V Russian education appeared in 1997. The authors are American scientists Ch. Temple, K. Meredith, D. Still. It is a technology for developing critical thinking through reading and writing. The goal is to develop the intellectual skills of students, which are necessary not only in studies, but also in everyday life, incl. the ability to work with information, make informed decisions; facilities that allow you to learn on your own.

The traditional lesson gives priority to educational goals, forms predominantly reproductive knowledge. Textbooks are dominated by narration and description, i.e. the same reproductive approach prevails. The technology for the development of critical thinking is focused primarily on the development of productive skills, metacognitive abilities and skills of students: the ability to self-assessment, self-control, the ability to plan one's own activities.

Critical thinking is open reflective evaluative thinking. It allows you to form a thoughtful attitude to the text, consider different points of view, get positive emotions from the learning process, because. makes it possible for self-realization, to find your own educational route when studying individual topics. The work is addressed primarily to the personality, individuality of the student.

Critical thinking in the context of pedagogical science implies the formation of the following rational abilities:

§ Ability to work actively with information: collection, "active reading", analysis of the quality of information;

§ Consideration of the situation (learning task, problem) as a whole, and not its individual moments

§ Identification of the problem, its clear definition, clarification of its causes and consequences, drawing logical conclusions;

§ Development of one's own position on the problem under study, the ability to find alternatives, change one's opinion depending on the obvious.

The advantage of technology for the development of critical thinking is its openness. The authors of the technology, when developing it, relied on various modern methodological techniques, developments used by other technologies and approaches: discussion, game, reflective writing models.

It is important to follow three phases:

one). Call, motivation: the task is not only to activate, to interest the student, to motivate him for further work, but also to “call up” existing knowledge or create associations on the issue under study, which in itself will become a motivating and activating factor for further work. The most important functions of the call phases are:

§ Informational - a challenge to existing knowledge and experience on a topic. If there is no initial knowledge on the issue under study, then at the stage of the call, questions work until the study of new material (“thick” and “thin” questions, “Bloom’s chamomile”), the table “question words”. It is possible to call with the help of associations, assumptions.

§ Motivational: presenting our experience, we are waiting for its confirmation and expansion, asking “our questions”, waiting for answers to them, and this is always interesting for the student.

§ Systematization. Often at the challenge stage, the teacher gives a task or helps the student to systematize (in most cases graphically arrange) the material before studying it, for this purpose “clusters”, comparison lines in the “conceptual” or “summary” tables are used.

§ Goal-setting: voicing his questions to the material being studied, systematizing knowledge at the challenge stage, the student chooses the direction of studying the topic, sets his own goals.

Call Stage Techniques:

1. “Looks like… Sounds like…”

Reception is aimed at the "assignment" of concepts, terms. At the challenge stage, students are invited to write in the appropriate columns the visual and auditory associations that arise in connection with this concept. At the stage of reflection there is a return to this table.

Table "PMI" and "PM"

Table "plus-minus-interesting" or "Plus-minus-question". The table is good when it is necessary to evaluate the advantages and disadvantages, the positive and negative aspects of a person, politics, etc., to answer a problematic question (“Is the market the most promising type of economy”? At the stage of studying new material, you can supplement and correct the content of the table, which allows you to link new information with existing information and organize active work with the text.In the future, such an understanding of the information will allow you to start a discussion.

Table "True-false statements"

The constructive basis of the "technology of critical thinking" is the basic model of the three stages of organization educational process: "Challenge - comprehension - reflection". In this paper, all the stages and main methodological methods for the development of critical thinking in students are considered in detail.

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Critical Thinking Technology

What is meant by critical thinking?Critical thinking- the type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, responsibility for one's own decisions. Critical thinking, therefore, is essentially a kind of tautology, a synonym for qualitative thinking. It is rather a name than a concept, but it was under this name that, with a number of international projects, those technological methods came into our lives, which we will give below.
The constructive basis of the "technology of critical thinking" is the basic model of three stages of the organization of the educational process:"Challenge - Reflection - Reflection". Let's consider these stages in detail.
At the call stage the existing knowledge and ideas about what is being studied are “called” from memory, actualized, personal interest is formed, the goals of considering a particular topic are determined. A challenge situation can be created by a teacher by skillfully asking a question, by demonstrating unexpected properties of an object, by telling about what he saw, by creating a “gap” situation in the way of solving a learning problem; in the test - at the stage of the call, "introduction, annotations, motivating examples" work. You can endlessly list the techniques used here, but, obviously, in the pedagogical piggy bank of each teacher there are their own treasures designed to solve the main task - to motivate students to work, to include them in active work.
At the stage of reflection (or realization of meaning), as a rule, the student comes into contact with new information. It is being systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as he correlates old and new information. There is a formation of one's own position. It is very important that already at this stage, using a number of techniques, it is already possible to independently monitor the process of understanding the material.
Stage reflections (reflections) characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts in them. Thus, there is an "assignment" of new knowledge and the formation on its basis of one's own reasoned idea of ​​what is being studied. The analysis of one's own mental operations is the core of this stage.
In the course of working within the framework of this model, schoolchildren master various ways of integrating information, learn to develop their own opinion based on understanding various experiences, ideas and ideas, build conclusions and logical chains of evidence, express their thoughts clearly, confidently and correctly in relation to others.

Three phases of technology (in more detail)

Evocation phase . 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 in their research the ideas of a constructivist approach to teaching (J. Dewey, B. Bloom and others) believe that it is necessary to enable the student to set learning goals that create 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 problemactivation 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 “enlarged” 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 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. It would be advisable to combine individual and group work. 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 under study, to promote a conflict-free exchange of opinions in groups, to fix and systematize information received from schoolchildren. 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 of great importance.

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, given the psychological characteristics of the perception of the lecture, it is necessary to use special techniques to enhance attention and stimulate critical thinking. Working in Reading View is more difficult for an organization. But, as the authors of the pedagogical technology for the development of critical thinking note, reading stimulates the process of critical reflection to a much greater extent, since this is an individual process in itself, not regulated by the speed of perception of new information. Thus, in the process of reading, students have the opportunity to re-read the incomprehensible, note the most important fragments, refer to additional sources.

Secondly, the teacher does not always use the possible methods of stimulating attention and actively, although these methods are well known. These are problematic questions in the course of explaining the story, graphic representation 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. Can be a direct source of new information. In this case, his task is to present it clearly and attractively.

