), you need to return to these statements and ask students to evaluate their reliability using the information received in the lesson.
RECEPTION "INSERT"
used in the comprehension stage.
When working with text in this technique, two steps are used: reading with notes and filling in the "Insert" table.
Step 1: While reading the text, students make notes in the margins: “V” - already knew; "+" - new; "-" - thought differently; "?" - I do not understand, there are questions. In this case, you can use several options for marking: 2 icons "+" and "V", 3 icons "+", "V", "?" , or 4 icons "+", "V", "-", "?". Moreover, it is not at all necessary to mark every line or every proposed idea. After reading once, students return to their original assumptions, recall what they knew or assumed about the topic before, perhaps the number of icons will increase.
Step 2: Filling in the "Insert" table, the number of columns of which corresponds to the number of marking icons.
RECEPTION "READING WITH STOPS"
Stops in the text are a kind of curtains: on one side there is already known information, and on the other - completely unknown information that can seriously affect the assessment of events.
1. The text should be narrative and contain a problem that does not lie on the surface, but is hidden inside.
2. When reading, it is important to find the optimal moment to stop.
3. After each stop, questions of different levels should be asked. The last question to be asked is “What happens next and why?”
4. When reading text, you can use colors. Answers to simple questions can be underlined in blue, to thick ones - in red.
5. At the stage of reflection, you can use the following techniques: “Thick and subtle questions”, clustering, ESSAY, cinquain.
This technique contains all the stages of technology and has the following algorithm of work:
Stage 1 - challenge. Construction of the proposed text according to key words, discussion of the title of the story and forecast of its content and issues.
At this stage, based only on the title of the text and information about the author, children should guess what the text will be about.
Stage 2 - comprehension . Reading the text in small passages with a discussion of the content of each and a forecast of the development of the plot. The questions asked by the teacher should cover all levels of Bloom's question chart. Mandatory question: "What will happen next and why?"
Here, having become acquainted with a part of the text, students clarify their understanding of the material. The peculiarity of the reception is that the moment of refining one's idea (comprehension stage) is at the same time the stage of a call to get acquainted with the next fragment.
Stage 3 - reflection . Final conversation.
At this stage, the tex again represents a single whole. Forms of work with students can be different: writing, conversation, joint search, selection of proverbs, creative work.
Example.
Subject: Victor Dragunsky. "Childhood Friend", Grade 1 (EMC "School 2100").
On call stages Students are encouraged to think of a title for the story.
Read the title.
What could a story with that title be about?
Suggestions appear on the board.
On semantic stage The technique of "Reading with stops" is used.
The text is divided into semantic parts, each stop involves further reflection, forecasting. Questions are used different levels: from simple, clarifying understanding, to interpretive, modeling, predictive further development situations) Children read the text.
Story text:
When I was six or six and a half years old, I had absolutely no idea who I would eventually be in this world. I really liked all the people around and all the work too. Now I wanted to be an astronomer, then I dreamed of becoming a sea captain, and the next day I was already impatient to become a boxer. I told dad
Papa, buy me a pear!
It's January now, no pears. Eat some carrots. I laughed.
No, dad, not like that! Not an edible pear! You, please, buy me an ordinary leather punching bag!
You're crazy, brother, - said dad. - Get over somehow without a pear. And he got dressed and went to work. I was offended at him for the fact that he refused me so with a laugh. And my mother immediately noticed this and said:
Wait, I think I've come up with something. And she bent down and pulled out a large wicker basket from under the sofa. It was stacked with old toys that I no longer played with.
Mom began to dig into this basket, and while she was digging, I saw my old tram without wheels and on a string, a plastic pipe, a dented top, one arrow with a rubber blotch, a piece of a sail from a boat and a few rattles, and a lot of other different toy scraps .
And suddenly my mother took out a healthy teddy bear from the bottom of the basket. She threw it on my sofa and said:
Here, this is the one that Aunt Mila gave you. You were then two years old. Nice bear, excellent. Look how tight! What a fat belly! Look how it rolled out! Why not a pear? Better!
1 stop :
What did the boy want to be?
And who would you like to be? Why?
A "list" appears on the board: an astronomer, a captain, an athlete...
Students are asked to answer the following questions:
What did mom think? (1-2 versions)
What were your favorite toys as a child? (discussion in pairs)
How could this story end?
After the students answer, they are asked to come up with an ending to the story.
Children write down the ending (or verbally discuss in pairs, in fours, the “ending”)
On stages of reflection we return the students to the original versions, then ask them to read how the author, Viktor Dragunsky, ends the story.
I was very happy that my mother came up with such a great idea. And I arranged the bear more comfortably, so that it would be more convenient for me to train and develop the power of impact.
He was sitting in front of me so chocolate, but very shabby, and he had different eyes: one of his own, and the other - from a button from a pillowcase. And he spread his legs and stuck out his stomach towards me ...
And I looked at him like that and suddenly remembered how I never parted with this bear for a minute, and sat him next to me to dine, and fed him semolina porridge from a spoon. He had such a funny muzzle when I smeared him with something, even with the same porridge or jam. And I put him to bed with me, and rocked him like a little brother, and whispered different tales to him right into his velvet, hard ears. I loved him then, I loved him with all my heart, I would have given my life for him then. And now he is sitting on the couch, my former best friend, a real childhood friend. Here he is sitting, and I want to train the force of impact about him.
