Technologies for the development of critical thinking are used. Medianar "Educational technologies in the implementation of the Federal State Educational Standards: technology for the development of critical thinking
Technology for developing critical thinking through reading and writing
(TRKMCHChP)
Reading and writing should be understood in a broader sense than subject disciplines. This technology was developed at the end of the 20th century in the USA. Known in Russia since 1997. It is a holistic system that develops skills in working with information in the process of reading and writing. It is general pedagogical, supra-subject.
Purpose of technology : development of students’ thinking skills, necessary not only in studies, but also in ordinary life- ability to make informed decisions, work with information, analyze different sides phenomena, etc.
What is critical thinking?
Critical thinking is the ability to take one’s position on the issue under discussion and the ability to justify it, the ability to listen to the interlocutor, carefully consider the arguments and analyze their logic.
Critical thinking is a set of qualities and skills that determine high level research culture student and teacher,
Critical thinking is “evaluative, reflective thinking”, for which knowledge is not the end point, but the starting point,
Critical thinking is reasoned and logical thinking, which is based on personal experience and proven facts.
Critical thinking is a conscious, planned process of interpreting, analyzing and evaluating information, based on existing knowledge and testing opinions on a particular issue, and leading to the formation and affirmation of one's own attitude.
The technology has 2 features (based on “2 pillars”):
Lesson structure, including 3 phases (challenge, comprehension, reflection);
Functions of 3 stages of TRCM:
CHALLENGE - motivational (motivation to work with new information, stimulating interest in a new topic);
Informational (calling to the “surface” of existing knowledge on a topic);
Communication (conflict-free exchange of opinions);
COMPREHENSION - informational (obtaining new information);
Systematization (classification of information received);
Motivational (maintaining interest in the topic being studied);
REFLECTION - communication (exchange of views on new information);
Information (acquisition of new knowledge);
Motivational (motivation to further expand the information field);
Evaluative (correlating new information and existing knowledge, developing one’s own position, evaluating the process);
TRKM principles:
Student activity in educational process;
Organization group work in class;
Development of communication skills;
The teacher perceives all student ideas as equally valuable;
Motivating students for self-education through mastering TRCM techniques;
The relationship between the content of the educational process and specific life tasks, identifying and solving the problems that children face in real life;
Using graphic techniques to organize material. Models, drawings, tables, diagrams show the train of thought.
Critical Thinker (student):
- forms own opinion;
Makes deliberate choices between different opinions;
Solve problems;
Argues reasonedly;
Values teamwork in which a common solution emerges;
Knows how to appreciate someone else's point of view;
The difference between a traditional lesson and a lesson built in TRKM
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Traditional lesson |
Lesson built in TRKM |
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The role of the teacher:
TRADITIONAL LESSON:
* informing (tell);
* controlling (force to learn);
* evaluative (evaluate diligence);
LESSON IN TRKM:
* directs the efforts of students in a certain direction - COORDINATOR;
* confronts different judgments;
* creates conditions that encourage acceptance independent decisions;
* gives students the opportunity to draw their own conclusions;
* prepares new cognitive situations within existing ones:
Critical thinking is...
Not looking for shortcomings, but an objective assessment of positive and negative aspects in a cognitive object;
Independent thinking;
Thinking is problematic and evaluative;
Reasoned thinking;
Social thinking;
Some techniques at different stages of the lesson
At the CALL stage:
- Cluster
- Basket of ideas
- Denotation graph
- Tree of predictions
- True and false statements
- Keywords
- Do you believe?
At the CONSIDERATION stage:
- Insert (marginal notes)
- Marking table
- Two-part diary
- Reading with stops
- Pivot table
At the REFLECTION stage:
“Thick and thin” questions
.“Writing in a circle”
Taking syncwine in class. What is it and how to write syncwines?
Sinkwine is a methodological technique that involves composing a poem consisting of 5 lines. Moreover, the writing of each of them is subject to certain principles and rules. Thus, there is a brief summary and summing up of the studied educational material. Sinkwine is one of the critical thinking technologies that activates the mental activity of schoolchildren through reading and writing. Writing a syncwine is a free creativity that requires the student to find and highlight the most significant elements in the topic being studied, analyze them, draw conclusions and briefly formulate them based on the basic principles of writing a poem.
It is believed that cinquain arose based on the principles of creating eastern poetic forms. Initially great importance given to the number of syllables in each line and the placement of stress. But in pedagogical practice, not much attention is paid to all this. The main emphasis is on the content and principles of construction of each line.
Rules for constructing syncwine
- First line poems are his theme. It is represented by just one word and always a noun.
- Second line consists of two words that reveal the main topic and describe it. These must be adjectives. The use of participles is allowed.
- IN third line, through the use of verbs or gerunds, actions related to the word that is the topic of the syncwine are described. The third line has three words.