2. If students work with 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 his book "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.

Functions of the three phases of technology for the development of critical thinking

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 (non-conflict exchange of opinions)

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, process evaluation)

Lesson constructor.

Basic Methodological Techniques for the Development of Critical Thinking

Reception "Cluster"

Let's look at a few tricksgraphic organization of text. Note that the graphic structuring of the text for many students is necessary due to the specifics of their way of perceiving information.
The most popular of the modern methods is - cluster. cluster (from English - cluster - bunch) - this is a way of graphic organization of the material, which makes it possible to visualize those thought processes that occur when immersed in a particular text. The cluster is a reflection of a non-linear form of thinking. Sometimes this method is called "visual brainstorming". The sequence of actions when building a cluster is simple and logical:

1. In the middle of a blank sheet (chalkboard) you need to write a keyword or thesis, which is the "heart" of the text.

2. Around "throw" words or sentences expressing ideas, facts, images suitable for this topic. (Model "planet and its satellites").

3. As you write, the words that appear are connected by straight lines with the key concept. Each of the "satellites" in turn also have "satellites", new logical connections are established.

As a result, a structure is obtained that graphically displays reflections, determines the information field of this text.

Masters of working with texts advise to observe the following rules when working on clusters:

1) Don't be afraid to write down everything that comes to mind. Unleash your imagination and intuition.

2) Keep working until time runs out or ideas run out.

3) Try to build as many connections as possible. Don't follow a predetermined plan.

Note that the cluster scheme is not strictly logical and allows you to cover an excess amount of information. In further work, analyzing the resulting cluster as a "field of ideas", it is necessary to specify the directions for the development of the topic. The following options are possible: enlargement or detailing of semantic blocks (if necessary); highlighting several key aspects that will be focused on in separate schemes.
Clustering is used both at the stage of the call and at the stage of reflection; it can be a way to motivate mental activity before studying topics or a form of systematization of information based on the results of passing the material. Depending on the goal, the teacher in the class can organize your individual independent work or collective activity in the form of a general joint discussion. The subject area is not limited, the use of clusters is possible in the analysis of texts of almost any nature.

Key Concepts

First of all, each text is based on a group of concepts. The term "key" was introduced to explain the special role of the named concept in relation to the text, this concept reveals the meaning of the text. That is why key concepts should be singled out in a separate group of information units, special tasks are also devoted to working with key concepts, aimed at creating their own children's "reference books". There cannot be many key concepts, the chapter of the manual (like the lesson) should not contain more key concepts than a person is able to perceive at the same time (5-9 units). We will often encounter situations where a particular concept, not classified as key by the authors of tutorials, can cause an ambiguous interpretation in the audience. What should the class do in this case? The answer to this question is determined only by the presence or absence of a temporary resource. The dispute “according to concepts” is considered one of the most unproductive in modern school practice. In such situations, it makes sense to refer to the dictionary, take as a basis the interpretation of the concept offered by one of the students, replace the “uncomfortable word” with another that causes greater consistency, and introduce your own version. Note that all these actions cannot be related to the key concepts specifically stipulated by the authors of the tutorials.
What kind of work with key concepts can be offered in the classroom?
Before reading the text of the tutorial, it is advisable to have a list of key concepts of the chapter of the book (manual), on the basis of which you can compose your own text in which these concepts would appear. After reading the text, it is useful to compare your own version with the information received.
You can offer two interpretations of the same concept and ask to justify which of the interpretations closer to content chapters.
It seems useful to link concepts into a single cluster, that is, a relationship scheme.

Every chapter in a study guide begins with a goal statement and ends with a statement conclusions . The conclusions, in this case, carry several "loads". They serve to organize the text, the author checks himself - whether he managed to solve all the tasks. They help the reader to once again fix the content of what they read in their minds. Conclusions can easily play the role of a thesis presentation of the text.

What tasks can be offered to readers based on the conclusions proposed in the text?

You are invited to reveal one of the conclusions (of your own choice or the choice of the teacher).

Formulate your own system of conclusions. Supplement the existing conclusions with your own conclusions.

As conclusions, formulate questions that may arise when reading the text, but to which there are no direct answers in the text.

table

Of course, you can also be offered such a way of structuring the text asputting it in a table. Any table is the result of some classification, presented in the form of several columns and rows. Creating tables is the most important method of structuring, useful both at the stage of understanding and processing the material. The variety of didactic exercises built on the tabular method is so great that we will list only a few here:

filling in gaps in an already completed table based on text materials;

description of the table construction logic;

building a table according to the model, when only the first column and the first row are filled, etc.

Here are some more interesting exercises related to creating tables.
Exercise "Double Diary" » enables readers to closely link the content of the text with their personal experience. Double diaries are especially useful when students are given the task to read some large text at home, outside the classroom. Making a "Double Diary". The sheet is divided in half. On the left side, fragments of the text are written that made the greatest impression, evoked some memories or associations with episodes from one's own life. Perhaps there are certain analogies from previous experience. Something simply puzzled or caused a sharp protest in the soul. On the right side, it is proposed to give a comment: what made you write down this particular quote? What thoughts did she evoke? What questions have arisen?

Extracts from the text

Questions and comments

So, while reading the text, you should stop from time to time and make similar notes in the table. Of course, this technique makes you be more attentive to what you read, you and the teacher can agree on a specific number of extracts that will be made according to the text.

"I know, I want to know, I found out"

Another interesting tabular technique is the table, which is called"I know, I want to know, I found out."(D. Ogle, 1996):

One of the ways of graphic organization and logical and semantic structuring of the material. The form is convenient, as it provides an integrated approach to the content of the topic.

Step 1: Before getting acquainted with the text (the module as a whole), you alone or in a group fill in the first and second columns of the table “I know”, “I want to know”.

Step 2: In the course of getting acquainted with the text (course content), you then fill in the “I learned” column.

Step 3: Summing up, comparing the contents of the graph.

When reading the text, it is useful to conduct a comparative analysis of various phenomena and concepts. Such comparative tables may form the basis for future discussion.

Task - analysis

Another methodical approach is called Task analysis. TASK - (this is an abbreviation for the words Thesis - Analysis - Synthesis - Key), its task is to help students learn to think independently about individual moments of the text. This method consists of 10 sequentially asked questions that you have to think about while reading the text. It is most rational to enter the answers to the questions in a specially designed table. Here again we meet with the culture of isolating the theses and antheses of this or that text.