What are you? Mom said.
What happened to you?
And I didn’t know what was happening to me, I was silent for a long time and I lifted my eyes to the ceiling so that the tears rolled back. And then, when I held it together a little, I said:
What are you talking about, mom? With me nothing ... I just changed my mind. It's just that I'll never be a boxer.
On stages of reflection ask questions to the class:
Did you expect the story to end like this?
Let's remember how the lesson began and check the assumptions: "What is the story about?".
RECEPTION "FISHNBOUN" or "FISH SKELETON"
This graphic technique helps to structure the process, to identify possible reasons problems (hence another name - causal (causal) diagrams (causal maps)). This type of diagram allows you to analyze the causes of events more deeply, set goals, show internal connections between different parts of the problem.
The head is the question of the topic, the upper bones are the basic concepts of the topic, the lower bones are the essence of concepts, the tail is the answer to the question. Entries should be concise, with key words or phrases that reflect the essence.
Table "Plus - minus - interesting"
This technique forms the skills of analysis and classification of the studied information. Filling in such a table, students learn to accurately work with information without distorting its meaning.
"Plus" (+) we write down those facts that can answer the question "What's good about it?"
"Minus" (-) we write down all those facts and thoughts that can answer the question "What's wrong with that?"
"Interesting" (?) - is intended to record various facts and thoughts of interest to the student "What is interesting about this?"
When using PMI, attention is deliberately directed first to "Plus", then to "Minus", then to "Interesting".
"Table – ZHU"
The Z-X-Y strategy was developed by Chicago professor Donna Ogle in 1986. Work with the table is carried out at all three stages of the lesson.
At the "challenge stage", filling in the first part of the "Know" table, the second part of the "I want to know" table is the definition of what children want to know, awakening interest in new information. In the “thinking stage,” students build new ideas based on what they already know. After discussing the text, students fill out the third column of the "Learned" table.
"Daisy Questions" ("Daisy Bloom")
Taxonomy (from other Greek - arrangement, structure, order) of questions, created by the famous American psychologist and teacher Benjamin Bloom, is quite popular in the world of modern education. These questions are related to his classification of levels of cognitive activity: knowledge, understanding, application, analysis, synthesis and evaluation.
Six petals - six types of questions.
· Simple questions. Answering them, you need to name some facts, remember, reproduce some information. They are often formulated on traditional forms of control: on tests, when using terminological dictations, etc.
· Clarifying questions . Usually they begin with the words: “So you say that ...?”, “If I understand correctly, then ...?”, “I may be wrong, but I think you said about ...?” . The purpose of these questions is to provide feedback to the person on what they have just said. Sometimes they are asked in order to obtain information that is not in the message, but is implied. It is very important to ask these questions without negative facial expressions. As a parody of a clarifying question, one can cite everyone famous example(raised eyebrows, wide eyes): "Do you really think that...?"
· Interpretive (explanatory) questions . They usually start with "Why?". In some situations (as mentioned above) they can be perceived negatively - as a coercion to justify. In other cases, they are aimed at establishing causal relationships. Why do leaves on trees turn yellow in autumn? If the student knows the answer to this question, then he "turns" from an interpretative one into a simple one. Therefore, this type of question "works" when there is an element of independence in the answer to it.
· creative questions . When there is a particle “would” in the question, and in its wording there are elements of convention, assumption, fantasy forecast. “What would change in the world if people had not five fingers on each hand, but three?”, “How do you think the plot of the film will develop after advertising?”
· Evaluation questions . These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. “Why is something good and something bad?”, “How does one lesson differ from another?” etc.
· Practical questions. Whenever a question is aimed at establishing a relationship between theory and practice, we will call it practical. "Where are you at ordinary life could observe diffusion?”, “What would you have done in the place of the hero of the story?”.
Experience with this strategy shows that studentsall ages (starting from the first grade) understand the meaningall types of questions (that is, they can give their own examples).
REFLECTION TECHNIQUES
ESSAY
Recall that an essay is a written form that reflects the impressions, thoughts and experiences of the student in connection with a particular topic. This is a genre of journalism, a free interpretation of any problem, topic. The creator of the essay is M. Montaigne ("Experiments" 1580). Nowadays, essays are often referred to as "stream of consciousness transferred to paper." For a long time this genre was not used in school education, but now teachers are actively practicing writing assignments in the form of an essay. If this is work in a lesson, the time limits for its implementation are agreed in advance: 5.10, 15, 20 minutes (this is the time allotted for "free writing"). Depending on the purpose of writing, the content is also selected by the author. In any case, the essay is an artistic form of reflection.
Essay writing model:
Preliminary stage (inventory): isolating the most important facts, concepts, etc.
Working on a draft.
Edit. It can be carried out in pairs in the process of interchange.
Editing. Correction of remarks made during editing.
Publication. Reading to the audience
Possible algorithm for writing a discussion essay:
Discussed topic (problem).
My position.
Brief rationale.
Possible objections that others may raise.
The reason why this position is still correct.
Conclusion.