- Fourth line- this is no longer a set of words, but a whole phrase with the help of which the component expresses its attitude to the topic. IN in this case this can be either a sentence composed by the student independently, or a catchphrase, a proverb, a saying, a quotation, an aphorism, always in the context of the topic being revealed.
- Fifth line- just one word that represents a certain result, a summary. Most often it is simply a synonym for the theme of the poem.
When writing a syncwine in didactic practice, minor deviations from the basic rules for writing it are allowed. So, for example, the number of words in one or several lines and the replacement of given parts of speech with others can be varied.
As an example, let us give a poem composed by children about himself this method training:
Cinquain Imaginative, precise Summarizes, develops, teaches “The power of speech lies in the ability to express a lot in a few words” Creativity.
How to use syncwines in the classroom?
The topic chosen for compiling a syncwine should be close and interesting to students. Better results can be achieved if there is room for emotionality and sensuality.
Children do not always immediately get involved in work. Difficulties may be associated with the need for analysis, comprehension of the topic, insufficiency vocabulary, misunderstanding of certain terms, fear of making mistakes. To help the children, there is a need to ask leading questions, broaden their horizons, encourage any aspiration of the students, and answer the questions they have.
The main task of a teacher who uses the syncwine method in the classroom is the need to think through a clear system of logically interconnected elements, the embodiment of which in images will allow students to comprehend and remember the material of the subject.
How to teach children to write syncwine?
First of all, it is necessary to tell that syncwine is the desire to fit one’s knowledge, thoughts, feelings, emotions, associations into a short form, this is an opportunity to express one’s opinion regarding any issue, subject, event, phenomenon, which will be the main theme of the work . Then you need to explain the basic rules for writing a quintet, and give several examples for clarity. And only after this the teacher announces the topic, stipulating the time allotted for this work.
After completing the creative process, children, if desired, read out their poems. If the work took place, for example, as homework, the teacher can read out (or ask the author of the work to do so) the most interesting options. As an example, you can try to compose one general syncwine by writing it on the board. Work in pairs or groups is allowed. But it is considered the most effective individual work, as it allows the teacher to understand the depth of understanding of the material by each of the students.
Areas of use
Sinkwine as a teaching method is universal. It can be applied to topics in any subject school curriculum. It allows students to become interested, helps them better understand and comprehend the material being studied. Composing a quintet is quite simple, so it can be used when working with children of any age.
Cinquain is a special poem that is the result of analysis and synthesis of existing or newly obtained data. It can be used at the challenge stage, when children, even before familiarization with new topic, compose a poem based on the information that they know on this moment. This allows the teacher to understand what the children already know on this issue and will provide an opportunity to correct the information that needs to be conveyed to the children in order for them to correctly assimilate the material.
At the comprehension stage, writing a syncwine allows the teacher to evaluate how students understand the topic being studied, diversifies the learning process, and makes it more interesting, because a syncwine is also play activity. In this case, the technique is a change of activity that contributes to some emotional relief for schoolchildren.
And you can use it on . A thought translated into an image allows the teacher to assess the level of understanding of the studied material by students. Sinkwine is considered a fast but very powerful reflection tool.
Compiling a syncwine is a creative activity and is more often used when studying humanitarian subjects- literature, history. But in order to diversify the learning process and make it more interesting, you can use this technique and in lessons, physics, for example. After familiarizing themselves with the topic “Light”, the teacher invites the children to compose a syncwine.
Answer using adjectives, what is he like? Bright, warm
Tell us, using verbs, what it does? It burns, illuminates, flickers.
Make up a sentence or phrase that expresses your attitude to the topic and is a kind of conclusion. People need it.
Summarize it in one word. Shine.
In natural history, you can invite children to write poems about the seasons.
Options for working with syncwine
In addition to the traditional compilation of syncwine, other types of work with pentaverses in the lesson are also possible.
Compose a story based on a completed poem. It is advisable, when composing it, to use the words and phrases used in the given syncwine.
Edit the finished syncwine in order to improve it.
Add syncwine. To do this, you need to analyze the given poem, identify the missing part and fill it in. For example, you might suggest a poem that doesn't have a theme. Using words that characterize and reveal it, students should understand what is being said:
Fleeting, freezing Runs, stops, heals The amazing phenomenon of Life.
Children must determine that the theme of this syncwine is “Time.”
Advantages of the method
When compiling a syncwine in class:
- interest in the material being studied increases;
- develops creative thinking;
- are developing Creative skills students;
- communication skills and the ability to express one’s thoughts succinctly and concisely are improved;
- thinking and imagination develops;
- the ability to analyze is developed;
- the time allocated for memorizing information is reduced;
- vocabulary expands.
Compiling a syncwine in class takes relatively little time, but at the same time it is effective way development figurative speech which facilitates quick results.