Thus, the proposed method will “force” to treat texts as both readers and co-authors, this will help you to establish a connection between reading and developing proofs. Collaboration is achieved when the reader begins to offer ideas that complement, evaluate, or challenge the author's argument. In addition, TASK encourages the reader to make a kind but critical connection with the author's values ​​and beliefs. Using TASK will greatly improve your ability to read and evaluate what you read. This is most evident in preparing for a group discussion by identifying weaknesses in one's own evidence, such as inconsistency of material, lack of defense, fallacious prejudice, inappropriate references to authorities. It also improves students' ability to write proofs.

Planning

Let us return once again to such an important skill as compiling various types of plans . Above, we have already considered the problem of constructing a plan as the most important problem of structuring any text. Let's try to combine our ideas about plans into a single methodological technique.
In order to successfully carry out this type of work, in each case it is necessary to competently solve the following tasks:

1. Orient yourself in the general composition of the text (be able to determine the introduction, main part, conclusion).

2. To see the logical and semantic outline of the message, to understand the system of presentation of information by the author as a whole, as well as the course of development of each individual thought.

3. Identify "key" thoughts, i.e. the main semantic milestones on which the entire content of the text is “strung”.

4. Define detail information.

5. Succinctly formulate the main information, without transferring everything entirely and verbatim to the letter.

Selection main idea- one of the foundations of mental culture when working with text. “Select the most useful,” wrote the great Czech teacher of the 17th century. Ya.A. Komensky, is a matter of such importance that an intelligent reader is unthinkable without the ability to select. The only reliable fruit of reading is the assimilation of what has been read, the choice of what is useful. Truly, only this keeps the mind in tension, imprints what is perceived in the memory and illuminates the mind with an ever brighter light. Not wanting to single out anything from a book is to miss everything.”
The text, as a rule, contains several main thoughts, each of which develops within its own thematic group. Most often, though not always, the "border" between these groups is clearly marked. In writing, this boundary can be a paragraph, in oral speech - pauses or a change in the speaker's intonation.
The usual text is characterized by the fact that much more words are written and pronounced than is required to understand what is written or said. While reading, we intuitively use certain words and phrases as references. Such key words and phrases we have previously called key. Key concepts and phrases carry the main semantic and emotional load of the content of the text.
The choice of keywords is the first stage of semantic folding, semantic compression of the material.
In the work on the definition of "main thoughts", "semantic milestones", the ability to draw up a plan helps a lot. A plan is like a path through a text, from fact to fact, from thought to thought. A good plan clearly expresses the main content of the text and makes it easy to read and remember. There is a great variety of types of plans.
The first simplest kind of plan - interrogative . Having asked the main questions to the text, having covered its main issues, we will get a question plan, the points of such a plan can be written both with a question mark and without it.
abstract the plan has already been mentioned by us earlier, the thesis plan can be obtained if you try to answer questions from the question version of the plan with complete sentences.
Turning the clauses-sentences of the thesis plan into nominative constructions, we get nominative plan. The nominative plan does not answer questions like the thesis one, but only names, formulates the main problems of the text, which means that it is the most concise.
An interesting form of the plan is the modification of the thesis and nominative, when the points of the plan are presented in the form of quotations in the text. This form is most appropriate if the text is of great artistic value.
One more method of drawing up a plan can be distinguished - complication. A simple plan is drawn up during the initial reading, when the main points are fixed depending on the number of semantic parts of the text chosen. Then there are two ways: grouping or detailing.
The first way involves drawing up a detailed simple plan (for starters, you can follow almost every paragraph). Such a list of provisions, plots, facts that make up the text tells you the appropriate grouping of paragraphs under general headings.
The second way is to draw up a short, simple plan, followed by detailing the points. The choice of one method or another depends on your individual educational characteristics.
In fact, all these techniques are identical to those that we used when building clusters. Drawing up a plan is not only a way of working that helps to understand the text, but also the result of understanding: without understanding the text, even the "ideal reader" will not be able to make a plan.
The question of whether or not to make plans based on the texts read is a matter of the time resource that students have, their ability to work with texts, etc., that is, it belongs to the sphere of the art of pedagogical support for the process of independent work with texts.

Abstract

The area of ​​the same tasks aimed at comprehension and comprehension of what has been read includes the ability totake notes. The thesis plan, cluster, conceptual table - all these are original forms of abstract. Abstract (from lat. Conspectus - review) - a brief written summary or record of the content of something (lectures, conversations, discussions, etc.). The result of note-taking is a record that allows the note-taker to restore the information received immediately or after a certain period of time with the required completeness.
Unfortunately, very few of our students have truly rational note-taking skills. Note-taking is a complex and peculiar process: it combines listening (listening) or reading with writing, and this combination does not occur mechanically. Recording is preceded by specific processing of information. The note taker does not simply discard information that is unnecessary for him by reducing the text, but “folds” the known information in such a way as to be able to unfold it again. The note-taker also reduces the necessary (new, important), main information in volume, which occurs due to quick orientation in the material, finding redundancy in it (for which it is necessary to master various mental operations). The need, the value of information is a relative value, it depends on the individual awareness of a person. However, its isolation is the most important component of teaching rational note-taking.
Can be distinguished the following forms summarizing, carried out according to the text:

1. Linear note-taking in the form of a detailed thesis plan.

2. Building a cluster (another form of scheme) with text inserts.

3. Construction of a tabular form of the abstract, for example, in a question-answer form.

4. Two-stage abstract. The first part of it is completed after reading the text, the second after completing all types of tasks in the text.

5. Building a synopsis based on reference signals. The logic of constructing such a summary is based on the desire for visualization, the expression of meanings through images. Instead of numerous words in such an abstract, drawings, diagrams, symbols will be placed. Thus, we will get reference signals for this text, and instead of tedious rewriting of a long incomprehensible text, we will quickly design a short and interesting reference signal.

Reference signals (OS) is the original text processing, in which the content of the material is encoded using characters:

keywords, phrases;

funny drawings;

symbols;

schemes.

To compose or not to compose a summary, again, the question individual style training that you have created. Obviously, if the reader is working with a text that will not be available in its entirety in the future (the book must be returned to the owner, it is irrational to store such voluminous information in uncompressed form), then the abstract is an urgent need.
In a case similar to ours, when students receive individual access to educational books in which all the necessary work can go on, the note-taking procedure can be replaced by graphic text markup.
The forms of such markup include: underlining, highlighting, marking with special icons, etc. The masters of working with textual information even invented two methods that received stable names and interpretations.