RAFT
This strategy structures the process of creating the primary text.
Before writing, students are asked to decide on four parameters for the future text:
R - role. That is, in whose name will you write?
A is the audience. To whom will you write?
F - in what form you will write (joke, story, dialogue, essay).
T is the topic. What will your text focus on? What is its main idea?
This structuring will help students to approach the writing of the text more meaningfully, and for some it will serve as an opportunity to relieve unnecessary stress: when I write on behalf of someone else, my excessive control and fear of evaluation disappear.
Diamond
It is very useful to work with concepts that are opposite in meaning, writing diamonds. Diamanta is a poetic form of seven lines, the first and last of which are concepts with the opposite meaning. This type of verse is composed as follows:
line 1: subject (noun)
line 2: definition (2 adjectives)
line 3: action (3 participles)
line 4: associations (4 nouns)
line 5: action (3 participles)
line 6: definition (2 adjectives)
line 7: subject (opposite noun in line 1)
Writing diamonds is useful for students to understand the essence of the differences and the relationship of concepts that are opposite in meaning.
You can invite the child to write a diamond on the topics: rain - drought, the Universe - a particle, Onegin - Lensky.
SINKWINE
The word cinquain comes from the French "five". This is a poem of five lines, which is built according to the rules.
1. In the first line, the topic is called in one word (usually a noun).
2. The second line is a description of the topic in a nutshell (two adjectives).
3. The third line is a description of the action within this topic in three words. The third line is formed by three verbs or gerunds describing the characteristic actions of the object.
4. The fourth line is a four-word phrase showing the attitude towards the topic.
5. The last line is a one-word synonym that repeats the essence of the topic.
However, very strict adherence to the rules for writing this type of poem is not always required. For example, you can use three or five words in the fourth line, and two words in the fifth line. You can use other parts of speech in lines - but only if it is necessary to improve the text.
Syncwines are useful as a tool for synthesizing complex information, as a cutoff for assessing the conceptual and vocabulary of students. Analyze the lexical richness (or poverty) of the proposed syncwines and draw a conclusion. With the outward simplicity of the form, cinquain is a quick but powerful tool for reflection (it is not so easy to summarize information, express complex ideas, feelings and ideas in a few words). Of course, the use of syncwines as a means of creative expression is also interesting.
How to do it:
Name (usually a noun) ___________________________
Description (usually an adjective) ____________________________
Actions___________________________________________________
Feeling (phrase) _____________________________________________
Repetition of the essence ____________________________________________
Sinkwine example:
Taiga
Coniferous, green, immense.
Grows, fascinates, gives
Generous Siberian taiga!
Take care!
Organizational forms of work with syncwines .
Independently while doing homework
On your own in class
As part of a small group, followed by a competition for the best cinquain, compiled on a chosen topic
As part of a study group with the participation of a teacher acting as a leader, helping the group to compose a syncwine
When performing a control task for compiling a syncwine, writing a story on a syncwine, or determining the topic of an incomplete syncwine.
HOKKU (HAIKU)
Brief rules for writing haiku:
Three lines and 17 syllables: 5 + 7 + 5.
Should have a seasonal word indicating the time of year or time of day.
It should show and convey, but not name or explain.
Shouldn't rhyme.
The story is told in the present tense.
The first two lines describe a certain phenomenon, the third line sums up what was said on the previous lines.
It can be based on the method of comparing two objects, phenomena or actions.
Here are some haiku composed by students of the secondary school No. 23 in Chapaevsk Samara region on the topic "Deserts of Russia" at the lesson of the world around:
Here comes the sun.
Again the air is dry and hot.
There are only sands around...(Dronova Julia)
Hedgehogs, corsacs
Suddenly they hid in holes.
Midday heat.(Koller Victoria)
In RKCHP technology, haiku is a form of written reflection.
Haiku is a lyrical poem, characterized by extreme brevity and peculiar poetics. Each haiku is a feeling-sensation imprinted in a small verbal picture-image. It depicts the life of nature and the life of man against the backdrop of the cycle of the seasons.
The art of writing haiku is, first of all, the ability to say a lot in a few words. The task of the poet is to infect the reader with lyrical excitement, to awaken his imagination, and for this it is not necessary to paint a picture in all its details.
Most of the time, the story is told in the present tense.
5. Usually, the first two lines describe a certain phenomenon, and the third line sums up what has been said, often unexpected. And sometimes, on the contrary, one first line is enough to introduce the topic, and two subsequent lines are required to summarize.
6. A haiku can be based on a technique called juxtaposition: there are two objects, and the haiku represents the dynamics of their relationship. You can match: object and background; different states of one object; actions; qualities/relationships, etc.
Most often, the Haiku technique is used in the lessons of literary reading, the surrounding world, and fine arts.
Logbooks
Flight logs are a generic name for various teaching writing techniques, according to which students write down their thoughts while studying a topic. When the logbook is used in its simplest form, before reading or any other form of study, students write down answers to the following questions:
– Complete your "explorer's diary":
What do I know about this topic?
What did I learn from the text?
Children complete the left column. When working with various sources of information, during pauses and stops, students fill out the right column of the “researcher's diary”, based on the information received and their knowledge and 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.