In the course of working using this method, students are able not only to deepen their knowledge on any topic, but also to improve their ability to work independently with additional sources of information and plan their educational activities.
Examples of syncwines
In natural history, you can invite children to make syncwines about the seasons.
Summer Hot, cheerful Walk, play, relax. Look forward to. Holidays!
Spring Warm, bright Blooms, turns green, makes you happy. Nature is waking up. Great!
During a literature lesson, the teacher, as homework, asks the children to compose a syncwine about favorite piece. The result might look like this:
Nina Smart and brave. Travels, makes friends, wins. I admire her. We are talking about the book “Girl of the Sixth Moon” by Mooney Witcher.
You can invite children to write a syncwine about the sun:
The sun is bright, distant, warms, shines, makes us happy. I love sun. Life-giving star.
Sinkwine is the analysis and synthesis of information, a play on words. This is poetry that promotes creative self-development and beautiful expression of one's thoughts. This is a way of writing original and beautiful poems. That is why syncwine, as a teaching method, is becoming increasingly popular and is increasingly used in the educational process.
The “Logical chain” technique has been known in the technique for a long time. It helps to remember and comprehend a large amount of information, to identify the pattern of any events or phenomena. The technique works to develop critical thinking, memory development and the ability to think logically. The Logical Chains method can be used in lessons in all subjects and at any stage of the lesson. It all depends on the goals that the teacher sets.
The reception strategy consists of constructing a chain of facts, sentences, words, dates, rules, quotes in logical or chronological order.
The construction of a logical chain can be carried out together with the teacher, in groups/pairs during the lesson, and can be offered as independent work or homework.
Examples of using the logical chain technique
To remember large amounts of information
For example, in literature lessons the biography of a writer is studied, and it is difficult to remember all the key dates and events. Invite students to create a logical chain, recording all the important points.
Biography of A. S. Pushkin: Moscow - Tsarskoye Selo Lyceum - "Old Derzhavin noticed us..." - St. Petersburg - Mikhailovskoye Village - Link to the south...etc.
Once the chain has been compiled, it is important that students can “decipher” each link: give the dates or names of the main works created during this period.
To make it easier, each link can be supplemented with these facts.
To secure the material
For example, after studying the biology of trees in a lesson, you can ask students to create a logical chain that shows stages of tree development: seed - sprout - sapling - mature tree. You can use pictures instead of verbal links.
Or in a history lesson, after studying the events of a certain period, ask to create a logical chain containing key events in chronological order.
History of Russia under Peter the Great: Streltsy revolt - coronation of Peter and Ivan - Evdokia Lopukhina - Arkhangelsk - First Azov campaign etc.
To consolidate material and develop observation skills
- The "mixed-up logical chains" technique. The teacher offers a number of concepts and terms in which the logical sequence is broken. The students’ task is to identify the error and correct it, justifying their choice.
- A logical chain in the form of a game helps to develop imagination, while building a sequence of events in a reasoned manner. The game is played orally. Students are given the first link in the chain, which begins with the word “In order to...”: To eat an apple, you need to pick it from the tree. The students’ task is to continue the series, making a kind of “journey into the past”: To pick an apple from a tree, you need to grow that tree. To grow a tree, you need to plant it. Etc.
To control knowledge
Options:
- You can use logical chains built on the principle of correlation. That is, it is required to correlate the concepts and terms from the first column with the concepts and interpretations in the second column.
- Each student receives a card on which 1 object, phenomenon, etc. is indicated. Students’ task: to create logical chains on a specific topic by looking at what their classmates have written. It is more convenient to carry out work in groups or in rows (1 group - 1 logical chain).
These are just a few ways to use the technique. Each teacher can easily adapt the “Logical Chain” strategy for his lesson, focusing on the goals and planned learning activities.
Examples of methodological techniques
technologies for developing critical thinking
Examples of methodological techniques for the development of critical thinking technology reflect only a small part of the available methodological developments in this area. (materials from the book by Galaktionova T.G. From self-knowledge to self-realization: Personnel technology educational activities. - St. Petersburg: Institute of Special Pedagogy and Psychology, 1999. - 156 p.)
use a universal training model and a system of effective methods,
Help students become more independent, critical thinkers, responsible and creative learners.
makes it possible to create an atmosphere of partnership in the class (group).
teacher, learning to work in creative co-authorship mode.
techniques help motivate students in the learning process, arouse interest in the subject and increase cognitive and intellectual ability, as well as independence in action.
TECHNIQUES AT THE CALL STAGE
Technique “Let’s delve into memory”
What theme? (name her); What do you already know about this?
What did you expect or feel the need to know? Why do you need to know this?
The teacher announces the topic of the lesson, for example: “Ontogenesis. Reproduction and individual development organisms"
Reception “Association”
What might be discussed in the lesson?
What association do you have when you hear “_______________”?