Reception "Insert"

INSERT - the sound analogue of the conditional English abbreviation (INSERT - Interactive Noting System for Effective Reading and Thinking) in literal translation means: an interactive recording system for effective reading and thinking. (Authors Vaughan and Estes, 1986; modified by Meredith and Steele, 1997).

Reception is carried out in several stages.

Stage 1: Students are offered a text marking system to subdivide the information contained in it as follows:

Stage 2: Reading the text, students mark individual paragraphs and sentences with the appropriate icon in the margins. Acquaintance with the text and its marking can be done in the classroom, while the teacher can give his comments in the course of reading.

Stage 3: Students are invited to systematize the information, arranging it in accordance with their notes in the following table:

Stage 4: Sequential discussion of each column of the table.

Subject area of ​​use: educational texts with a lot of facts and information. Reception contributes to the development of analytical thinking, is a means of tracking the understanding of the material. Obviously, the stages of INSERT correspond to three stages: challenge, comprehension, reflection.
The suggested icons can be replaced with other symbols of your choice. For example, instead of "+ " can be used "! ". The main thing is clear criteria for ranking information.
The second technique, which is in no way inferior to the first in terms of ease of use, is called"Plus, minus, interesting."In this case, the text is marked up using three types of icons, the logic of which can be chosen by the teacher or the student himself. For example, analysis of the test in terms of a particular thesis. Then the “plus” sign indicates a strong argument in support of the thesis, “minus” indicates a weak argument or argument in favor of the antithesis, “interesting” is a reason for reflection. The same three icons can be used by the reader to assess the significance or novelty of the material for himself personally.

Essay

Essay (French “Essai”, English “essay” or “assay” - experience, essay, from Latin “exagium” - weighing) - a genre of criticism and journalism, a free interpretation of any literary, philosophical, aesthetic, moral or social problem. Usually opposed to systematic scientific consideration of the issue. M. Montaigne (“Experiments”, 1580) is considered the classic founder of experiments with essays. Essays are a very common genre. written works in Western pedagogy, in the Russian school, this form and the term itself have become more and more popular lately. It is advisable to use an essay as a small written task, usually at the stage of comprehension, processing of what has been read. Many scientific and popular scientific treatises are devoted to the topic of creating an essay. Here I would like to note that the variety of essay forms is determined by three main factors:

the time spent on it;

the ability to build logical compositions (in the logic already known to us, for example, a challenge, presentation of theses, argumentation, conclusions);

To write an essay, you can offer and 5 and 10 minutes of an essay can be a serious task to complete in free time. If the creation of an essay is a wonderful task for a student, aimed at a better understanding of the text, then for a teacher, essays turn into one of the most significant diagnostic tools in the process of accompanying students in the educational process.

Brain attack

Not to be confused with the psychological method of stimulating creativity “brainstorming”, Alex Osborne “Applied Imagination”, 1950. At the same time, both of these phrases are variants of the Russian translation of the English term “brainstorming”, however, they are used in different areas and perform different functions. As a methodical brain attack is used in the technology of critical thinking in order to activate the existing knowledge at the stage of "challenge" when working with factual material.

Stage 1: Students are encouraged to think and write down everything they know or think they know about the topic;

Stage 2: Information exchange.

1. Hard time limit at the 1st stage 5-7 minutes;

2. When discussing ideas, they are not criticized, but disagreements are fixed;

3. Prompt recording of the proposals made.

Individual, pair and group forms of work are possible. As a rule, they are carried out sequentially one after another, although each can be a separate independent way of organizing activities. Note: Pair brainstorming is very helpful for students who find it difficult to express their opinion in front of a large audience. Having exchanged opinions with a friend, such a student more easily gets in touch with the whole group. Of course, working in pairs allows a much larger number of students to speak.

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 both at the challenge stage and at the reflection stage. Moreover, in the first case, its task is to exchange primary information, identify contradictions, and in the second, it is the possibility of rethinking the information received, comparing one's own vision of the problem with other views and positions. The form of group discussion contributes to the development of dialogic communication, the formation of independent thinking.

Stop Reading and Bloom's Questions

The conditional name of the methodical method of organizing reading using different types of questions.

Preparatory work:

1. The teacher chooses a text to read. Criteria for selection: - The text must be absolutely unknown to this audience (otherwise, the meaning and logic of using the technique is lost); - Dynamic, eventful plot; - An unexpected denouement, an "open" problematic ending.

2. The text is divided into semantic parts in advance. Directly in the text it is noted where you should interrupt reading and make a stop: “first stop”, “second stop”, etc.

3. The teacher thinks in advance questions and tasks for the text, aimed at developing students' various thinking skills.

The teacher gives instructions and organizes the process of reading with stops, carefully monitoring compliance with the rules for working with the text. (The described strategy can be used not only for independent reading, but also for the perception of the text "by ear").

Types of questions that stimulate the development of critical thinking:

- "translation" and interpretation (translating information into new forms and determining the relationship between events, facts, ideas, values);

Memory (formal level) - recognition and recall of received information;

Evaluation - a subjective-personal view of the information received, followed by the formation of judgments and opinions;

Synthesis - a logical generalization of the information received, a holistic perception of cause-and-effect relationships;

Analysis - a fragmentary consideration of the phenomenon, highlighting the "private" in the context of the "general";

Application - the use of information as a means to solve problems in the plot context or outside it;

Note: it is advisable to use reading with stops at the stage of comprehension, supplementing this technique with other technology techniques at the stage of challenge and reflection.

cinquain

Derived from French word"cing" - five. This is a poem with five lines. It is used as a method of material synthesis. The conciseness of the form develops the ability to summarize information, to express the idea in a few meaningful words, capacious and concise expressions.

Sequin can be offered as an individual independent task; to work in pairs; less often as a collective work. The boundaries of the subject area depend on the flexibility of the teacher's imagination. Usually cinquain is used at the stage of reflection, although it can also be given as an unconventional form at the stage of challenge.

As experience shows, syncwines can be useful as:

1) a tool for synthesizing complex information;

2) the method of assessing the conceptual baggage of students;

3) means of developing creative expressiveness.