At the semantic stage, the work can be organized as follows: one of the members of the pair works with the list in the "assumptions" column, puts the "+" and "-" signs, depending on the correctness of the assumptions; the second writes only new information. Students work individually.
At the stage of reflection (reflection) there is a preliminary summing up: a comparison of the two parts of the "flight log", summarizing the information, recording it and preparing for discussion in the class. The organization of records can be individual, i.e. each member of the pair keeps records in both parts of the table independently, the results of the work are discussed in pairs. Then follows a new cycle of work with the next part of the text.
Very important is the final reflection or final summing up, which can be an exit to a new task: research, essay, etc.
"Six Thinking Hats"
The metaphor of "six hats" was introduced into the practice of thinking development by the famous psychologist Edward de Bono. The expression "put on your thinking hat (cap)" (literally: put on your thinking hat) can be translated into Russian as "think, think." Playing with this turnover, E. de Bono suggests "thinking" in six different ways.
The method of "six hats of thinking" is used for a comprehensive analysis of any phenomena, for conducting a lesson on the generalization of experience (after an excursion or studying a fairly large topic, etc.).
The group of students is divided into six groups. Each group is given one of six hats. Moreover, in some classes, real multi-colored hats made of cardboard are used. Each group is invited to present their experience, their impressions and thoughts based on the color of the hat.
***
Reflection in the "six hats" can be carried out not only in a group, but also individually. This method encourages students to a varied, “multi-colored” assessment of what they have learned and experienced, which is one of the important characteristics of a critical thinker. These scores can be valuable on their own, or they can be used when writing a final essay.
But let's remember that an important task of the reflection phase is to determine directions for further development...
white hat
White hat - we think in facts, figures. Without emotions, without subjective assessments. Just the facts!!! You can quote someone's subjective point of view, but dispassionately, like a quote. Example: “What events happened in this book?”, “List the heroes of the novel”, etc.
yellow hat
positive thinking. It is necessary to highlight the positive aspects of the phenomenon under consideration and (!!!) argue why they are positive. It is necessary not only to say what exactly was good, useful, productive, constructive, but also to explain why. For example, “The most effective solution for environmental
problems in the North-West region will be the construction of private highways, because…”.
Black hat
The opposite of a yellow hat. It is necessary to determine what was difficult, unclear, problematic, negative, empty and - to explain why it happened. The point is not only to highlight the contradictions, shortcomings, but also to analyze their causes. "This chemical reaction remained incomprehensible to us, because we did little to solve the problems associated with it.
red hat
This is an emotional hat. It is necessary to associate changes in one's own emotional state with certain moments of the phenomenon under consideration. What particular moment of the lesson (series of lessons) is associated with this or that emotion? No need to explain why you experienced this or that emotional state (sadness, joy, interest, irritation, resentment, aggression, surprise, etc.), but only realize it. Sometimes emotions help us more accurately determine the direction of the search, analysis. “The finale of the “Duel” made me feel confused and doomed.”
green hat
This is creative thinking. Ask questions: “How could one or another fact, method, etc. be applied. in a new situation?”, “What could be done differently, why and how exactly?”, “How could this or that aspect be improved?” and others. This "hat" allows you to find new facets in the material being studied. “If Dostoevsky had described the old pawnbroker in more detail, described her feelings and thoughts, the perception of Raskolnikov’s act would have been different.”
blue hat
This is a philosophical, generalizing hat. Those who think in a “blue” way try to generalize the statements of other “hats”, draw general conclusions, find generalizing parallels, etc. The group that chose the blue hat needs to divide the entire time of work into two equal parts: in other groups, listen to what they say, and in the second - return to your “blue” group and summarize collected material. They have the last word.
ZIGZAG
This technique is used when studying a large amount of material. At the same time, the text should be well divided into semantic parts. How many parts are selected, so many groups should be (6 fragments - 6 groups). These original groups we call family.
At the call stage, one of the already known tricks is used.
At the content stage, students read their piece of text on their card, highlight the main thing, new incomprehensible words. Everyone makes up some scheme of the text (cluster, figure, table). So they work in their own group.
Then the students disperse into other, "expert" groups according to the color of their leaflet with the text. Each group discusses its part of the text, options for schemes, chooses the optimal one and fixes it on
paper. Group members make appropriate adjustments to their notes. At the stage of reflection, students return to their "native" groups and retell their fragments to each other according to the corrected schemes.
After the retelling in the “native” groups has ended, representatives of the expert groups tell the contents of their fragments at the blackboard. general scheme. The rest listen and write down the questions that arise while listening. After finishing their story, the experts answer these questions. Questions that no one could answer are written on the board.
At the end of the lesson, they return to the tasks of the challenge stage.
LESSON SCENARIO
STRUCTURE
· At the "Challenge" stage, try to create a problem situation in such a way that the student experiences a keen sense of surprise or difficulty, realizes the contradiction, then your student will be able to independently formulate a question or problem.
When comprehending new material, refer to the life experience of students: it will be clearer and more interesting for them
· In order to increase the personal significance of each student in the learning process at the stage of reflection, involve students in various methods and techniques of assessment activities: self-assessment, mutual assessment.