Students list all the associations that have arisen, which the teacher also writes down on a piece of paper or board.
Technique “Confused logical chains”
Students integrate their own ideas with the ideas presented in the text to move to new understandings.
Correct and incorrect quotes are written on the board; students must read and put a “+” sign where they think the statement is correct and a “-” sign where they think it is incorrect. For example, for a lesson on the topic: “Ontogenesis. Reproduction and individual development of organisms”
Reception of “Instructions”
During the challenge stage, students can be given instructions on how to further work during the lesson., when performing laboratory work, setting up an experiment or research. Instructions for students (on each desk)
Reception Create an “Expert Sheet”.
Reception"Brainstorm"
In pairs, the guys discuss the following questions:
a) Think about what you know about reproduction?
b) Do you think this problem is important?
Reception « Brain attack»
As a methodological technique, “Brainstorming” is used in TCM with the aim of activating existing knowledge at the “challenge” stage when working with factual material.
Stage 1: Students are asked to think and write down everything they know or think about this topic;
Stage 2: Exchange of information.
1. Strict time limit at the 1st stage of 5-7 minutes;
2. During the discussion, ideas are not criticized, but disagreements are recorded;
3. Prompt recording of proposals made.
Individual, pair and group forms of work are possible.
TECHNIQUES AT THE CONSIDERATION STAGE
The comprehension stage solves the following problems: non-distracted reading of the text, emotional perception.
Reception“Notes in the margins”
Students receive the text and make appropriate notes in it:
“+” - put in the margin if what you read matches what you know;
“-” - put in the margin if what you read contradicts what you knew or thought you knew;
“V” - put in the margin if what you are reading is new;
“? - put it in the margin if what you are reading is not clear or if you would like more detailed information on this issue.
Thus, while reading a text, students make four types of notes in the margins, according to their knowledge and understanding. Time for work is allocated depending on the volume of text
Reception“Marking table”
It is advisable to use this technique in conjunction with the “Marking in the Margins” technique. After reading the text, the student draws up a marking table, in each column of which sentences with appropriate notes are written:
Reception Technology (reception) “insert”
To perceive and analyze texts, active reading methods are used: marking using icons (“+” “?” “-”), keeping records such as a diary or “logbook”. The so-called “insert” technology is used:
Translated from English, “insert” means: an interactive writing system for effective reading and thinking.
Explanation of the term INSERTI
Interactive
Interactive
Noting
Celebrating
System
System
Effective
Effective
Reading
Readings
Thinking
Reflections
The technique promotes the development of analytical thinking and is a means of systematizing and tracking understanding of the material.
Reception“Two-Part Diary”
I use this technique when students independently work with the text and then teach each other on the topic they have studied. During the explanation of the material, such diaries are kept, consisting of two parts, in the first part a summary of the material presented is kept, and questions that arise or unclear points are recorded in the second part and then returned to them. It is also convenient to work with such diaries during a lecture. It is especially useful to use double journals when students are assigned to independently study a large text at home. It is advisable to use this technique in conjunction with the “Instructions” technique.
NOTES
QUESTIONS
Reception“Problem Solving Sheet”
when solving problems, especially with weak students (individual work), or when performing practical and laboratory work. Students independently pose a problem and independently look for ways to solve it to achieve the final goal.
PROBLEM
WHAT IS THE SOLUTION?
WHAT IS MISSING
SOLUTION
Reception“Argument table”
The teacher gives arguments, and students must refute them or confirm them with facts from the lecture, the teacher’s explanation, or when working with the textbook.
ARGUMENT
Why yes"
Why not"
Reception“Bloom's Chamomile”
Type I – simple questions that require unambiguous answers (what?, where?, when?, etc.)
Type II – clarifying questions (Did you say something...?, Did I understand you correctly?)
Type III – practical questions (How does what we learned relate to life?)
Type IV – evaluation questions. (What is your attitude to this topic?)
Type V – creative questions. (What would you do if the situation were like this?)
Type VI – interpretive questions. (Which opinions, in your opinion, correspond to the existing order of things?)
Reception"Group Discussion"
a) respect for the different points of view of its participants;
b) joint search for a constructive solution to the disagreements that have arisen.
Group discussion can be used at both the challenge and reflection stages. The form of group discussion contributes to the development of dialogical communication and the formation of independent thinking.
TECHNIQUES AT THE REFLECTION STAGE
At this stage, the task is solved: adjustment and systematization of knowledge.
Reception"Cluster"
This is a way of graphically organizing material that makes it possible to visualize the thought processes that occur when immersed in a particular topic, stimulating the emergence of new associations or graphically depicting new ideas. This writing activity serves as a learning tool writing. A cluster is a reflection of a nonlinear form of thinking. This method is sometimes called “visual brainstorming.”