Rules for writing syncwine:

1. (the first line is the theme of the poem, expressed in ONE word, usually a noun);

2. (second line - description of the topic in TWO words, usually with adjectives);

3. (third line - a description of the action within the framework of this topic in THREE words, usually verbs);

4. (the fourth line is a phrase of FOUR words expressing the author's attitude to this topic);

5. (fifth line - ONE word - a synonym for the first, repeating the essence of the topic on an emotional-figurative or philosophical-generalized level).

"Advanced Lecture"

The essence of the proposed form is a special organization of the lecture using an active learning model.challenge - comprehension - reflection. The teacher modifies the traditional lecture form to encourage students to actively listen and think critically.

Action algorithm(possible options):

1. Challenge. preparatory activity. Theme presentation. Problematic question on the content of the lecture. (Work in pairs: discussion and recording of available considerations for an answer, informational forecast, speeches from pairs, fixing the ideas expressed on the board).

2. Announcement of the content of the first part of the lecture.Task for students (for the beginning of the lecture): during the lecture, one person in a pair briefly writes down new information on a problematic issue, the other notes in the primary records the matches “+” and the discrepancies “-” of the information heard in the lecture with the previously made forecast (audited version of the INSERT )

3. Understanding. The teacher reads the first part of the lecture.

4. Reflection. Preliminary summing up. (Individual task: highlighting the main thing - a written answer. Work in pairs: discussion of the forecast with the material heard, discussion in pairs, formulation of a common answer, speeches from pairs).

5. Recall.Announcement of the content of the second part of the lecture. Problem question. (Work in pairs: discussion and recording of available considerations for an answer, informational forecast, speeches from pairs, fixing the ideas expressed on the board). Task for students (similar to paragraph - 2).

6. Comprehension. The teacher reads the second part of the lecture.

7. Reflection. Summarizing. (Work in pairs: discussion of the forecast with the material heard, speeches from pairs).

8. Final reflection.Assignment to the class: individual independent work - a written answer to a general global question on the lecture material. The form is a 10-minute essay.

9. The work is handed over to the teacher.(They are used as an indicator of students learning the content of the lecture, as well as material for preparing the next lesson.

The subject area of ​​lectures is not limited. Tasks and ways of organizing individual and collective activities may vary.

Key terms

The teacher selects 4-5 key words from the text and writes them on the board.

Option "a": Pairs are given 5 minutes to brainstorm a general interpretation of these terms and suggest how they will appear in the subsequent text.

Option "b": Students are invited in a group or individually to compose and write down their own version of the story, using all the proposed key terms.

When getting acquainted with the original content, students compare "their" version and the version of the "original text". The described task is usually used at the “challenge” stage, but at the “reflection” stage it is advisable to return to the key terms and discuss the identified coincidences and identified disagreements. The use of this form develops imagination, fantasy, helps to activate attention when getting acquainted with the original text. The subject area is not limited.

Confusing logical chains

Option "a": Modification of the "Key Terms" technique. An additional point is the arrangement of keywords on the board in a specially “mixed up” logical sequence. After getting acquainted with the text, at the stage of "reflection" students are asked to restore the broken sequence.

Option "b": On separate sheets, 5-6 events are written out from the text (as a rule, historical-chronological or natural-scientific). Demonstrated in front of the class in a deliberately broken sequence. Students are encouraged to restore the correct order of the chronological or causal chain. After listening to different opinions and having come to a more or less unanimous decision, the teacher invites the students to get acquainted with the source text and determine whether their assumptions were correct. The form promotes the development of attention and logical thinking. More applicable in the study of informative texts.

Interrogation

One way to work in pairs. It is used at the stage of "comprehension". Application technology: Two students read the text, stopping after each paragraph, and ask each other questions of different levels on the content of what they have read. This form contributes to the development of communication skills.

Reception "Zigzag"

The Zigzag technique belongs to the group of critical thinking development techniques and requires students to work together: in pairs or small groups on the same problem, during 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 education: 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.

The purpose of this technique is to study and systematize a large amount of material. To do this, you first have to break the text into semantic passages for mutual learning. The number of passages should match the number of group members. For example, if the text is divided into 5 semantic passages, then in groups (let's call them conditionally working) - 5 people.

1. In this strategy, there may not be a challenge phase as such, since the task itself - the organization of work with a large text - in itself serves as a challenge.

2. The semantic stage. The class is divided into groups. The group is given texts of various contents. Each student works with his own text: highlighting the main thing, either compiling a reference summary, or using one of the graphic forms (for example, "cluster"). At the end of the work, students move to other groups - groups of experts.

3. Stage of reflection: work in a group of "experts". New groups are formed in such a way that in each there are "specialists" on one topic. In the process of exchanging the results of their work, a general presentation scheme of the story on the topic is drawn up. The question of who will conduct the final presentation is being decided. 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

The outcome of the lesson can be an exploratory or creative task on the topic studied.

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.

Reception "Logbook"

Reception "Logbook" is a way to visualize the material. It can become a leading technique at the semantic stage.
Logbooks are a generic name for various methods of teaching writing, 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:

Having met in the text key points, 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.

Circles on the water

This technique is a universal means to activate students' knowledge and their speech activity at the call stage. The key word for this technique can be the concept or phenomenon under study. It is written in a column and nouns (verbs, adjectives, set phrases) are selected for each letter to the topic under study. In essence, this is a small study that can begin in the classroom and continue at home.

Reception "Basket" of ideas, concepts, names ...

This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their experience and knowledge are being updated. it allows you to find out everything that students know or think about the topic of the lesson under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected.

The exchange of information is carried out according to the following procedure:

1. A direct question is asked about what students know about a particular problem.

2. First, each student remembers and writes down in a notebook everything that he knows about a particular problem (strictly individual work, duration 1-2 minutes).

3. Then there is an exchange of information in pairs or groups. Students share known knowledge with each other (group work). Time for discussion is no more than 3 minutes. This discussion should be organized, for example, students should find out what the existing ideas coincided with, about which disagreements arose.

5. All information is briefly written in the form of abstracts by the teacher in the "basket" of ideas (without comments), even if they are erroneous. In the basket of ideas, you can "dump" facts, opinions, names, problems, concepts related to the topic of the lesson. Further, in the course of the lesson, these facts or opinions, problems or concepts that are scattered in the mind of the child can be connected in a logical chain.

Bibliography

S.I. Zair - bek, I.V. Mushtavinskaya The development of critical thinking in the classroom: A guide for the teacher. - M.: Enlightenment, 2004 - 175s.