· At the stage of reflection, do not forget to announce the topic of the next lesson after summing up the lesson.
Lesson reflection - a bridge to the next lesson.
· Remember that in the "Reflection" stage, you need to set new learning goals for students.
· At the reflection phase, having set up students on the topic of the next lesson, you can offer to look into additional literature on the topic of the next lesson, write down the main points and make up questions, because. written language sharpens curiosity, makes children more active observers. And the use of additional literature forms the student to independently replenish his knowledge of the subject, and makes the subject attractive and helps to raise interest in it.
RECEPTIONS
"A lot is not good." The lesson is not rubber, so one of the rules is to use no more than two techniques at one stage and sum up each technique used in the lesson. Do not overload the lesson with techniques. Otherwise, the work will be inefficient.
· Use methods and techniques in accordance with the age of the students.
Each reception should be followed by a discussion (summing up)
· For the effective implementation of the objectives of the lesson, one should carefully consider and choose methods and techniques for each stage of the lesson (challenge, comprehension of the content, reflection).
· When developing a lesson, remember that it is not the number of TRCM techniques that is important, but their quality and appropriate, logical transition from one to another;
· Describe the main lessons of your lesson in a "traditional" way and try to find suitable TRCM techniques for each of them. The result is a table.
The techniques used should correspond to the content of the material and organically fit into the course of the lesson. They should help to learn the material, and not confuse the student.
· When composing a lesson, think carefully about techniques.
Provide for the use of forms and techniques that would allow all students to be included in the lesson
· Use of methods of graphic representation of information.
· At the first lessons in the TRCM, when using the techniques and strategies of the technology for the development of critical thinking by students, it is possible to offer work in pairs or small groups, because when working independently, many guys simply cannot cope, and this can only push them away from participating in the process.
In no case should you overload the lesson with an excessive number of techniques. / Multum inparvo - "Much in a little" /
PRINCIPLES
Create a situation in which students can independently formulate their questions and determine: why I will study new material, what exactly I need to know in order to answer my own question.
· When studying a new topic, motivate students to identify those specific life tasks for which they can use the acquired knowledge and skills.
Formulate a question that motivates students to ambiguous answers.
Give students the opportunity to draw their own conclusions, evaluate their own work.
Think over questions that should stimulate the activity of students to search, to gain knowledge
Be sure to bring children to ensure that after each stage of the lesson they draw conclusions on their own
Students must justify all their assumptions.
· The lesson is structured so that most of the information is discovered by the children themselves, and not listened to from the lips of a smart teacher.
· Be sure to include active forms of work - in pairs, in groups, so that interaction is carried out. To organize constructive work in groups, I advise you to create a group of 5 people, in which each of the students performs a certain role: leader, opponent, doubter, leader's assistant, controller
Giving creative tasks: creating your own copyright, which does not exist yet
Teach children how to formulate and ask questions, not just answer them.
· Think of questions (consistent and possibly unexpected) to ask students so that they can independently come to the answers and discover the truth for themselves.
Children should be in charge actors at the lesson.
· Remember that the purpose and practical significance of the topic should be discovered by children.
· Pupils must necessarily speak or write down the thoughts that have arisen, since only in this case they will come to realize what they have learned. When working in the TRCM, there should be a “visual range” before the eyes of the children. All thoughts, answers, key words must be written down and read. Remember that this is a technology for developing critical thinking through reading and writing.
· Give the opportunity to speak not only to one student, but to everyone.
· It is possible to collide different opinions of students not only with a question, but also with a practical task.
· To set new questions and tasks for the future together with students.
· At the end of the lesson, you should set the students on the topic of the next lesson. It's good if you left the students intrigued in order to resolve the intrigue in the next lesson.
GENERAL RECOMMENDATIONS
Determine what result the teacher expects from the lesson.
· The theme of the lesson should be traced throughout the lesson.
· The lesson should become a link in the whole chain of lessons, and not "the only diamond".
• Learning objectives should be specific and clear. They, as well as reflection, are formulated and voiced by students.
· Clearly define the goals and objectives of not only the lesson, but also each stage.
The started task must be completed, commented and summed up.
· Diagrams and tables should be filled in by the children themselves.
· It is necessary to accurately calculate the timing of the lesson. If you are using any technique for the first time, it is better to provide a reserve of time.
· It is necessary to build on the existing knowledge of students.
It is necessary to teach children how to work with various sources of information.
Algorithms for the sequence of actions of students should be accurate and understandable. / Expressum facit cessare tacitum - What is clearly expressed eliminates what is implied without words ”/
· Activities of students should be cognitive, practical, research. / Felix qui potuit rerum cognoscerecausas - Happy is he who could know the causes of things.
· One of the main conditions for a good lesson is the teacher's transition from the position of "trainer of knowledge" to the position of "invisible conductor".
· Make a cluster of techniques and strategies that can be used at different stages of the lesson. Choose the most appropriate for this lesson. For convenience, you can develop a lesson constructor in the form of a cluster or a table.
· Develop the "skeleton" of the lesson, using the well-known techniques of TRCM. Then select and develop tasks aimed at the result.
· Develop not a single lesson, but a series of lessons on one topic at once (if more than one lesson is assigned to one topic).