I use clustering quite often both at the challenge stage and at the reflection stage. This pedagogical strategy of clustering is very simple and easy to remember:
1. It is necessary to write a keyword or sentence in the middle of the sheet or board, which is the “heart” of the idea or topic.
3. As ideas arise, it is necessary to establish connections between them, words are connected by straight lines to the key concept.
4. The result is a structure that graphically displays our thoughts and determines the information field on this topic.
Reception“Cinquain”
"Cinquain" comes from the French word "cing" - five, a poem that requires the synthesis of information and material in in short terms, for 5-7 minutes. Develops the ability to summarize information, express an idea in several meaningful words, succinct and concise expressions. Synquains are a fast and powerful tool for reflection, synthesis and generalization of concepts and information. Can be individual independent task; work in pairs; less often as collective creativity.
Rules for writing syncwine:
In the first line, the topic is named in one word (noun).
The second line contains a description of the topic in two words (two adjectives).
The third line contains a description of the action within the topic (three verbs).
The fourth line is a four-word phrase that shows the attitude towards the topic.
A one-word synonym that will repeat the essence of the topic.
An example of a syncwine
Reproduction
Sexual, asexual
It increases, continues, develops.
The main property of living organisms.
Necessary
Reception"Essay"
The genre of criticism and journalism, the free interpretation of any literary, philosophical, aesthetic, moral and social problem. There are 5-minute essays, 10-minute essays, and longer and more labor-intensive essays.
Essay is a very common genre written works I use it at the end of the lesson to help students summarize their knowledge of the topic being studied. I ask students to answer two questions:
What did they learn about the topic covered?
What would you like to know? (or ask a question to which they did not receive an answer).
Example of an essay for the lesson: “If there were no reproduction process?”
Reception"Self-Analysis"
Training skills for reflecting one’s own states “I know - I don’t know.” Of particular importance is the creation of an attitude towards the success of students’ educational activities, containing a specific positive meaning “I know with confidence”, “I must repeat”.
Reception“Six Critical Thinking Hats”
I usually use this task at the reflection stage. The class is divided into six groups, which “try on their hat”, six points of view are expressed on the same problem.
“ White hat" ATISTIC (states the facts on the problem, without discussing them);
“ Yellow hat" POSITIVE (positive points are expressed);
“ Black hat" NEGATIVE (the group states negative aspects regarding the problem being studied);
“ Blue hat" ANALYTICAL (analysis is carried out, the group answers the questions: why? why? connections?);
“ Green hat" CREATIVE (you can express the most “crazy ideas and assumptions”);
“ Red hat" EMOTIONAL (the group formulates their emotions that they experienced while working with the material)
Reception“Keywords” or terms
Based on these words, compose a story-assumption or story-summarizing an event. The main thing is to use all keywords and terms in the text.
Reception“Peer learning”
Peer learning occurs in groups of four to seven people. They are all given copies of the same text. Students take turns playing the role of the teacher, which requires them to perform five specific actions:
1. “teacher” summarizes the content of the paragraph;
2. he comes up with a question for the text and asks other students to answer it;
3. the “teacher” explains what remains unclear to others;
4. he gives the task to read the next paragraph,
5. passes the reins to the next student.
Reception"Reading with notes"
Reception"Tree of Predictions"
This technique helps to make assumptions about the development storyline in a story, story. The “Prediction Tree” technique was borrowed by the authors from their American colleague J. Bellance, who works with literary text. In the original, this technique helps to make assumptions about the development of the plot line in a story or story. The rules for working with this technique are as follows: the trunk of the tree is the topic, the branches are assumptions that are made in two main directions - “possible” and “probably” (the number of “branches” is not limited), and, finally, the “leaves” - the rationale for these assumptions , arguments in favor of one opinion or another.
Reception"Thick and thin questions"
The table of “Thick” and “Thin” questions can be used at any of the three phases of the lesson: at the challenge stage - these are questions before studying the topic, at the comprehension stage - a way to actively record questions during reading, listening, during reflection - a demonstration of understanding of what has been covered.
Fat?
Thin?
Give 3 explanations why...?
Explain why...?
Why do you think...?
Why do you think...?
What is the difference...?
Guess what will happen if...?
What if... ?
Who?
What?
When?
Maybe..?
Will...?
Could...?
What's your name...?
Was it...?
Do you agree...?
Is it true...?
Reception"Joint Search"
Opinion exchange. This is the reader’s ability to extract from contact with the text not only an informational layer, but also a problematic and emotional one. It is better if a problematic question arises among students as a result of an exchange of opinions about what they have read, during the discussion. It is always necessary to ask questions:
What did you notice in the text? What do you remember most? Why do you think?
What thoughts arose in connection with what you remember most?
What feelings did you experience?
Reception"Zigzag"
Work in pairs or groups on the same problem, during which new ideas are put forward. These decisions are made both on the basis of compromise and on the basis of choosing the most valuable opinion put forward by anyone in the group.