E.S. Polat New Pedagogical and Information Technology in the education system: Tutorial. - M. Academy, 2003 - 272s.

N.B. Kirilova Media education in the era of social modernization: Pedagogy. - 2005 - No. 5 p.13-21.

The main goal of using TRCM is to teach the student to work intelligently and independently, first with educational material and then with other sources of information. The authors of the technology for developing critical thinking through reading and writing are American educators Charles Temple, Ginny Steele, Kurt Meredith. It has been implemented in Russia since the mid-1990s. The technology is based on:
Dialogic concept of culture by M. Bakhtin-V. Bibler
psychological studies by L. Vygotsky, J. Piaget and others.
Pedagogy of cooperation Sh. Amonashvili

What is critical thinking? This thinking:
· free
independent
reflexive
evaluation
analytical

Critical thinking development technology algorithm:

Technological stages of the lesson

Call:
- updating existing knowledge;
- awakening of interest in obtaining new information;
- setting the student's own learning goals

Understanding the content:
- obtaining new information;
- adjusting the student's learning goals

III stage

Reflection:

Reflection, the birth of new knowledge;
- setting new learning goals by the student

CALL

Teacher activity- Aimed at challenging students' existing knowledge on the issue under study, enhancing their activities, motivating them to further work

Student activities - The student remembers what he knows from the material being studied (makes assumptions), systematizes information before studying new material, asks questions that he wants to get answers to

Possible tricks and methods - Making a list of "known information":

Story - a sentence by keywords;
Systematization of the material (graphic): clusters, tables;
True and false statements;
Confusing logical chains...

Information received at the call stage is listened to, recorded, discussed. Work is carried out individually, in pairs or groups.

II. Understanding the content

The activity of the teacher It is aimed at maintaining interest in the topic while working directly with new information, gradually moving from knowledge of the "old" to the "new".

Student activities - The student reads the text, listens using active reading methods, makes notes in the margins, or takes notes as they comprehend new information.

Possible tricks and methods - Active Reading Methods: Labeling using "V" icons. "?". "+", (in the margins);

search for answers to the questions posed in the first part of the lesson.

III. Reflection

Teacher activity- The teacher should return the students to their original notes; make changes. additions; give creative. Research tasks based on the studied information.

Student activities- Students correlate "new" information with "old" information, using the knowledge gained at the stage of comprehending the content.

Possible tricks and methods - Filling in clusters, tables. Establishing causal relationships between blocks of information. Return to keywords, true and false statements. Answers to questions. Writing creative works. Organization of various types of discussions.

At the stage of reflection, analysis, creative processing, and interpretation of the studied information are carried out. Work is done individually, in pairs or in groups.

RCM technology techniques
1. "Inventory"- compiling a list of known information
· Students write down (usually at the challenge stage individually or after discussion in pairs) the information they know about the topic. In the future, they correlate new information with existing information and supplement it.
2. "Do you believe...?"- true and false statements
· At the challenge stage, students, choosing "true statements" from those proposed by the teacher, describe a given topic (situation, environment, system of rules).
· At the stage of comprehension and reflection, working with new information, they check the correctness of the initial choice.
3. Keywords
The teacher pronounces key words - students determine the topic of the lesson (or task, or the intended content of the text, etc.)
4. "thin" and "thick" questions

Thick questions: Explain why...? Why do you think...? What is the difference...? Guess what would happen if...?

Subtle questions: Who? What? When? Where?Do you agree...? Is it true...?

5. Table ZHU "I know - I want to know - I found out."

6. Reception "INSERT" - marking the text with icons as it is read
I - interactive - interactive N - noting - marking S - system - system E - effective - for effective R - reading and - reading and
T - thinking - reflections
Reception content:
1. Reading text with markings:
· "V" - already knew "+" - new "-" - I think otherwise, I don't agree "? "- I didn't understand, I have questions

7. Zigzag - group work with text
The study and systematization of a large volume of material, for this the text is divided into semantic passages for mutual learning. The number of passages should match the number of members in the group. Each student works with his own text, at the end of the work, the students move to other expert groups. New groups are formed in such a way that in each there are experts on one topic. Experts make a general presentation scheme of the story on the topic. Then the students are transferred to the original groups, where there are specialists in all semantic passages. Each of them introduces his text to other members of the group.

8. Effective lecture -
· Call stage: students, having discussed in pairs, fill in column 1 of the table "Journal" - "What do we know about this topic."
· Stage of comprehension (step-by-step listening to the lecture): at each stage, students individually mark in the 1st column of the table with signs + and - the correctness of the assumptions and concisely fill in the 2nd column "new information".
· Stage of reflection: students in pairs compare columns 1 and 2, discuss the results of the work.
Final reflection: collective discussion of the results of the work

9.Cluster ("bunches")-graphic method of systematization of material semantic units tests and their graphic design in a certain order in the form of a bunch

10. Sinkwine is a poem, which is a synthesis of information in a concise form, which allows you to describe the essence of the concept or to reflect on the basis of the knowledge gained.

11. R A F T - The idea is that the writer or narrator chooses a certain role for himself, i.e. writes the text is not on his own behalf. For timid, insecure students, this removes the fear of independent expression.
P - the role on whose behalf the text is compiled
A- audience to whom the text is addressed
F-form
T - theme

Using technology techniques at different stages of its algorithm

Call stage
· "Inventory"
“Do you believe…”
· "Keywords"
"thin" and "thick" questions
Cluster, table, cinquain - with a return to the 3rd stage
Understanding stage
INSERT (reading with marking)
Filling in tables - ZHU, summary, "flight log", etc.
Zigzag
Lecture
Search in the text for answers to questions
Reflection stage
· Answers on questions
Cluster
Sincwine
Checking and discussing tables
Return to keywords, true and false statements
Reflection itself - analysis and evaluation of the work done

Efficiency of using critical thinking technology

CM has a technological aspect that allows you to clearly organize the educational process and, at the same time, solve the most important educational and upbringing tasks in a complex (discipline, clear and attentive performance of tasks);

Manufacturability of CM teaches students the ability to independently process information, forms independent thinking;

CM develops communication skills, the ability to conduct a dialogue, the ability to work in a team;

The technology of CM is based on the method of mutual learning. It is known that the easiest way to learn is by teaching others. Students are given the role of a teacher. This raises their self-esteem and makes them believe in themselves - this technique is most effective when working with an informative text;

The transfer of information to each other develops various types of perception: analytical, visual, auditory, reflective;

CM develops students' ability to self-regulate learning activities and to self-education in general (the three-phase structure of the lesson implies the presence of reflection at each stage of the lesson and, accordingly, reflection itself. The reflective analysis of problems mastered by students is necessary condition they develop methods of independent setting of tasks, hypotheses and plans for solutions, criteria for evaluating the results obtained.)