· The lesson must be completed: from what we started, besides, we return and finish with it. The lesson ends with the fact that students feel the need to come to the next lesson in order to comprehend all that interesting and useful that they did not have time to learn.
· Before studying a new topic, announce the topic of the next lesson 2-3 days in advance and offer to compose questions on the topic, this can help students determine their motives and goals.
In the abstract, one can
three phase
4. On phase
call
: the topic is indicated - preferably by children, there is motivation for students
5. On phase
understanding
There is independent work students to acquire new knowledge
6. On phase
reflections
there is an assessment of activities or new information, an exchange of views, a logical transition to new topics
7. Compliance with the principle:
teacher coordinator
not a source of knowledge
8.
Duration
lesson should be taken into account
9. There is a description of how each is specifically used
reception
(what the student does, what the teacher does)
10. Every trick works
on the topic
lesson (no need to make a cluster about animals in a Russian lesson)
11. Each reception should be
completed
12. The use of each technique must be
meaningful
(not just a reception for the sake of a reception)
13. Receptions should be among themselves
agreed
14. The number of techniques used must be
reasonable
(no more than three)
Bibliography:
Critical thinking. //Glossary. – Single window of access to educational resources. -
Diana Halpern. Psychology of critical thinking. – 4th international ed. - St. Petersburg: Peter, 2000 - 512 p. -
David Kluster. What is critical thinking? // Internet magazine. Russian language. - Publishing House "First of September". - No. 29. - 2002. -
Igor Zagashev. Lecture 1. Fundamentals of educational technology for the development of critical thinking by means of reading and writing . Stop Reading Strategy. – Pedagogical University “First of September” –
Volkov E.N. Critical thinking: principles and signs. -
G. Lindsay, K. Hull, R. Thompson. Creative and critical thinking. - Spiro, Jody. Critical thinking is the key to the transformation of the Russian school. // Head teacher. 1995. No. 1. S. 67-73. -
Yu.F. Gushchin, N.V. Smirnova
A qualitatively new side of the second generation education standard can be considered the fact that for the first time it establishes requirements for personal and meta-subject ( regulatory, cognitive, communicative) the results of students mastering the main educational program , . These requirements are specified in the Approximate basic educational program of the educational institution (hereinafter referred to as the Program),. It describes, in particular, planned results mastering the main educational program of general education by students and, in particular, it is said that “In the course of studying by means of all subjects, graduates will have foundations of formal-logical thinking, reflection which will help:
The generation of a new type of cognitive interests (interest not only in facts, but also in patterns);
Expansion and reorientation of the reflective assessment of one's own capabilities - beyond learning activities in the sphere of self-consciousness;
Formation of the ability to set goals, independently set new educational tasks and design their own educational activities” (, p. 8).
In another part of the Program (in section 2.3. "The program of education and socialization of students"), it is also said about the need to form students' reflection, although in a slightly different form. In turn, social psychologists and educators note that, in practice, all mechanisms of socialization are mediated by reflection. Thus, reflection is considered by experts as one of the main foundations for the formation and development of the personality as a whole.
Reflection in the Program is considered as " a specifically human ability that allows the subject to make his own thoughts, emotional states, actions and interpersonal relationships the subject of special consideration (analysis and evaluation) and practical transformation. The task of reflection is the awareness of the external and internal experience of the subject and its reflection in one form or another” (, p. 82).
The program highlights three main areas the existence of reflection. First, this sphere of communication and cooperation, secondly, it sphere of thought processes, aimed at solving problems, thirdly, it is sphere of self-consciousness, which needs reflection in the self-determination of internal guidelines and ways to distinguish between Self and non-Self.
Reflection in the Program is considered not only as an object of formation, but also as an object of evaluation. In this regard, the problem arises of finding and/or developing adequate means of evaluating reflection.
For a number of years, the Moscow Center for the Quality of Education has been working on the creation of means for assessing the socialization of students. As part of this work, in fact, the need arose for means of evaluating reflection. The search for ready-made solutions to this problem was not successful. It turned out that there are simply no means of assessing reflection that could be used at school in a package with other means of assessing socialization. Therefore, it was decided to develop such a tool, using both our own strengths and capabilities, and the help of specialists from other organizations. As a result, a test was developed to assess the critical thinking of students (authors-developers - Doctor of Psychological Sciences, Prof. I.I. Ilyasov, Moscow State University, methodologist of the Moscow Center of Education Yu.F. Gushchin). Here it should be briefly explained why the test is still focused on assessing critical thinking, and not reflection itself?
It is known that critical thinking is reflexive in its basis. “Critical thinking in teaching activity is understood as a set of qualities and skills that determine a high level of research culture “..”, as well as “evaluative, reflective thinking”, for which knowledge is not final, but Starting point, reasoned and logical thinking, which is based on personal experience and proven facts"(I.O. Zagashev, S.I. . Zair-Bek, 2003). In other words, the assessment of critical thinking provides more opportunities to get a more complete picture of the development of reflection. Reflection cannot be formed at a sufficiently high level if the student does not know how to correctly build reasoning, argue his thoughts, draw conclusions, build evidence, evaluate texts, arguments and arguments of other people, etc. If the student in the aggregate has all this, including the ability to reflect, then this means that he has formed critical thinking. Thus, by evaluating critical thinking, we get the opportunity to get an idea of both the development of reflection and its prerequisites - the skills and abilities on the basis of which it is formed.