Purpose: studying and systematizing a large volume of material .
The class is divided into groups.
The group is given texts of various contents.
Each student works with his own text: highlighting the main thing, either making a supporting summary, or using a “cluster”.
Upon completion of the work, students move to expert groups.
Groups of “experts” of “specialists” on one topic.
Compiled general scheme story on the topic.
The speaker makes the final presentation.
The group exchanges information on the topic being studied.
Reception"Confused logical chains"
The shape promotes the development of attention and logical thinking.
Modification of the “Key Terms” technique.
Option 1: placement of key words on the board in a specially “confused” logical sequence; at the “reflection” stage, students are asked to restore the broken sequence.
Option 2: 5-6 events from the text are written out on separate sheets of paper, demonstrated in front of the class in a deliberately broken sequence, and asked to be restored correct order cause-and-effect chain.
After listening to different opinions, the teacher invites students to get acquainted with the source text and determine whether their assumptions were correct.
Reception "True and False Statements"
Reception "Match"
Reception "Discussions"
Reception "Research"
Reception "Projects"
Reception "Oral and written round tables"
Reception Table “Z-H-U” (“I know – I want to know – I found out”)
The “key words” technique is to write down words or phrases that reflect the questions to which you would like to receive answers in the process of studying this issue
Associations with the concept of “KM” (keywords, synthesis table)
2. Definition of the concept “CM”
Associations with the concept of “critical thinking”
1. Select three key words or phrases that characterize the concept of “Critical Thinking”, write them in the first column of the table, then in the second and third.
I believe that if all these methodological techniques are applied in the system, the result will not be long in coming. You can use the techniques that the teacher is used to. The main thing is that they contribute to the achievement of the main goals set by the teacher and students. But when using various techniques, one must remember that the main thing is the content of the lesson, and not the attractiveness of individual techniques.
Kuchumova Irina Nikolaevna, biology teacher, first qualification category Municipal educational institution "Secondary school No. 172", Arkhara village, Arkhara district, Amur region Page 11
Methodological development.
Subject: Theoretical basis technologies of critical thinking.
Completed by: Skryabina N.I.
SKIiK teacher
Ekaterinburg 2015
A critical thinker
impossible to manipulate.
To educate a person who has the ability to communicate, who can respond flexibly, who is ready for global cooperation and competition, who knows how to respond to the challenges of the time, possibly developing students’ ability to think critically.
Critical Thinking Technology- This is an “invention” of American pedagogy. It is based on the creative cooperation of student and teacher, on the development of an analytical approach in students to any material. This technology is not designed to memorize material, but to pose a problem and find its solution.
Experts in psychology and related sciences have given several concepts of the term “critical thinking,” but they are all quite close in meaning.
So, for example, according to the definition of the American psychologist D. Halpern " Critical thinking"is the use of cognitive techniques or strategies that increase the likelihood of obtaining a desired end result."
"Critical thinking- a complex process of creative integration of ideas and possibilities, rethinking and restructuring of concepts and information. It is active and interactive process cognition, occurring simultaneously at several levels."
They started talking about a holistic technology for the development of critical thinking only in the mid-90s. There are quite a lot of supporters of developing students' critical thinking.
Critical thinking does not mean negativity or criticism, but intelligent consideration of a variety of approaches in order to make informed judgments and decisions. A critical thinking orientation means that nothing is taken for granted. Each student, regardless of authority, develops his own opinion in the context of the curriculum. Critical thinking- this is the ability to raise new questions, develop a variety of arguments, and make independent, thoughtful decisions.
Purpose of RCM technology- ensure the development of critical thinking through the interactive inclusion of students in the educational process
RCM technology allows you to solve the following problems:
Improving the quality of the educational process by developing a system of lessons on RCM technology when studying an academic subject
Increasing learning motivation: increasing interest in the learning process and active perception educational material by subject;
Formation of information literacy: development of the ability for independent analytical and evaluative work with information of any type and different types of complexity;
Increasing social competence;
Formation of skills in analysis and synthesis of subject texts.
There is a certain a set of learning conditions that promote critical thinking. So, it is necessary:
Provide time and opportunity to gain experience in critical thinking.
Provide opportunities for students to reflect.
Accept different ideas and opinions.
Promote student activity in the learning process.
Reassure students that they are not at risk of being ridiculed.
Express the belief that every student is capable of critical judgment.
Appreciate the exercise of critical thinking.
In this case, students must:
Develop self-confidence and understand the value of your opinions and ideas;
Actively participate in the educational process;
Respectfully listen to different opinions;
Be ready to both form judgments and refrain from making others.
The RCM technology is based on didactic pattern, which in domestic pedagogy received the name of the didactic cycle, and in the specified technology - “challenge – comprehension – reflection.”