Examples of methodological techniques

critical thinking development technologies

Examples of methodological techniques of technology for the development of critical thinking reflect only a small part of the available methodological developments in this area. (materials from the book 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 learning model and a system of effective methods,

help students become more self-reliant, think critically, responsibly and be creative in their learning.

makes it possible to create an atmosphere of partnership in the class (group).

teacher, learns to work in the mode of creative co-authorship.

techniques help to motivate students for the learning process, arouse interest in the subject and increase cognitive and intellectual ability, as well as independence in actions.

RECEPTIONS AT THE CHALLENGING STAGE

Reception "Digging into memory"

What theme? (name her); What do you already know about it?

What did you expect or need to know? Why do you need to know?

The teacher announces the topic of the lesson, for example: “Ontogeny. Reproduction and individual development of organisms”

Reception "Association"

What can 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

Reception “Confused logical chains”

Students integrate their own ideas with the ideas in the text in order to move on to new understanding.

Correct and incorrect quotes are written on the board, students must read and put a “+” sign where they think that the statement is correct and a “-” sign where they think it is not true. For example, to a lesson on the topic: “Ontogeny. Reproduction and individual development of organisms”

Reception "Instructions"

At the challenge stage, students can be given instructions for their further work during the lesson, when performing laboratory work, setting up an experiment or research. Instructions for students (each on the desk)

Reception Make an "Expert sheet".

Reception"Brainstorm"

In pairs, the children discuss the following questions:

a) What do you know about reproduction?

b) Do you think this issue is important?

Reception"Brain attack"

As a methodical technique, “Brainstorming” is used in TCM in order to activate existing knowledge at the “challenge” stage when working with factual material.

Step 1: Students are encouraged to think and write down everything they know or think about the topic;

Stage 2: Exchange of information.

1. Hard time limit at the 1st stage 5-7 minutes;

2. When discussing ideas, they are not criticized, but disagreements are fixed;

3. Prompt recording of the proposals made.

Individual, pair and group forms of work are possible.

TECHNIQUES AT THE STAGE OF REFLECTION

The comprehension stage solves the following tasks: non-abstract reading of the text, emotional perception.

Reception"Marginal notes"

Students receive the text and make appropriate notes in it:

“+” - put in the margins if what you read corresponds to what you know;

“-” - put in the margin if what you are reading contradicts what you knew or thought you knew;

“V” - put in the margins if what you are reading is new;

“?” - put in the margin if what you are reading is not clear or you would like more information on the subject.

Thus, in the process of reading the text, students make four types of notes in the margins, in accordance with their knowledge and understanding. Time for work is allotted depending on the volume of the text

Reception"Marking table"

It is advisable to use this technique in conjunction with the Marginal Marks technique. After reading the text, the student makes a marking table, in each column of which sentences are entered with the appropriate notes:

• Reception Technology (reception) "insert / insert"

For the perception and analysis of texts, active reading methods are used: marking using icons (“+” “?” “-”), keeping records such as a diary or “flight log”. The called technology "insert/insert" is applied:

Translated from English, "insert" means: an interactive writing system for effective reading and reflection.

Explanation of the term INSERTI

interactive

Interactive

Noting

celebrating

System

System

effective

Effective

Reading

Readings

thinking

Reflections

The technique contributes to the development of analytical thinking, is a means of systematizing and tracking the 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 studied issue. 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 emerging questions 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 diaries when students are given the task to independently study some 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 set themselves a problem and independently look for ways to solve it in order to achieve the ultimate goal.

PROBLEM

WHAT IS THE SOLUTION

WHAT IS MISSING

SOLUTION

Reception“Argument table”

The teacher gives arguments, and the 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"Chamomile Bloom"

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 was like this?)

VI type - interpretation 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 both at the challenge stage and at the reflection stage. The form of group discussion contributes to the development of dialogic communication, the formation of independent thinking.

TECHNIQUES AT THE STAGE OF REFLEXION

At this stage, the task is solved: the correction and systematization of knowledge.

Reception"Cluster"

This is a way of graphic organization of the material, which makes it possible to visualize the thought processes that occur when immersed in a particular topic, stimulating the emergence of new associations or graphic representation of new ideas. This written activity serves as a learning tool writing. The cluster is a reflection of a non-linear form of thinking. Sometimes this method is called "visual brainstorming".

I use clustering quite often both at the call stage and at the reflection stage. This pedagogical strategy Clustering is very simple and easy to remember:

1. It is necessary to write a keyword or sentence in the middle of a sheet or board, which is the "heart" of the idea, topic.

3. As ideas arise, it is necessary to establish connections between them, words are connected by straight lines with a key concept.

4. The result is a structure that graphically displays our thoughts, defines the information field of this topic.

Reception"Sinquain"

"Sinquain" comes from the French word "cing" - five, a poem that requires the synthesis of information and material in short terms, for 5-7 minutes. Develops the ability to summarize information, express an idea in a few meaningful words, capacious and concise expressions. Sinkwains are a fast and powerful tool for reflection, synthesis and generalization of concepts and information. Can be as an individual independent task; work in pairs; less often as a collective work.

Rules for writing syncwine:

In the first line, the topic is called by one word (noun).

In the second line, 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 showing the relationship to the topic.

A one-word synonym that repeats the essence of the topic.

Sinkwine example

reproduction

sexual, asexual

It grows, it continues, it develops.

The main property of living organisms.

Necessary

Reception"Essay"

A genre of criticism and journalism, a free interpretation of any literary, philosophical, aesthetic, moral and social problem. There are 5-minute essays, 10-minute essays, as well as longer and more labor-intensive essays.

Essay, a very common genre of written work, is used by me at the end of the lesson to help students summarize their knowledge on the topic being studied. I ask students to answer two questions:

What did they learn from the topic?

What would you like to know? (or ask a question they didn't get an answer to).

Sample essay for the lesson: “If there were no reproduction process?”