The critical thinking assessment test (hereinafter referred to as the CT test) was developed in two versions: for 7th graders and 9th graders. Here we will analyze the data only for the first test (the test is presented in Appendix 1 at the end of the article). In the process of developing the test, a list of skills that should be assessed was formed, and tasks corresponding to this list were developed (tasks borrowed from other sources were also used in the test).
In preparation for the trial testing, the following tasks were solved:
instructions for students were developed;
a scheme for processing and interpreting test results was developed;
a scale has been developed to assess the level of skills development;
instructions have been created on how to conduct testing in schools.
The test for grade 7 includes tasks that allow you to evaluate the following types of skills:
make and evaluate logical inferences;
evaluate sequences of inferences;
find missing information;
reflectively evaluate the content of the text;
to find the main information against the background of redundant.
In accordance with the developed methodological support, the categories (types) of CT skills were assessed in our study as formed, partially formed and not formed. If for tasks belonging to the corresponding category of skills, the student gives the correct answer and the correct (coinciding with the key) rationale, then the skill is considered to be formed. If there is neither the correct answer nor the correct justification for the task, then the skill is not formed. In other response options, skills are considered as partially formed.
When processing and interpreting the test results, the level of formation of CT skills was determined according to the following scale:
High level ─ if the student scored more than 25 points;
Average level ─ if the student scores from 12 to 25 points;
Low level - if the student scores less than 12 points.
When assessing the formation of certain categories of skills, it was taken into account that the tasks in the test are presented unevenly, i.e. certain skill categories are represented by one task, while others are represented by two, three or four tasks. If there are several tasks for one category, you need to divide the amount of points received by the number of tasks. The result obtained will correspond to the average indicator (number of points) for this category of skills.
Test results in 7th grade
Testing in GBOU secondary school No. 236 was carried out in the gymnasium class. The general analysis of the results showed that the majority of students in the class have formed critical thinking at an average level (82% at the level of partial formation). 9% of students have a low level of formation and 9% have a high level (see Diagram 1).
The level of formation for certain types of tested skills was assessed for the following types (categories): the ability to make logical inferences and justify your answer, the ability to evaluate sequences of inferences, the ability to find missing information, the ability to reflexively evaluate the content of the text, the ability to find the main information against the background of redundant information. The results of the assessment are shown in Diagram 1.
Diagram 1.
The students coped best with tasks in which it was necessary to find the main information against the background of redundant information, and worst of all, with tasks that tested the ability to reflectively evaluate the content of the text.
Tasks aimed at assessing the ability to make and evaluate logical conclusions and reflectively evaluate the content of the text to one degree or another were completed (partially formed) by all students. At the same time, it should be said that in these categories there are no students who scored the maximum score or who did not answer a single question correctly.
The results of testing and data processing make it possible to build an individual profile of the student. The profile clearly shows at what level certain types of skills are formed (see Diagram 2).
Diagram 2.
Individual profile. Student number 10.
An idea of the individual level of development of a student's critical thinking can be obtained by comparing his individual results with the normative ones obtained on a large sample. But so far there is no such data. Therefore, it was proposed to compare the individual results of the student in the maximum possible for the test and with the average for the class.
Table 1 shows the summary results of testing seventh graders, conducted in GBOU secondary school No. 1273 (see table 1)
Table 1. Summary test results (7th grade, 24 people)
|
Total points |
Test achievement level |
||||||
|
Average score |
The results obtained during the processing of test protocols for the class are presented in Diagram 3.
Diagram 3.
In percentage terms, these results are as follows:
Ability to find missing information - 42%
The ability to make and evaluate logical conclusions - 52.5%
The ability to evaluate the sequence of inferences - 66.6%
The ability to reflectively evaluate the content of the text - 58%
The ability to find the main information against the background of redundant - 87.5%
The general level of formation of CT skills is as follows:
At a high level, skills are formed in 8.3% of students.
83.4% of students in the class have skills at the average level.
At a low level (not formed) - in 8.3% of students.
Analysis of test results and conclusions
The results of testing in 7th graders showed that the majority of students coped with the test tasks at an average level (partially formed skills). In the 7th gymnasium class of secondary school No. 236, 82% of students were like this, in secondary school No. 1423 - 83.3 students of the class. That is, the results were about the same. At the same time, it should be said that this result (partially formed skills) means that the majority of students from these 82 and 83% could not justify their answer in the tasks. But it is the justification that serves in the tasks as an indicator of the development of reflection in students. This is not surprising, since at present, they practically have no experience and reflection skills.
The easiest task for students of the 7th grade was task No. 12 - "The ability to find the main information against the background of redundant information." For clarity, let's reproduce this task.
Task 12 . Bus driver and passengers problem
“Suppose you are a bus driver. At the first stop, 6 men and 2 women got on the bus. At the second stop, 2 men got off the bus and 1 woman got on. At the third stop, 1 man got off and 2 women got on. On the fourth - 3 men entered, and 3 women got off the bus. At the fifth stop, 2 men got off, 3 men got on, 1 woman got off and 2 women got on.