I. Call stage. The first stage of work is aimed at updating and generalizing existing knowledge on the topic being studied, forming the personal interest of each student in obtaining new information. At this stage of work, it is necessary to arouse interest in the topic and motivate schoolchildren to be active in learning activities. At the challenge stage, it is advisable to combine individual and group forms of work.
II. Conception stage. The main objectives of the second stage are: creating sustainable motivation for the student to actively obtain new information; correlating the information received with what the student already knows; subsequent systematization of information. In the process of such work, schoolchildren learn to pose questions, determine their own position, and perform various logical operations. The teacher’s task at this stage is to, using a number of methodological techniques, help students track the very process of cognition (gaining new knowledge) and understanding.
III. Reflection stage. The organization of schoolchildren’s work at the third stage is aimed at holistic comprehension and appropriation of information; developing your own attitude to the material being studied; identifying “white spots” (lack of information on any issues), formulating cognitive tasks and problems for further advancement in the information field (“stage of a new challenge”); analysis of the entire process of studying the material.
Technological stages
Stage 1 /phase/ Challenge
Stage 2 /phase/ Understanding the content
Stage 3 /phase/ Reflection
Updating existing knowledge
Awakening interest in obtaining new information
Setting your own learning goals
Getting new information
Adjustment of set learning goals
Reflection, the birth of new knowledge
Setting new learning goals
Information received at the call stage is listened to, recorded, and discussed.
At the stage of understanding the content, direct contact with new information (text, film, lecture) is made.
Work is carried out individually or in pairs
At the reflection stage, analysis, creative processing, and interpretation of the studied information are carried out.
Work is carried out individually, in pairs or groups
Functions of this stage
Motivational(inspiration to work with new information, awakening interest in the topic) Information(bringing to the surface existing knowledge on the topic)
Communication(conflict-free exchange of opinions)
Information(obtaining new information on the topic) Systematization(classification of information received by categories of knowledge)
Communication(exchange of views on new information) Information(acquisition of new knowledge)
Motivational(incentive to further expand the information field) Estimated(correlation of new information and existing knowledge, development of one’s own position, evaluation of the process)
Possible methods and techniques
Compiling a list of “known information”:
Story-assumption keywords;
Graphic systematization of material: clusters, tables;
True and false statements;
Confused logical chains, etc.
- “Basket of ideas, concepts, names...”, “Drawing up a cluster”, “Drawing up a table of chemical plant management systems”.
Active reading methods: - marking using “V”, “+”, “-”, “?” (as you read, they are placed in the margin on the right);
Maintaining various records such as double diaries, logbooks;
Finding answers to the questions posed in the first part of the lesson.
- “Marginal notes”, “Mutual survey”, “Zigzag”.
Filling clusters and tables.
Establishing cause-and-effect relationships between blocks of information.
Return to keywords, true and false statements.
Answers to the questions asked.
Organization of oral and written round tables.
Organization various types discussions.
Writing creative works.
Research on specific issues of the topic, etc.
Sinkwine
The “Development of Critical Thinking” technology was developed at the end of the 20th century in the USA (Charles Temple, Ginny Steele, Curtis Meredith). It synthesizes ideas and methods of technology, collective and group methods of learning, as well as cooperation, developmental learning; it is general pedagogical, supra-subject. The technology is person-oriented and allows you to solve wide range educational tasks: teaching, educational and developmental. In a dynamically changing world, it is very important to help every person get the opportunity to engage in intercultural interaction, develop the basic skills of a person in an open information space and learn to apply these skills.
The purpose of this technology is to develop the thinking skills of students, which are necessary not only in school, but also in everyday life (the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc.).
The essence of technology.
The name of the technology may seem cumbersome, but not a single word can be removed. Reading and writing are the basic processes by which we receive and transmit information; therefore, it is necessary to teach schoolchildren and students to read and write effectively. This is not about primary teaching of writing and reading, as is the case in initial level school, but about thoughtful, productive reading, during which information is analyzed and ranked by importance. With the help of writing, a person reflects, reflects on the information he received while reading, therefore the effectiveness of these two processes is interdependent. Practicing teachers know how difficult it is for schoolchildren to agree to write, even if we're talking about not about creative work, but about the banal recording of information from sources. And even if students agree to write, their notes are unlikely to provide a complete picture of what they read or listened to. Basic philosophical aspects RKMP technologies are the idea of an open society and the modern understanding of culture, which presupposes the activity of its subjects, the relevance of the relationships between them and the existence of different worldviews in the absence of a single, strictly defined norm of perception and behavior.
From this position follows an understanding of the multiple meanings of the text and the fact that its interpretation depends on the reader’s contexts and the form of organization of group work in the classroom. This approach makes it possible to combine skills of various types in the educational process. intellectual activity with communication skills.