Reception"Introspection"

Training skills of reflection of one's own states “I know - I don't know”. Of particular importance is the creation of a setting for the success of students' educational activities, containing a specific positive meaning “I know for sure”, “I must repeat”.

Reception"The Six Hats of Critical Thinking"

This task is usually used by me at the stage of reflection. The class is divided into six groups, which “try on their hat”, six points of view on the same problem are expressed.

“ white hat” ATISTIC (facts are stated on the problem, without discussing them);

“ yellow hat” POSITIVE (positive points are expressed);

“ Black hat" NEGATIVE (the group states negative points on the problem being studied);

“ blue hat” ANALYTICAL (analysis is being 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 a story-summarizing an event. The main thing is to use all keywords and terms in the text.

Reception“Mutual learning”

Mutual learning takes place in groups of four to seven people. They are all given copies of the same text. Students take turns playing the role of a teacher, which requires them to perform five specific actions:

1. “teacher” summarizes the content of the paragraph;

2. he comes up with a question to the text and asks other students to answer it;

3. "teacher" explains what is unclear to others;

4. he gives the task of reading the next paragraph,

5. hands over the reins to the next student.

Reception"Reading with notes"

Reception"Tree of Predictions"

This technique helps to make assumptions about the development of the storyline in the story, story. The "Tree of Predictions" technique was borrowed by the authors from the American colleague J. Bellance, who works with a literary text. In the original, this technique helps to make assumptions about the development of the storyline in the story, story. The rules for working with this technique are as follows: the tree trunk is the topic, 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 opinion or another.

Reception"Thick and subtle 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 of actively fixing questions in the course of reading, listening, while thinking - demonstrating understanding of what has been passed.

Fat?

Thin?

Give 3 reasons why...?

Explain why...?

Why do you think...?

Why do you think...?

What is the difference...?

Guess what would 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 views on what they have read, in the process of discussion. Constantly asking questions:

What did you pay attention to in the text? What do you remember the most? Why do you think?

What thoughts arose in connection with what was most memorable?

What feelings did you experience?

Reception"Zigzag"

Working in pairs, 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 someone from the group.

Goal: study and systematization of a large amount 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 composes a reference summary, or uses a "cluster".

At the end of the work, students move into expert groups.

Groups of "experts" of "specialists" on the same topic.

Compiled general scheme topic story.

The speaker makes a final presentation.

The group exchanges information on the topic being studied.

Reception"Confused Logic Chains"

The form contributes to the development of attention and logical thinking.

Modification of the "Key Terms" technique.

Option 1: the location of keywords on the board in a specially “mixed up” 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, shown in front of the class in a deliberately broken sequence, and it is proposed to restore the correct order of the causal chain.

After listening to different opinions, the teacher invites the students to get acquainted with the source text and determine whether their assumptions were correct.

Reception "True and False Statements"

Reception "Make a Match"

Reception "Discussions"

Reception "Research"

Reception "Projects"

Reception "Oral and written round tables"

Reception Table "Z-X-U" ("I Know - I Want to Know - I Learned")

Reception "key words" - write down words or phrases that reflect those questions that you would like to receive answers to in the process of studying this issue

Associations with the concept of "KM" (keywords, table-synthesis)

2. Definition of the concept of "KM"

Associations with the concept of critical thinking

1. Choose three keywords or phrases that characterize the concept of "Critical Thinking", write it down 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, teacher of biology, first qualification category of MOBU "Secondary School No. 172", Arkhara village, Arkharinsky district, Amur region Page 11

According to the Critical Thinking technology, a modular lesson is used, consisting of three stages:

• Stage 1 - Challenge. At this phase, the knowledge available to students is updated, and interest in the issue under discussion arises. You can use a picture, a question, a task, a problem, a situation, brainstorming, working with key terms, inverted logic circuits, free writing, etc. to awaken the call.
• Stage 2 - Comprehension of new information. The teacher offers students new information that they must work out.
• Stage 3 - Reflection, Meditation. There is a comprehension of all the information received at the 2nd stage.

Each phase has its own goals and objectives, as well as a set of techniques aimed first at activating the research, creative activity and then to comprehend and generalize the acquired knowledge.

Let's take a closer look at each of these steps.

1) Call

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, it is necessary to give the student the opportunity to set learning goals himself, creating the necessary internal motive for the learning process. Provide an opportunity for the student to analyze what he already knows about the topic being studied, which will create an additional incentive for formulating his own goals-motives. It is this task that is solved in the call phase.

The second task, which is solved at the challenge phase, is the task of activating the cognitive activity of students. Some schoolchildren in the lesson do not make significant intellectual efforts, 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.

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 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. It would be advisable to combine individual and group work. 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 under study, to promote a conflict-free exchange of opinions in groups, to fix and systematize information received from schoolchildren. 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."

Possible tricks and methods:

• Compilation of a list of "known information":
• story-guessing by keywords;
• systematization of the material (graphic): clusters, tables;
• true and false statements;
• mixed up logical chains;
• · brain attack;
• problem questions, "thick" and "thin" questions, etc.

A coherent system of techniques includes both ways of organizing individual work and its combination with pair and group work.

2) Understanding stage

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 the longest. 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 that is the main one in the learning process at the phase of understanding 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. In the process of implementing the meaning 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 of great importance.

It is impossible not to pay attention to one circumstance. As well as at the first stage of work in the mode of technology for the development of critical thinking, at the semantic stage, students independently continue to actively construct the goals of their teaching. Setting goals in the process of getting to know new information is carried out when it is superimposed on existing knowledge. Students can find answers to previously asked questions, solve 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. critical thinking foreign language

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. Can be a direct source of new information. In this case, his task is to present it clearly and attractively.
• 2. If students work with 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.
• 3) Reflection stage

Robert Boostrom notes in his book Developing Creative and Critical Thinking: “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.

At the stage of reflection, students 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, etc.), 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.

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 skills.

The teacher should: return students to their original assumption notes; make changes; give creative, exploratory or practical tasks based on the information learned. Students correlate "new" information with "old" information, using the knowledge gained at the content comprehension stage.

The typical types of tasks for this stage are:

• · Filling in clusters, tables.
• · Establishing causal relationships between blocks of information.
• Return to keywords, true and false statements.
• · Answers to questions.
• · Organization of oral and written round tables.
• · Organization of various types of discussions.
• · Creative writing.
• · Research on individual issues of the topic, etc.