Question: What is the name of the bus driver?
The redundant information in this task (listing how many passengers got on and off the bus at stops) did not prevent most students from determining the correct answer. From this, in particular, it follows that in the new version of the test, this task should be replaced by another - of the same type, but more difficult.
The results regarding the performance of tasks that can be classified as difficult, turned out to be quite contradictory. According to a preliminary expert assessment, such tasks could include tasks related to a reflective assessment of the content of the text and the detection of errors associated with the vagueness of terms and the fuzzy formulation of the thesis. In one case, this hypothesis was confirmed, in the other it was not. According to one result (Secondary School No. 236), the tasks for reflexive assessment of the test content turned out to be difficult (in total, skills are formed or partially formed in 50% of students); for others (secondary school No. 1423) - tasks in which it was necessary to find the missing information (in total, skills were formed or partially formed in 16.7% of students). In other words, the students of this class have insufficiently formed logical skills. However, it is premature to draw final conclusions on this matter, since, firstly, the sample in this study was not sufficient, and, secondly, different classes and groups of students can differ significantly in what is difficult for them and what easy.
From the schools participating in the approbation, comments and suggestions were received. As an example, here are excerpts from a report received from school No. 236.
“During the implementation of the methodology, its verification and analysis of the results, the psychological and pedagogical team made the following remarks:
1) In task No. 5, we consider it inappropriate to evaluate separately the correctness of the answer and the rationale separately, since if the students gave the correct answer, this means that they have already mentally spoken the rationale and made the correct conclusion.
2) Task number 7 is too difficult for students to understand.
3) Task number 13. Students are unfamiliar with the concepts indicated in the text of the question. It may be necessary to include an explanation of the concepts in the question».
These and other comments serve as material for the analysis, evaluation and development of an improved version of the KM test.
Literature
1. Mudrik A.V. Human socialization. - M., 2004.
2. Exemplary basic educational program of an educational institution. Primary school / comp. E. S. Savinov. - M.: Enlightenment, 2010 - (Standards of the second generation).
3. Exemplary basic educational program of an educational institution. Basic school / comp. E. S. Savinov. - M.: Enlightenment, 2011 - (Standards of the second generation).
4. Requirements for the results of mastering the basic educational program of basic general education. – www.standart.edu.ru.
5. Federal state educational standard for basic general education. Approved by order of the Ministry of Education and Science Russian Federation dated December 17, 2010 No. 1897, p. 4 – 7. – www.standart.edu.ru.
The upbringing of responsibility and competence, the Program says, implies “They master the forms and methods of self-education: self-criticism, self-hypnosis, self-commitment, self-switching, emotional and mental transfer to the position of another person” (, p. 141).
« sphere of self-consciousness that needs reflection in the process of self-determination of internal guidelines and ways of distinguishing between Self and non-Self” (, p. 82).
3 “The action of all mechanisms of socialization to a greater or lesser extent mediated by reflection- an internal dialogue in which a person considers and accepts or rejects the values inherent in society, family, etc. Those. a person is formed and changes as a result of his awareness and experience of the reality in which he lives, his place in it and himself.
Halpern, Diana. Psychology of critical thinking. Series "Masters of Psychology" - St. Petersburg, 2000
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 differently; - 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 a very important step. 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 traits, advantages M - "minus", negative traits, disadvantages I - "interesting", opportunities for development P It was interesting to work in a group on creating a small of the project Original work, everything is clear and interesting We were engaged in creativity I liked that the lesson took place in an unusual form M There were no such moments A little noisy, not all groups tried 100% encountered this 1 time Work in a group. And look at other people's work. Oh, you won't believe everything
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; ability to develop 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 the classroom in English I often had to see the bored faces of students, faced with low activity in the classroom, with a lack of interest in the subject and the culture of doing homework, and with a reluctance to learn at all. Since it is also English, it sometimes seems that such a passive attitude to the subject may be due to a misunderstanding assignments, inability to navigate the 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 collect and systematize thematic information for a long time (quarter, academic semester, academic year or other period of time);
- 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. It is not the amount of knowledge or the amount of information put into the student's head that is the goal of education, but how he knows how to manage this information: to seek, to appropriate in the best way, to find meaning in it, to apply it 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 the hidden meaning of a 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 a school where new material is being studied, this phase takes 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. The fast pace of presentation of new material in the mode of listening and writing practically excludes the possibility of comprehending it.
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, considering psychological features perception of a lecture, it is necessary to use special techniques to activate attention and stimulate critical reflection. 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 issues in the course of explaining the story, graphical 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 questions asked to solve the difficulties that arose at the initial stage of 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 different options for opinions on the same issue.
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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Teacher |
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 you work at the stages of calling, 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 expert of an environmental organization, study the message of aliens and predict possible changes 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 the environment in another 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 of various types of memory. In addition, this technique can be used at the initial stage of working on a 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, or compiling reference abstract, or uses one of the graphic forms (eg "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. Then the students are transferred 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 of the logbook, linking the topic being studied 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 lives, puzzled them, caused protest or, conversely, delight, surprise, such quotes 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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