The concept of “text” is interpreted very broadly: it includes a written text, a teacher’s speech, and video material. Objectives of the RCMCP technology Formation of a new style of thinking, which is characterized by openness, flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, and the alternative nature of decisions made. Development of such basic personality qualities as critical thinking, reflexivity, communication, creativity, mobility, independence, tolerance, responsibility for one’s own choices and the results of one’s activities. Development of analytical, critical thinking:
teach schoolchildren to identify cause-and-effect relationships;
consider new ideas and knowledge in the context of existing ones;
reject unnecessary or incorrect information;
understand how different pieces of information are related to each other;
highlight errors in reasoning;
be able to draw a conclusion about whose specific value orientations, interests, and ideological attitudes are reflected in the text or the speaker;
be honest in your reasoning;
identify false stereotypes leading to incorrect conclusions;
identify preconceptions, opinions and judgments;
be able to distinguish a fact, which can always be verified, from an assumption and personal opinion;
question the logical inconsistency of spoken or written language;
separate the important from the unimportant in a text or speech and be able to focus on the first.
Formation of a reading culture, which includes the ability to navigate sources of information, use different reading strategies, adequately understand what is read, sort information in terms of importance, “weed out” unimportant information, critically evaluate new knowledge, draw conclusions and generalizations. Stimulating independent search creative activity, launching mechanisms of self-education and self-organization.
RKMP technology allows you to solve the following problems:
educational motivation: increasing interest in the learning process and active perception of educational material;
writing culture: developing skills in writing texts of various genres;
information literacy: developing the ability for independent analytical and evaluative work with information of any complexity;
social competence: formation of communication skills and responsibility for knowledge.
It is based on a didactic pattern, which in domestic pedagogy is called the didactic cycle, and in this technology - “challenge - comprehension - reflection.” It is not the amount of knowledge or the amount of information packed into a student’s head that is the goal of education, but how he knows how to manage this information: search, in the best possible way appropriate it, find meaning in it, apply it in life. Not the appropriation of “ready-made” knowledge, but the construction of one’s own, which is born in the learning process. The communicative-activity principle of teaching, which provides for a dialogue, interactive mode of classes, a joint search for solutions to problems, as well as “partnership” relations between the teacher and students. The ability to think critically is not a search for shortcomings, but an objective assessment of the positive and negative aspects of a cognizable object. Simple and overgeneralizations, stereotypical words, clichés, cliches, and unsupported assumptions are not always accurate and can lead to the formation of stereotypes.
The idea of personal value and the creation of an environment favorable for its development, self-knowledge and self-expression are fundamentally important. Therefore, on the one hand, during educational activities the process of cognition is modeled and analyzed at all its stages. This allows you to use this technology as a means and instrument of self-development and self-education of a person (both student and teacher). On the other hand, all educational activities is built on the basis of subjective, partnership relationships between the teacher and students, between students. The technology is focused on instilling social responsibility in students. To achieve this, the entire educational process is closely linked to specific life tasks, identifying and solving problems that children face in real life. A socially oriented attitude to reality, teamwork skills, interdependence of the principles and actions of the individual - the necessary conditions to form civic views.
Educational results.
ability to work with an increasing and constantly updated information flow in different fields of knowledge;
enjoy different ways information integration;
ask questions, formulate your own hypothesis; solve problems;
develop your own opinion based on understanding various experiences, ideas and perceptions;
express your thoughts (orally and in writing) clearly, confidently and correctly in relation to others;
argue your point of view and take into account the points of view of others;
the ability to independently engage in one’s studies (academic mobility);
to take responsibility;
participate in joint decision making;
build constructive relationships with other people;
ability to collaborate and work in a group, etc.
Features of the organization.
The technology “Development of critical thinking through reading and writing” is a framework type. A kind of framework into which the lesson fits is the so-called basic model of technology, consisting of three stages (stages): the challenge stage, the semantic stage and the reflection stage. This structure of the lesson, according to psychologists, corresponds to the stages of human perception: first you need to tune in, remember what you know about this topic, then get acquainted with new information, then think about why you will need the acquired knowledge and how you can apply it. Each stage has its own goals and objectives, as well as a set of characteristic techniques aimed first at enhancing research and creative activity, and then at comprehending and generalizing the acquired knowledge.
The first stage is the “challenge” stage, during which students’ previously existing knowledge is activated, interest in the topic is awakened, and the goals of studying the upcoming educational material are determined.
The second stage - “comprehension” - is meaningful, during which the student directly works with the text, and the work is directed and meaningful. The reading process is always accompanied by student activities (labeling, making tables, keeping a diary), which allow you to track your own understanding.
The third stage is the stage of “reflection” - reflection. At this stage, the student forms a personal attitude towards the text and fixes it either with the help of his own text or his position in the discussion. It is here that an active rethinking of one’s own ideas takes place, taking into account newly acquired knowledge.